Description:
This paper aims to synthesise the literature on machine learning (ML) and big data applications for mental health, highlighting current research and applications in practice. We employed a scoping review methodology to rapidly map the field of ML in mental health. Eight health and information technology research databases were searched for papers covering this domain. Articles were assessed by two reviewers, and data were extracted on the article's mental health application, ML technique, data type, and study results. Articles were then synthesised via narrative review. Three hundred papers focusing on the application of ML to mental health were identified. Four main application domains emerged in the literature, including: (i) detection and diagnosis (ii) prognosis, treatment and support (iii) public health, and (iv) research and clinical administration. The most common mental health conditions addressed included depression, schizophrenia, and Alzheimer's disease. ML techniques used included support vector machines, decision trees, neural networks, latent Dirichlet allocation, and clustering. Overall, the application of ML to mental health has demonstrated a range of benefits across the areas of diagnosis, treatment and support, research, and clinical administration. With the majority of studies identified focusing on the detection and diagnosis of mental health conditions, it is evident that there is significant room for the application of ML to other areas of psychology and mental health. The challenges of using ML techniques are discussed, as well as opportunities to improve and advance the field.
Description:
Increased access to university by students with different backgrounds and capabilities from those in the past has posed, and continues to pose, dilemmas for lecturers who seek effective ways of addressing the challenge of undergraduate literacy and learning. To this end, we have been engaged on a Committee for University Teaching and Staff Development (CUTSD) funded program that we call TULIP (Tertiary Undergraduate Literacy Integration Program) which focuses on the integration of tertiary literacy within content teaching as a means of enhancing student literacy. The broad aim of the TULIP Project was to build on collaborative and reflective teaching and learning partnerships between lecturers and students, between lecturers across two universities, and between lecturers in disparate disciplines. The project developed, trialed and evaluated a suite of learner-centred literacy strategies that comprise the TULIP Resource Kit which foregrounds the embeddedness of tertiary literacy within content teaching.
Description:
Makerspaces are recent additions to schools and have been promoted as a means of developing STEM knowledge and skills. According to literature, the practical nature of making supports deeper engagement with STEM concepts and enhances development of STEM capabilities such as creativity, critical thinking, problem solving and collaboration. However, to date, limited empirical work has been completed investigating STEM learning in school makerspaces. This article reports outcomes from a study of 24 classroom makerspaces, where 5-8-year olds used 3D printing technology to design and develop artefacts responding to different problems, needs and opportunities. Findings were mixed, with evidence supporting makerspaces as effective for STEM skill and disposition development but more limited in their capacity to build STEM knowledge, unless this was explicitly identified and targeted by teachers. This paper questions assumptions about makerspaces as implicitly effective for STEM knowledge-building, arguing that teachers must specifically target conceptual outcomes in planning and teaching if makerspaces are to be effective for this purpose. Also, findings suggest the need to rethink how makerspaces contribute to holistic STEM literacy development, moving beyond current perspectives focused on learning about STEM, to one where makerspaces are viewed as epistemic environments beneficial to knowledge-building, of STEM. Findings will be of value to educators considering makerspaces as a component of STEM curriculum and infrastructure development. [Author abstract]
Description:
This article reports the outcomes of a study on the nature of the change process when a regional tourism network seeks to adopt e-commerce. The study builds on Rogers' seminal work on the diffusion of innovations and makes a unique contribution to existing ICT diffusion studies by its focus on the nature of the network links and by its application of an action-oriented methodology to untangle the effects of the embedded network structure. The study suggests a strong relationship between diffusion and network positioning, both in terms of place (status and position in the network) and space (the geographic make-up of the network). Diffusion additionally hinged on network cohesion and actors' trust in and engagement with the network.
Description:
This article reports the outcomes of a study on the nature of the change process when a regional tourism network seeks to adopt e-commerce. The study builds on Rogers' seminal work on the diffusion of innovations and makes a unique contribution to existing ICT diffusion studies by its focus on the nature of the network links and by its application of an action-oriented methodology to untangle the effects of the embedded network structure. The study suggests a strong relationship between diffusion and network positioning, both in terms of place (status and position in the network) and space (the geographic make-up of the network). Diffusion additionally hinged on network cohesion and actors' trust in and engagement with the network.
