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On the Integration of In Silico Drug Design Methods for Drug Repurposing
Drug repurposing has become an important branch of drug discovery. Several computational approaches that help to uncover new repurposing opportunities and aid the discovery process have been put forward, or adapted from previous applications. A number of successful examples are now available. Overall, future developments will greatly benefit from integration of different methods, approaches and disciplines. Steps forward in this direction are expected to help to clarify, and therefore to rationally predict, new drug-target, target-disease, and ultimately drug-disease associations.
Journal Article
School spaces for student wellbeing and learning : insights from research and practice
This book introduces a new wellbeing dimension to the theory and practice of learning space design for early childhood and school contexts. It highlights vital, yet generally overlooked relationships between the learning environment and student learning and wellbeing, and reveals the potential of participatory, values-based design approaches to create learning spaces that respond to contemporary learners' needs. Focusing on three main themes it explores conceptual understandings of learning spaces and wellbeing; students' lived experience and needs of learning spaces; and the development of a new theory and its practical application to the design of learning spaces that enhance student wellbeing. It examines these complex and interwoven topics through various theoretical lenses and provides an extensive, current literature review that connects learning environment design and learner wellbeing in a wide range of educational settings from early years to secondary school. Offering transferable approaches and a new theoretical model of wellbeing as flourishing to support the design of innovative learning environments, this book is of interest to researchers, tertiary educators and students in the education and design fields, as well as school administrators and facility managers, teachers, architects and designers.
Book
Representing learning designs in a design support tool
Learning Design (LD) research accounts for several design support tools, or LD tools, employing representations for learning designs to facilitate the “teachers as designers” thinking while preparing learning experiences. In contrast to existing studies having followed mainly a specialist/researcher (as opposed to a teacher) perspective, our quest to develop an LD tool follows a Design-Based Research (DBR) approach involving practitioners. Specifically, in this paper, we attempt to give voice to teachers as designers and investigate how they prefer having their learning designs represented by LD tools. Aiming to create a principled account of how to represent learning designs in an LD tool, we first conducted an integrative literature review to formulate a representational framework that drove our research. Subsequently, we addressed the following LD representational dimensions: (i) format, (ii) organisation, (iii) guidance and support, and (iv) contextualisation. We are reporting on a case study conducted with 16 participants in a teacher education context. Although previous research typically reported findings based on a single LD tool’s evaluation over a short period, we have opted for eliciting feedback based on a rich LD experience. To this end, we acquainted participants in LD projects with two LD tools (Learning Designer and WebCollage) during an academic semester. Furthermore, we followed a mixed-method explanatory sequential design applied through a survey questionnaire and semi-structured interviews to achieve a more profound consideration of the teachers’ preferences for LD representations. Our findings indicate that the teachers strongly endorse an LD tool supporting a visual format and a global organisation in the form of a table that provides a global overview of a learning design while focusing on its specific elements. Teachers seem to prefer an LD tool that balances providing guidance and flexibility, as they opt for (i) a non-restrictive taxonomy for articulating learning objectives, (ii) some form of standardisation for formatting learning units, along with allowing free formation, (iii) a flexible pedagogical framework for modelling the learning activities’ pedagogy so that it can be adjusted to particular designers’ needs, and (iv) a typology of technologies that can be utilised or not. In addition, they seemed to favour an LD tool supporting high contextualisation, as they prefer to describe contextual details for a learning design’s units and activities. These findings constitute design principles for our ongoing DBR and may stimulate momentum for researchers developing LD tools.
Journal Article
Designing in the times of AI: Co-Creation as a Strategy Towards Emergent Learning Design
This paper explores co-creation as a strategy for emergent learning design in developing a new postgraduate diploma in blended and online learning (BOLD) at a large South African university. In this conceptual paper, grounded both in theory and critical collaborative autoethnography, we examine how co-creation functions as an epistemological, ontological, and political project in learning design. The “Designing with AI\" design process illustrates the complexities and uncertainties inherent in emergent learning design. Our reflections reveal that co-creation challenges traditional notions of expertise disrupts established roles and processes, and addresses issues of social justice and equity in education. We propose a set of principles for co-creation in emergent learning design, including the affirmation of multiple knowledges, embracing entangled processes, and recognising the importance of affect and power dynamics. The paper highlights the potential of co-creation to navigate the uncertainties of rapidly evolving fields like AI in education while acknowledging the challenges and tensions inherent in this approach. We argue that co-creation when applied thoughtfully, can lead to more flexible, inclusive, and responsive learning designs. However, we also recognise that institutional contexts and individual positionalities within higher education may influence the ability to engage in such emergent practices.
