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Reconfiguring Work following the COVID-19 Pandemic: Challenges and Strategies for Effective Teamwork
No full textSupporting Witnesses and Victims to Invoke Episodic Retrieval Mode: Own-Generated Verbal- and Sketch-Reinstatement-of-Context Retrieval Cues Improves Recall Versus Interviewer-Generated Mental Reinstatement of Context Cues
No full textBackground: Criminal justice relies on information from witnesses. Retrieval from episodic memory is cognitively demanding; thus, many interview protocols advocate techniques to support episodic retrieval mode, which is essential for obtaining detailed accounts. Currently, interviewers have two empirically validated techniques for triggering and scaffolding conscious remembering: Mental-Reinstatement-of-Context and Sketch-Reinstatement-of-Context. However, where neither is appropriate, there exist few alternatives. We report a potential future addition to the interviewer toolbox, aimed at reinstating context through self-directed verbal cueing, namely the Verbal-Reinstatement-of-Context. Methods: Using a between-conditions mock witness paradigm, we compared the interviewer-directed Mental-Reinstatement-of-Context technique with self-directed Sketch-Reinstatement-of-Context and Verbal-Reinstatement-of-Context cue techniques. Participants were interviewed 48 h after they had seen a mock robbery. Memory performance was analyzed for correct and erroneous recall, completeness, and accuracy. Results: Participants who self-generated retrieval cues recalled an average of 26% (Sketch-Reinstatement-of-Context) and 11% (Verbal-Reinstatement-of-Context) more correct information and were more complete and more accurate than those in the Mental-Reinstatement-of-Context condition. Improved recall was not accompanied by increased errors. Mean combined errors were an average of 34% and 22% lower (respectively) in the self-generated cue conditions. Conclusions: Consistent with prior research, self-generated retrieval cues were more effective than interviewer-initiated cues. Sketch-Reinstatement-of-Context and Verbal-Reinstatementme-of-Context conferred clear advantages, although Sketch-Reinstatement-of-Context was most efficient overall. For witnesses unable or unwilling to sketch, Verbal-Reinstatement-of-Context may be a viable alternative
Drum and Bass as Cultural Accelerator: Underground Resistance or Ecstatic Concession to Speed?
No full textDrum and bass is a form of electronic dance music (EDM) based on break-beats that are sampled (digitally recorded from pre-existing copyright material), looped (repeated) and dramatically sped-up using computer software and techniques like ‘time-stretching’. Often running at tempos in excess of 170 BPM (beats-per-minute) - around twice the speed of the 1960s and 1970s soul and funk records from which ‘breaks’ are often sourced – drum and bass is one of the fastest EDM genres to achieve significant cultural attention. Its emergence via dance clubs and raves in the deindustrialised spaces of inner-city London during the early-1990s points to an interrelationship between the stratified experience of speed in an accelerated culture and the effects of post-industrialisation on the genre’s mainly urban and working-class participants, many of whom have been socially, economically and geographically immobilised by the fast and fluid transactions of deterritorialised techno-capitalism. This chapter will argue that the musical and discursive development of drum and bass is entwined with both the cautionary ‘dromological’ positioning of philosopher Paul Virilio and the assertive accelerationism associated with Nick Land and other theorists from the University of Warwick’s Cybernetic Cultural Research Unit (CCRU). Thereby, it will consider the role of drum and bass as both a form of cultural resistance within underground EDM against the socially deleterious effects of an accelerated culture, while seeming to embrace the jouissance produced by speed in its sonic and wider cultural contexts
From Adoption to Actionability: Investigating Learning Analytics Integration in Learning Design for Higher Education Teaching Practice
No full textWhile learning analytics has gained significant attention in higher education, educators find it a constant challenge to translate learning analytics insights into actionable learning design decisions. This thesis investigates the integration of learning analytics in learning design through a theoretically grounded approach anchored in self-regulated learning, guided by three research questions:
RQ-1: What actionable insights can be drawn from the relationship between learning analytics and learning design?
RQ-2: What barriers and enablers do educators face when adopting learning analytics in learning design?
RQ-3: What is the relationship between learner personality traits and learner engagement across different learning design activities?
RQ-1 examined the practicalities required for successful integration through a systematic literature review combining bibliometric and thematic analysis of 85 empirical studies. The critical finding revealed that only 18.8% of studies demonstrated empirical evidence for actioning learning analytics in learning design, exposing widespread low adoption. This established the theoretical foundation through the Learning Analytics integrated Learning Design framework while imposing the investigation of implementation barriers, laying the foundation for RQ-2.
RQ-2 investigated what prevents educators from using learning analytics in learning design, building on RQ-1's low adoption rates. A survey of 120 educators across 34 institutions in 8 countries identified factors affecting adoption patterns across educators in Computer Science and Engineering and other disciplines. These findings constructed the organisational onion framework, capturing technical, formal and informal level factors contributing to adoption. This revealed that systematic attention to multiple organisational layers is required; while educator perceptions on motivating factors highlighted the need to understand individual learner differences for effective integration, providing the foundation for RQ-3.
RQ-3 addressed the empirical gap for closing the loop of actioning learning analytics, examining learning behaviours among different personalities across learning design activity types. Analysis of 72 learners across 100 activities categorised according to the Open University Learning Design Initiative taxonomy identified four distinct learner archetypes: resource explorers, consistent achievers, collaborative learners and delayed starters. This provides empirical evidence captured through learning analytics, for personalising learning design based on individual learner characteristics.