Description:
Abstract: This research aimed to explore the professional development of Physical Education (PE) teachers in a Brazilian municipal school. This study was constituted as an action research in which six PE teachers, a facilitator and a critical friend participated. Meetings with teachers and researchers; interviews; field notebook were the data sources. The results indicate that the community of practice (CP) was able to support teachers during their development. Teachers’ essential needs were met; the CP had autonomous decisions; and your voice heard. The support offered to teachers by CP originated through the process of building the teachers' own practice, supported by their own peers and the facilitator as they came together in a newly developed community.
Description:
Critical reflection is an important tool used by social workers to develop culturally responsive education, practice, and supervision. Current frameworks provide clearly defined processes for learners and professionals to create culturally safe learning and practice. However, in the models currently used in Australian social work, there is no representation of Aboriginal ways of knowing, being and doing. In this paper, we introduce a new model which integrates, for the first time, both Western and Aboriginal Peoples' epistemologies in critical reflection. This model is intended to be used by Aboriginal and Torres Strait Islander and non-Indigenous learners and professionals who are dedicated to creating culturally safe spaces that acknowledge and integrate Aboriginal Peoples' culture and wisdom. The aim of the model is to support social workers to reflect deeply, then integrate and act on their learning in a culturally responsive way that may create transformative practice.
Description:
Narrative or story telling has long been used to structure and organise human experience. In contrast to logical models of reasoning, narrative models enable complex situations to be understood and recalled by humans readily. In this work a narrative model is integrated into a logical reasoning model for the purpose of advancing a learning environment that promises to be engaging and effective. The narrative model includes a representation of the point of a story and a simple story grammar. The logical reasoning model is based on an argumentation model. The learning environment is designed to enable the automated generation of plausible scenarios that involves an intensive care unit nurse responding to a low oxygen level alarm.
Description:
Learning about Indigenous research paradigms and methodologies offers insights and reflexive opportunities for those who seek to improve their research practice. This paper explores how research at the "interface" can enrich scholarly inquiry across the academy. Whilst a single paper cannot do justice to the sophistication and nuance of Indigenous methodologies, as an authorship team of one Indigenous and two non-Indigenous academics and through our established relationship and subsequent conversations, we present in this paper seven distilled methodological learnings that can enrich standard qualitative research practice. We predominantly explored the work of Indigenous scholars worldwide and, where relevant, have drawn on non-Indigenous scholars when there may be "interface" compatibilities. We also build off some of our previous work, such as Andrews (2020a, 2020b, 2021) and Bolton and Andrews.
Description:
Learning about Indigenous research paradigms and methodologies offers insights and reflexive opportunities for those who seek to improve their research practice. This paper explores how research at the "interface" can enrich scholarly inquiry across the academy. Whilst a single paper cannot do justice to the sophistication and nuance of Indigenous methodologies, as an authorship team of one Indigenous and two non-Indigenous academics and through our established relationship and subsequent conversations, we present in this paper seven distilled methodological learnings that can enrich standard qualitative research practice. We predominantly explored the work of Indigenous scholars worldwide and, where relevant, have drawn on non-Indigenous scholars when there may be "interface" compatibilities. We also build off some of our previous work, such as Andrews (2020a, 2020b, 2021) and Bolton and Andrews.
Description:
At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organisations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. While the transformative potential of community-based teaching and learning for teacher educators is acknowledged, there is a clear need for more research into the factors which underlie the success or otherwise of such approaches. In this paper, the implementation of community-based teaching and learning programs developed by pre-service teachers is examined for educational and organisational issues that shaped the outcomes for students. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based pre-service teacher education curricula and pedagogies as an important and emerging area of interest.
Description:
At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organisations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. While the transformative potential of community-based teaching and learning for teacher educators is acknowledged, there is a clear need for more research into the factors which underlie the success or otherwise of such approaches. In this paper, the implementation of community-based teaching and learning programs developed by pre-service teachers is examined for educational and organisational issues that shaped the outcomes for students. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based pre-service teacher education curricula and pedagogies as an important and emerging area of interest.
Description:
In this study more than 40% of the 355 student nurses who completed a pre-test, involving comparisons of decimal numbers, made errors that indicate an incomplete or incorrect conceptual understanding. This includes students who are sometimes able to achieve 100% on drug calculations tests. Seven test items with error rates of between 10% and 26% form the focus of our discussion. A sub-group of the students attended a one-hour remedial intervention using various physical materials to give conceptual meaning to decimal numbers. A matched post-test three months after the intervention, detected a statistically significant improvement for the intervention students but not for those who only practiced drug calculation procedures. Conceptual teaching for number sense is needed to underpin procedures.