Journal Article
The ‘Birth of Doubt‘ and ‘The Existence of Other Possibilities’: Exploring How the ACAD Toolkit Supports Design for Learning
The circumstances in which humans live and learn are subject to constant change. Given these cycles of change, educational designers (teachers, instructional designers, and others) often search for new models and frameworks to support their work, to ensure their designs are in alignment with valued forms of learning activity. Our research foregrounds the entanglement of people (the relational), tasks (the conceptual) and tools (the digital and material) in formal and informal learning settings. In this paper, we explore the use of the ACAD toolkit
with the aim of understanding how this analytical tool supports design for learning
. A thematic analysis of five workshops attended by 40 educators from diverse professional and academic backgrounds in Spain and Argentina, reveals how ACAD supports educational designers in four distinctive ways: encouraging dynamic engagement with key elements and concepts; supporting the visualization of (dis)connections and (in)coherence in designs; prompting critical reflection on past practices and contexts; and stimulating discussion about future teaching practices. A key contribution of this article is the discussion about how the ACAD toolkit helps educators see the ways in which all learning is situated, subject to constraints and affordances at multiple scale levels, and oriented towards certain pedagogical purposes or values.
Journal Article
Visual design for online learning
\"Update the visual design of your course in pedagogically sound ways Visual Design for Online Learning spotlights the role that visual elements play in the online learning environment. Written for both new and experienced instructors, the book guides you in adding pedagogically relevant visual design elements that contribute to effective learning practices. The text builds upon three conceptual frameworks: active learning, multiple intelligences, and universal design for learning. This resource explores critical issues such as copyright, technology tools, and accessibility and includes examples from top Blackboard practitioners which are applicable to any LMS. Ultimately, the author guides you in developing effective visual elements that will support your teaching goals while reinforcing the learning materials you share with your students. There has been a steady increase of over 10% in online enrollment for higher education institutions since 2002, yet the visual look of online courses has not changed significantly in the last ten years. Adapting to the needs of students within online classes is critical to guiding your students toward success--and the right visual elements can play an integral role in your students' ability to learn and retain the information they need to thrive in their chosen programs. In fact, visual elements have been shown to increase student participation, engagement, and success in an online course. Leverage the best practices employed by exemplary Blackboard practitioners Explore three foundational conceptual frameworks: active learning, multiple intelligences, and universal design for learning Increase student retention and success Visual Design for Online Learning is an essential reference for all online educators--both new and experienced\"-- Provided by publisher.
Book
Redesigning of Flexible Learning Itinerary Configurator (FLIC) for the Design of Learning Situations in Compulsory Education (FLIC-IPAFLEX)
This paper presents the redesign process of FLIC, a web application developed for creating personal learning itineraries in higher education, now adapted for primary and secondary education as FLIC-IPAFLEX. This redesign meets the need for personalised learning through flexible pathways. It supports teachers in creating learning situations (LSs) as per the criteria set forth by the new Spanish Education Law (LOMLOE). The SCRUM model, integrated into Design-Based Research (DBR), was employed, implementing several iterative cycles involving teachers to validate the tool’s utility. The platform facilitates the creation, publication, and reuse of LS by enabling the filtering of competencies, evaluation criteria, and basic knowledge, as well as integrating with Google Classroom, an application widely used by teachers. The results show a positive user evaluation, highlighting its ease of use and capacity to foster collaboration among teachers, thereby promoting the co-design of flexible and adaptive LSs. FLIC-IPAFLEX aims to contribute to the field of learning design technologies, aligning with the demands of compulsory education and supporting collaborative processes within the educational environment.
Journal Article