This research makes distinct contributions towards actionability and adoption of learning analytics-informed learning design. Theoretical contributions include a learning analytics integrated learning design framework, organisational onion model for adoption, and learner personality-based learning design guidelines. Empirical contributions comprise adoption rates across faculties, and learner personality-engagement correlations. Practical contributions propose an assessed toolkit with implementation guidelines. Methodological contributions incorporate a mixed-method approach combining bibliometric analysis, survey methodology, and learning analytics data analysis. This research transforms learning analytics and learning design integration into systematic, evidence-based practice in higher education teaching
Written Evidence to the Home Affairs Committee on “Routes to Settlement”
No full textOur research consists of two studies examining the mobility, settlement trajectories, and capability development of international PhD students during and subsequent to their programme of study, published in two peer-reviewed articles. These articles include a detailed analysis of the experiences of international PhD students from Turkey in the UK and explore how political, socio-cultural, professional, and migration-policy factors shape their decisions whilst studying and having obtained their doctorates. Across both studies, settlement is not simply an individual preference but the outcome of conditions that either enable or constrain individuals’ capabilities to build stable and rewarding futures. Our published evidence indicates that: Restrictive or unclear settlement policies reduce the UK’s ability to retain highly educated individuals and weaken its competitiveness within the global higher education sector. Professional environments, safety, lifestyle freedoms, and inclusive social norms strongly influence post-doctoral settlement intentions. Migration policies — including visa rules, post-study work rights, and perceptions of welcome or hostility — play a decisive role in shaping whether international researchers consider long-term settlement in the UK. Although many participants initially viewed the UK as an unattractive place for long-term settlement due to visa uncertainty and restrictive migration policies, both studies show that over time professional opportunities, inclusive working environments, and socio-cultural freedoms became more influential in shaping their long-term intentions to remain
Intersectionality and co-production in disability and physical activity research: critical reflections on promise, negotiation and transformation
No full textScholars undertaking intersectional research are called upon to address issues of power, positionality, and difference throughout their research. Equitable and experientially informed co-production complements intersectionality with shared principles that centre marginalised voices and interrogate power dynamics. This article responds to the lack of guidance in integrating these two approaches by exploring our experiences of adopting an intersectional approach to co-production. We critically reflect upon the challenges and opportunities of co-production in our intersectional research into inequalities faced by disabled people in relation to physical activity. In collaboration with the UK’s leading organisation for disabled people, Disability Rights UK (DR UK), we created the Moving Intersectionality co-production group that is comprised of disabled people from diverse backgrounds. Reflexive thematic analysis of seven co-production meeting notes, 36 reflective diaries, and nine interviews with co-production partners resulted in the construction of three themes: 1) the paradox of co-production: promise versus reality; 2) negotiating power and conflict in relationship-building; and 3) transformations through shared learning. Taken together, these themes illustrate that intersectional approaches to co-production have the potential to foster equitable relationships for research if they are foregrounded in extensive collective reflexivity. Collective reflexivity enabled us to critically evaluate the challenges we experienced in upholding our co-production principles such as navigating how power between co-production partners was shaping our research. To conclude, we call for further research to utilise intersectionality and co-production as complementary approaches to advance the practice of co-production, to reduce social inequalities and to promote social justice
Serbian nationalist discourse and the “ethnic cleansing” of Serbs in Kosovo
No full textIn recent years, the government of Serbia has repeatedly claimed that the Serbian community in Kosovo is being ethnically cleansed by the government of Kosovo with the support of Western governments. In this article, I demonstrate that there is no objective evidence to support these allegations. I argue that these claims reflect the revival of a particular strain of Serbian nationalism which aims to frame the Kosovo Serbs as persecuted and to instrumentalize this framing for political ends. The claims form part of a broader ‘symbol system’ which necessitates that the Kosovo Serbs are portrayed as persecuted. Those making the claims today – as before – aim to convince the Serbian public that Serbia faces an existential threat. Once convinced, Serbs will – so the nationalists hope – mobilize behind their leader’s political agenda. This has ominous implications for the future of democracy in Serbia and regional peace
‘It is a lifeline’: International cross-sectional survey of benefits, barriers and acceptability of online yoga during the COVID-19 pandemic
No full textObjectives
Yoga is associated with physical and mental health benefits. Online delivery may increase access to these benefits, yet limited research has examined its effectiveness and acceptability. This cross-sectional study explored the perceived benefits, barriers, and acceptability of online yoga among a large, global sample of practitioners and teachers during the early phase of the COVID-19 pandemic. A secondary aim was to assess the psychosocial health of practitioners.
Methods
A total of 1,185 participants (511 yoga students, 586 yoga teachers) completed an online survey assessing sociodemographic characteristics, yoga dosage, perceived benefits and barriers, and psychosocial health indicators (social isolation, depression, anxiety, and stress). Open-ended responses were analyzed using inductive thematic analysis to identify perceived challenges and benefits of online yoga.
Results
Participants reported low levels of stress, anxiety, and depressive symptoms compared to general population norms during the pandemic. Hierarchical regressions showed small but significant associations between yoga practice and mental health. Controlling for age and gender, days per week was associated with lower depression (β = −.10, p = .011) and years of practice with lower anxiety (β = −.07, p = .045). Age was inversely associated with depression, anxiety, and stress. Both quantitative and qualitative data indicated that the benefits of online yoga outweighed its barriers. Key reported benefits included social connectedness, increased accessibility and convenience, improved mental and physical health, and opportunities for personal practice. Reported barriers included reduced group connection, limited personalized guidance, and practical challenges related to technology and the home environment.
Conclusions
This mixed-methods study offers novel insights into the perceived effectiveness and limitations of online yoga from both student and teacher perspectives. Interpreted through the COM-B model, findings highlight key barriers and facilitators that can inform the future design and delivery of online and hybrid yoga interventions in a post-pandemic context