Continuing education module: postpartum maternal health care in the United States: a critical review

Postpartum maternal health care is a neglected aspect of women's health care. This neglect is evident in the limited national health objectives and data related to maternal health. Missed opportunities for enhancing the health care of postpartum women occur in the scope of routine postpartum care. Differing perceptions of maternal needs between nurses and new mothers also contribute to inadequate health care. Therefore, collecting national data on postpartum maternal morbidity, reforming postpartum care policies, providing holistic and flexible maternal health care, encouraging family support and involvement in support groups, and initiating educational programs are recommended. Further research is needed on issues related to postpartum maternal health.     

Collingridge and the dilemma of control: Towards responsible and accountable innovation

The paper critically reviews the work of David Collingridge in the light of contemporary concerns about responsibility and accountability in innovation, public engagement with science and technology, and the role of scientific expertise in technology policy. Given continued interest in his thoughts on the ‘social control of technology’, and the ‘dilemma of control’, this attention is both timely and overdue. The paper illuminates a mismatch between the prevalence of citations to Collingridge’s work on the dilemma of control in the literature on responsible innovation, and the depth of engagement with his arguments. By considering neglected aspects of Collingridge’s substantive, methodological and philosophical analysis, important implications can be drawn for theory and practice relating to the governance of innovation and co-evolution between technology and society. The paper helps to improve understandings of wider political contexts for responsible innovation, especially in relation to anticipatory, participatory and institutional aspects of governance.     

Leading for Change: School Leader Advocacy for Undocumented Immigrant Students

School leaders can ally with other educational stakeholders to encourage undocumented student persistence in Pk-12 schools. We explore (1) how school leaders create systems of support for undocumented and newly arrived immigrant students, and (2) how school leaders interpret and implement policies or school structures that affect student educational access. Border crossing theory guides our examination of how school leaders traverse and transgress borders that can impede students' education. This embedded case study included interviews with nine administrators working on the US-México border. The study finds that leaders expected to make a difference in students' lives by focusing on relationships and programming, committing to equity, and resisting deficit thinking about students and their families.     

Plain language summaries: Enabling increased diversity,equity, inclusion and accessibility in scholarly publishing

• Plain language summaries (PLS) are accessible, short, peer-reviewed summaries of scholarly journal articles written in non-technical language.
• The aim of PLS is to enable a broader audience of experts and non-experts to understand the original article.
• Here, we outline the evidence base for the value and impact of PLS and how they can enable diversity, equity, inclusion and accessibility in scholarly publishing.
• PLS can diversify readership and authorship, address information inequity, include typically under-represented stakeholders and provide an accessible route into scholarly literature.

     

Human and artificial intelligence collaboration for socially shared regulation in learning

Artificial intelligence (AI) has generated a plethora of new opportunities, potential and challenges for understanding and supporting learning. In this paper, we position human and AI collaboration for socially shared regulation (SSRL) in learning. Particularly, this paper reflects on the intersection of human and AI collaboration in SSRL research, which presents an exciting prospect for advancing our understanding and support of learning regulation. Our aim is to operationalize this human-AI collaboration by introducing a novel trigger concept and a hybrid human-AI shared regulation in learning (HASRL) model. Through empirical examples that present AI affordances for SSRL research, we demonstrate how humans and AI can synergistically work together to improve learning regulation. We argue that the integration of human and AI strengths via hybrid intelligence is critical to unlocking a new era in learning sciences research. Our proposed frameworks present an opportunity for empirical evidence and innovative designs that articulate the potential for human-AI collaboration in facilitating effective SSRL in teaching and learning.

Practitioner notes

What is already known about this topic

• For collaborative learning to succeed, socially shared regulation has been acknowledged as a key factor.
• Artificial intelligence (AI) is a powerful and potentially disruptive technology that can reveal new insights to support learning.
• It is questionable whether traditional theories of how people learn are useful in the age of AI.

What this paper adds

• Introduces a trigger concept and a hybrid Human-AI Shared Regulation in Learning (HASRL) model to offer insights into how the human-AI collaboration could occur to operationalize SSRL research.
• Demonstrates the potential use of AI to advance research and practice on socially shared regulation of learning.
• Provides clear suggestions for future human-AI collaboration in learning and teaching aiming at enhancing human learning and regulatory skills.

Implications for practice and/or policy

• Educational technology developers could utilize our proposed framework to better align technological and theoretical aspects for their design of adaptive support that can facilitate students' socially shared regulation of learning.
• Researchers and practitioners could benefit from methodological development incorporating human-AI collaboration for capturing, processing and analysing multimodal data to examine and support learning regulation.

     

Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics

Socially shared regulation contributes to the success of collaborative learning. However, the assessment of socially shared regulation of learning (SSRL) faces several challenges in the effort to increase the understanding of collaborative learning and support outcomes due to the unobservability of the related cognitive and emotional processes. The recent development of trace-based assessment has enabled innovative opportunities to overcome the problem. Despite the potential of a trace-based approach to study SSRL, there remains a paucity of evidence on how trace-based evidence could be captured and utilised to assess and promote SSRL. This study aims to investigate the assessment of electrodermal activities (EDA) data to understand and support SSRL in collaborative learning, hence enhancing learning outcomes. The data collection involves secondary school students (N = 94) working collaboratively in groups through five science lessons. A multimodal data set of EDA and video data were examined to assess the relationship among shared arousals and interactions for SSRL. The results of this study inform the patterns among students' physiological activities and their SSRL interactions to provide trace-based evidence for an adaptive and maladaptive pattern of collaborative learning. Furthermore, our findings provide evidence about how trace-based data could be utilised to predict learning outcomes in collaborative learning.

Practitioner notes

What is already known about this topic

• Socially shared regulation has been recognised as an essential aspect of collaborative learning success.
• It is challenging to make the processes of learning regulation ‘visible’ to better understand and support student learning, especially in dynamic collaborative settings.
• Multimodal learning analytics are showing promise for being a powerful tool to reveal new insights into the temporal and sequential aspects of regulation in collaborative learning.

What this paper adds

• Utilising multimodal big data analytics to reveal the regulatory patterns of shared physiological arousal events (SPAEs) and regulatory activities in collaborative learning.
• Providing evidence of using multimodal data including physiological signals to indicate trigger events in socially shared regulation.
• Examining the differences of regulatory patterns between successful and less successful collaborative learning sessions.
• Demonstrating the potential use of artificial intelligence (AI) techniques to predict collaborative learning success by examining regulatory patterns.

Implications for practice and/or policy

• Our findings offer insights into how students regulate their learning during collaborative learning, which can be used to design adaptive supports that can foster students' learning regulation.
• This study could encourage researchers and practitioners to consider the methodological development incorporating advanced techniques such as AI machine learning for capturing, processing and analysing multimodal data to examine and support learning regulation.