Brainstorm Ideas Research Articles

The key to bringing DNA collections to the next level

DNA collections are a valuable type of Natural Science collection, enabling the validation of past research, serving as a source for new genomic studies and supporting ex situ conservation. The DiSSCo Flanders DNA collection working group, aiming to advance and "unlock" their DNA collections, identified the need for: 1) actively sharing best practices regarding the management of DNA collections; and 2) providing guidance on how to bring theory into practice. By combining best practice examples from within the working group with available literature and brainstorming ideas, the working group co-created two outputs, referred to as: the "Challenges" and the "Key". The Challenges are a list of obstacles to DNA collection management, which shape the structure of the linked Key and can also be used to spark discussion amongst stakeholders. The Key is a tool that guides users through the maturation process of their DNA collection in a standardised way. It stimulates holistic growth, breaks down the needed work into manageable steps and helps to decide priorities during the process. Furthermore, the Key facilitates communication with both internal stakeholders and external DNA collection managers. The Key distinguishes itself from other self-assessment tools in several ways: it includes (re)investigation of the collection’s purpose and context; it is specialised for DNA collections; it delivers concrete goals linked to relevant information and shared experience; and it is inclusive, targeting all Natural Science DNA collections, regardless of their context or size.

Co-designed Health Literacy Activities for Children in Primary Schools

Abstract Early exposure to health literacy (HL) and fostering children’s HL development for health promotion purposes is believed to positively influence their ability to lead healthier lives during adulthood (WHO, 2021). Our qualitative study on children’s perspectives on health and HL showed that children perceive health in a broader context emphasizing aspects of everyday life. When engaging with health information, they often encounter irrelevant information and struggle to discern its trustworthiness (van Boxtel et al., in preparation). In this study, we aim to co-design HL activities with children in primary school for the context of health promotion. Children, aged 9-12 years, formed co-design teams and participated in six 1-hour sessions. Initially, they discussed what HL is and selected the most relevant HL skills to address. Through activities like body mapping, they explored ways to learn these skills. Subsequent sessions involved brainstorming ideas for the designing, and prototyping activities. A larger group of children tested these prototypes, followed by evaluations and improvements by the design team. Preliminary results indicate that children prefer designing HL activities that resonate with their everyday experiences. However, they often relied on familiar ideas unless aided to think creatively, therefore we used AI tools for ideation. The final designs, such as life-sized board game about healthy food, show potential to learn HL in schools. Results of the learning outcomes from these activities are pending and will be presented at the conference. Co-designing with children leads to meaningful HL activities that encourage active engagement with health information. This study inspired us to build a toolbox for learning HL skills for children aged 9-12-years-old in primary schools or childcare settings. We also aim to co-design other identified HL skills and competencies from our Delphi study (Van Boxtel et al., in preparation). Key messages • HL activities co-designed by children reflect daily life relevance, fostering deeper engagement and learning. • Using co-design, we enable children to actively engage with health information and learn specific HL skills.

ChatGPT (AI) Integration in Teaching and Learning: Opportunities and Challenges

As studies about artificial intelligence (AI) in the education sector increase, some scholars believe that teachers’ roles in instruction-delivery may change drastically. This conceptual paper, thus, sets out to establish the role, benefits and challenges that are associated with the utilisation of ChatGPT (Generative Pre-trained Transformer) in learning. Ultimately, this analysis reveals that while generally ChatGPT has benefits, it has a number of drawbacks too. Consequently, the advantages and benefits of ChatGPT in learning as discussed in this chapter include: provision of instant feedback, audio-language tutoring, offers interactive learning, helps brainstorm ideas on new topics, enables automatic test-grading, offers personalised tutoring and provides lesson-preparation assistance to educators. On the other hand, the drawbacks of ChatGPT include: integrity and ethical issues, interferes with students’ development of core-competencies/skills, leads to over-reliance on AI, generation of inaccurate information and unfair assessment of learning/ learners. It is thus, recommended that instructors and teachers supervise the integration of ChatGPT in learning environments and guide learners on how and when to utilize the programme. Accordingly, proper acknowledgement should be an integral part of ChatGPT utilisation in learning and research.