Description:
In this study more than 40% of the 355 student nurses who completed a pre-test, involving comparisons of decimal numbers, made errors that indicate an incomplete or incorrect conceptual understanding. This includes students who are sometimes able to achieve 100% on drug calculations tests. Seven test items with error rates of between 10% and 26% form the focus of our discussion. A sub-group of the students attended a one-hour remedial intervention using various physical materials to give conceptual meaning to decimal numbers. A matched post-test three months after the intervention, detected a statistically significant improvement for the intervention students but not for those who only practiced drug calculation procedures. Conceptual teaching for number sense is needed to underpin procedures.
Description:
Graph contrastive learning (GCL) has been subject to more attention and been widely applied to numerous graph learning tasks such as node classification and link prediction. Although it has achieved great success and even performed better than supervised methods in some tasks, most of them depend on node-level comparison, while ignoring the rich semantic information contained in graph topology, especially for social networks. However, a higher-level comparison requires subgraph construction and encoding, which remain unsolved. To address this problem, we propose a subgraph adaptive structure-aware graph contrastive learning method (PASCAL) in this work, which is a subgraph-level GCL method. In PASCAL, we construct subgraphs by merging all motifs that contain the target node. Then we encode them on the basis of motif number distribution to capture the rich information hidden in subgraphs. By incorporating motif information, PASCAL can capture richer semantic information hidden in local structures compared with other GCL methods. Extensive experiments on six benchmark datasets show that PASCAL outperforms state-of-art graph contrastive learning and supervised methods in most cases.
Description:
Graph contrastive learning (GCL) has been subject to more attention and been widely applied to numerous graph learning tasks such as node classification and link prediction. Although it has achieved great success and even performed better than supervised methods in some tasks, most of them depend on node-level comparison, while ignoring the rich semantic information contained in graph topology, especially for social networks. However, a higher-level comparison requires subgraph construction and encoding, which remain unsolved. To address this problem, we propose a subgraph adaptive structure-aware graph contrastive learning method (PASCAL) in this work, which is a subgraph-level GCL method. In PASCAL, we construct subgraphs by merging all motifs that contain the target node. Then we encode them on the basis of motif number distribution to capture the rich information hidden in subgraphs. By incorporating motif information, PASCAL can capture richer semantic information hidden in local structures compared with other GCL methods. Extensive experiments on six benchmark datasets show that PASCAL outperforms state-of-art graph contrastive learning and supervised methods in most cases.
Description:
Teaching through engaging students with excursions, artefacts, objects and practical projects is an effective way to communicate ideas about a past way of life. In Australia, we have a rich choice of destinations for many topics, but medieval history is not one of them. We don't want our medieval students to miss out on the benefit and excitement, simply because medieval action took place on the other side of the world, and for most schools a medieval incursion is more practical than a trip to Europe. If resources permit, you could contact a specialist company, such as History Up Close, which has years of experience in replicating historical material culture and presenting to schools, or you could take the do-it-yourself path and create a medieval world in the classroom with common craft materials.
Description:
Teaching through engaging students with excursions, artefacts, objects and practical projects is an effective way to communicate ideas about a past way of life. In Australia, we have a rich choice of destinations for many topics, but medieval history is not one of them. We don't want our medieval students to miss out on the benefit and excitement, simply because medieval action took place on the other side of the world, and for most schools a medieval incursion is more practical than a trip to Europe. If resources permit, you could contact a specialist company, such as History Up Close, which has years of experience in replicating historical material culture and presenting to schools, or you could take the do-it-yourself path and create a medieval world in the classroom with common craft materials.
Description:
Narrative or story telling has long been used to structure and organise human experience. In contrast to logical models of reasoning, narrative models enable complex situations to be understood and recalled by humans readily. There is also some indication that narrative models represent the way in which jurors weigh up the veracity of legal evidence. In this work a narrative model is integrated into a logical reasoning model for the purpose of advancing a learning environment that promises to be engaging and effective. The narrative model includes a representation of the point of a story and a simple story grammar. The learning environment is designed to enable the automated generation of plausible scenarios representing a variety of family law property division cases told from the point of view of numerous characters.
Description:
Through the experiences of refugees from Bosnia, Iraq and Sudan, this research sought to explore the role multicultural community organisations play in creating important informal networks and learning spaces that connect people from refugee backgrounds to the wider Australian community. In particular, the research sought to identify how such organisations assist refugees in their learning of English language and work skills.