Project-based learning in human–computer interaction: a service‐dominant logic approach

Purpose This study aims to propose a service-dominant logic (S-DL)-informed framework for teaching innovation in the context of human–computer interaction (HCI) education involving large industrial projects. Design/methodology/approach This study combines S-DL from the field of marketing with experiential and constructivist learning to enable value co-creation as the primary method of connecting diverse actors within the service ecology. The approach aligns with the current conceptualization of central university activities as a triad of research, education and innovation. Findings The teaching framework based on the S-DL enabled ongoing improvements to the course (a project-based, bachelor’s-level HCI course in the computer science department), easier management of stakeholders and learning experiences through students’ participation in real-life projects. The framework also helped to provide an understanding of how value co-creation works and brought a new dimension to HCI education. Practical implications The proposed framework and the authors’ experience described herein, along with examples of projects, can be helpful to educators designing and improving project-based HCI courses. It can also be useful for partner companies and organizations to realize the potential benefits of collaboration with universities. Decision-makers in industry and academia can benefit from these findings when discussing approaches to addressing sustainability issues. Originality/value While HCI has successfully contributed to innovation, HCI education has made only moderate efforts to include innovation as part of the curriculum. The proposed framework considers multiple service ecosystem actors and covers a broader set of co-created values for the involved partners and society than just learning benefits.

Social media literacy: A conceptual framework

Concerns over the harmful effects of social media have directed public attention to media literacy as a potential remedy. Current conceptions of media literacy are frequently based on mass media, focusing on the analysis of common content and evaluation of the content using common values. This article initiates a new conceptual framework of social media literacy (SoMeLit). Moving away from the mass media-based assumptions of extant approaches, SoMeLit centers on the user’s self in social media that is in dynamic causation with their choices of messages and networks. The foci of analysis in SoMeLit, therefore, are one’s selections and values that influence and are influenced by the construction of one’s reality on social media; and the evolving characteristics of social media platforms that set the boundaries of one’s social media reality construction. Implications of the new components and dimensions of SoMeLit for future research, education, and action are discussed.

A Nationwide Virtual Research Education Program for Medical Students in Pakistan: Methodological Framework, Feasibility Testing, and Outcomes

Introduction: Equipping young medical trainees with fundamental research skills can be a promising strategy to address the need for professionals who can understand and responsibly communicate evolving scientific evidence during a pandemic. Despite an ardent interest to partake in research, most educational institutions in Pakistan and other low-middle income countries have not yet adopted a comprehensive strategy for research skills education. The authors aimed to design and assess the feasibility of implementing the first nation-wide virtual research workshop for medical students in Pakistan.Methods: The course “Beginners Guide to Research,” designed as a nation-wide virtual research workshop series, was conducted for medical students across Pakistan in June 2020. Four interactive live workshops took place online on alternate days from June 22nd, 2020, to June 27th, 2020, each lasting 1–2 h. Outcomes included: (i) reach, (ii) efficacy as indexed by pre-post change in score pertaining to knowledge and application of research and (iii) self-rated perceptions about understanding of research on a Likert scale.Results: 3,862 participants enrolled from 41 cities and 123 institutions. Enrolled participants belonged to the following provinces: Sindh (n = 1,852, 48.0%), Punjab (n = 1,767, 45.8%), Khyber Pakhtunkhwa (n = 109, 2.8%), Azad Jammu and Kashmir (n = 84, 2.2%) Balochistan (n = 42, 1.1%). We also saw a few registrations from international students (n = 8, 0.2%). Mean (SD) age of enrolled medical students was 21.1 (2.1) years, 2,453 (63.5%) participants were female and 2,394 (62.0%) were from private-sector medical colleges. Two thousand ninety-three participants participants filled out all four pre-test and post-test forms. The total median knowledge score improved from 39.7 to 60.3% with the highest improvements in concepts of research bioethics and literature search (p < 0.001) with greater change for females compared to males (+20.6 vs. +16.2%, p < 0.001) and private institutions compared to public ones (+16.2 vs. +22.1%, p < 0.001).Conclusion: The overwhelming enrollment and significant improvement in learning outcomes (>50% of baseline) indicate feasibility of a medical student-led research course during a pandemic, highlighting its role in catering to the research needs in the LMICs.

Crisis of Erasure

In this paper, we use the topic of breast cancer as an example of health crisis erasure in both informational and institutional contexts, particularly within the transgender and gender-nonconforming population. Breast cancer health information conforms and defaults to conventional cultural associations with femininity, as is the case with pregnancy and other “single-sex” conditions (Surkan, 2015). Many health information and research practices normalize sexualities, pathologize non-normative gender (Drescher et al., 2012; Fish, 2008; Müller, 2018), and fail to recognize gender-nonconforming categories (Frohard‐Dourlent et al., 2017). Because breast cancer health information is sexually normalized, an information boundary exists for the LGBTQ+ community, particularly among transgender and gender-nonconforming adults who are at greater risk of discrimination in healthcare settings (Casey et al., 2019). Transgender and gender-nonconforming people experience unique marginalization and risk with respect to breast cancer. We call upon and propose library and information research, education, and practice opportunities inclusive of the health information needs of transgender and gender-nonconforming populations.

Diversity in Psychological Research Activities: Quantitative Approach With Topic Modeling

Recent cultural studies have discussed universality and diversity in human behavior using numerous samples investigated worldwide. We aimed to quantitatively extend this discussion to various research activities in psychology in terms of geographic regions and time trends. Most psychology departments have specialists in various fields of psychology. Further, research institutions in all regions typically aim to provide systematic and balanced research education. Nevertheless, most researchers recognize universal features and patterns of diversity in research activities in psychology in terms of regional differences and time trends. However, these arguments remain intuitive and vague, and no studies have conducted quantitative analyses. To this end, we conducted topic modeling for the abstracts of psychological articles with the regions of author affiliations and publication periods as covariates. The results showed that the topic proportions related to basic research were high in North-Central America, whereas those related to clinical research were high in Europe. Interestingly, the regional differences shown by topic modeling were not observed in the frequency analysis of keywords, indicating that topic modeling revealed implicit characteristics. Moreover, we observed an increasing trend of neuroscience topics across publication periods. However, this trend was not valid for the psychology journal Psychological Science. Taken together, our results suggest diversity of geographic regions and periods in research activities in psychology. More importantly, our findings indicate that universality holds neither for human behavior nor research activities on human mental processes.

Documented Skeletal Collections and Their Importance in Forensic Anthropology in the United States

Documented skeletal collections are the backbone of forensic anthropology due to their associated biohistories. This paper describes the identified skeletal collections and their relevance in forensic anthropological research, education and training in the US. The establishment of documented skeletal collections in the US can be distinguished into two modus operandi, depending on the stance towards the dead, legislation, and medical and forensic practices. In the 19th and early 20th centuries, anatomists amassed skeletons from cadaver dissections, shaped by European influences. Those skeletons compose the anatomical collections—such as the Robert J. Terry Anatomical Collection—predominantly representing impoverished and unclaimed individuals. Ethical concerns for the curation and research of African American skeletons without family consent are growing in the US. In contrast, since the 1980s, modern documented skeletal collections originated from body donations to human taphonomy facilities, such as the William M. Bass Donated Skeletal Collection. The establishment and testing of osteological methods essential to establish one’s identity—such as age at death and sex—have been developed with skeletons from documented collections. Therefore, the analysis of identified skeletons has been crucial for the development of forensic anthropology in the US.

Opportunities for early-career researchers to engage with science policy through the Biochemical Society

Science policy can be broadly defined as a two-way dialogue between science-related sectors and government. It involves the exchange of scientific findings and opinions with policy makers to inform the decision-making process, as well as the scrutinization of legislation around science-related topics to ensure it is based on sound evidence. Science policy covers a variety of issues, including research, education, funding, ethics, public health and equality, diversity and inclusion (EDI).

Book Review. Uricska Erna’s COVIDICTIONARY: Words and Phrases Related to the Global Pandemic

This unique work in its subject matter, genre and language was prepared during the first wave of the coronavirus epidemic. The theoretical background of the author’s research work is perfectly adjusted to Patyi’s “university triangle” model (“Nemzeti Közszolgálati Egyetem, Intézményfejlesztési Terv 2015–2020,” n.d.), which basically illustrates the functioning of a university in a triple system of the activities “research—education—curriculum development,” and Paavola and Hakkarainen’s trialogical model (2005), which—through the competence of cooperation—provides an opportunity todevelop students’ creativity, to keep their motivation at a high level, to develop competencies required by the labour market, and to implement experiential teaching–learning. A questionnaire survey was used with closed and open questions among students who have been learning English for law enforcement at the University of Public ServiceFaculty of Law Enforcement (hereinafter: UPS FLE) using the corpus-based dictionary method. The author’s acquaintances registered on Facebook social media platform were also involved in the research. The 96-page collection of words and phrases based on the theoretical background involves 403 English words, word phrases, neologisms and their definitions related to the coronavirus epidemic and COVID-19 situation during the first wave.

Motivating Self-Efficacy in Diverse Biomedical Science Post-baccalaureate and Graduate Students Through Scientific Conference Implementation

Tactics to increase the number of underrepresented (UR) students in biomedical research PhD training programs have not yet translated to UR faculty numbers that reflect the diversity of the United States. Continued interventions are required to build skills beyond those that result in placement into a PhD program. We hypothesize that successful interventions must build skills that give UR students foundations for confident self-efficacy in leadership. We seek interventions that allow UR students to envision themselves as successful faculty. We posit that development of such skills is difficult in the classroom or laboratory alone. Therefore, novel interventions are required. As part of the NIH-funded Post-baccalaureate Research Education Program (PREP) and Initiative for Maximizing Student Development (IMSD) at the Mayo Clinic Graduate School of Biomedical Sciences, we designed and implemented a unique intervention to support development of student leadership skills: a biannual student-organized and student-led national research conference titled “Scientific Innovation Through Diverse Perspectives” (SITDP). This initiative is based on the concept that students who actively live out realistic roles as scientific leaders will be encouraged to persist to scientific leadership as faculty. Here we describe the motivation for, design of, and outcomes from, the first three pilot conferences of this series. We further discuss approaches needed to rigorously evaluate the effectiveness of such interventions in the future.