Cocreating eating disorder education solutions: A design thinking approach to dietetics curricula in Australia.

As the prevalence of eating disorders continues to increase, there is an urgent need to equip the emerging dietetics workforce to provide care to this growing population. The present study aimed to describe a five-step design thinking process that was applied to brainstorm ideas and develop and test solutions for consideration in the future. A pragmatic, five-step design thinking approach was used during a 1-day, in-person design thinking retreat. Purposive sampling was used to identify key stakeholders, including subject matter, learning and teaching, as well as lived experience experts, dietetics students and recent graduates. Reflexive thematic analysis was used to analyse brainstormed and design solution ideas. Seventeen participants attended the design thinking retreat in April 2023. Four education prototypes were developed and tested by stakeholders including: (1) a change to accreditation requirements for dietetics curricula; (2) a multimodal learning package for penultimate year students; (3) embedding disordered eating and eating disorder content into existing curriculum and upskilling educators; and (4) codesigning an eating disorder module. The design thinking retreat engaged a variety of stakeholders in curriculum design resulting in an array of prototype approaches that aimed to embed eating disorder content into university curricula. Further research is needed to test the prototypes and understand what impact this has on dietetics students' feelings of preparedness to provide care to people seeking this support.

Navigating Narrative Frontiers: Influence of Generative AI on Creative Literature

Navigating Narrative Frontiers: Influence of Generative AI on Creative Literature

Using generative AI in human resource development: an applied research study

ABSTRACT In this article, we report results of an experimental study investigating the use of ChatGPT in the design of an HRD intervention. Our goal was to identify the benefits and drawbacks of using this technology in HRD practice. The theoretical framework for the study was provided by the Activity Theory, an often used approach in Human-Computer Interaction research. The study participants were HRD doctoral students from two large public universities in the USA. The participants used ChatGPT in developing an HRD intervention plan, based on a supplied organisational scenario. Data for the analysis included the intervention plans, prompts used by participants, outputs received from ChatGPT, and participants’ responses to open-ended questions. The study revealed varied participant experiences with ChatGPT, including differences in time investment and interaction rules. Among key findings were the tendency to interact with ChatGPT as if it were a human consultant, and steps to establish division of labour between the tool and the human agent. ChatGPT was valued for its usefulness in initial planning and brainstorming ideas for HRD interventions, yet its limitations were apparent in generic responses and lack of contextual understanding. Across all participants, the crucial role of human expertise in refining ChatGPT’s output was consistently highlighted.

The influence of nonautonomous online collaborative writing on EFL learners

Web-based collaborative writing has received significant attention in the twenty-first century. This study aims to investigate students’ attitudes toward nonautonomous online collaborative writing. A mixed methods approach was employed in this study, using both quantitative and qualitative methods. The quantitative aspect involved the administration of a questionnaire, while the qualitative component involved conducting interviews. The participants comprised 42 male Level 3 English language students from Qassim University in Saudi Arabia, aged 20 and 22. The findings indicated that nonautonomous online collaborative writing assisted students in efficiently completing written drafts and improved writing speed, fluency, and organization. It encouraged learners to write by guiding them through brainstorming ideas, generating an outline, and addressing spelling, grammar, and punctuation errors. According to the interviews, online collaborative writing required the teacher’s supervision and support to provide comments, share drafts with peers, and receive feedback from others. The teacher’s guidance focused on how students create their essays, such as acquiring relevant ideas and organizing material, resulting in much-improved writing. The teacher provided students with clear directions and instructions, including what to do and what not to do at the start of the task. He also reviewed students’ assignments, wrote encouraging notes, and praised them for their accomplishments.

Group concept mapping for health professions education scholarship.

While explicit conceptual models help to inform research, they are left out of much of the health professions education (HPE) literature. One reason may be the limited understanding about how to develop conceptual models with intention and rigor. Group concept mapping (GCM) is a mixed methods conceptualization approach that has been used to develop frameworks for planning and evaluation, but GCM has not been common in HPE. The purpose of this article is to describe GCM in order to make it more accessible for HPE scholars. We recount the origins and evolution of GCM and summarize its core features: GCM can combine multiple stakeholder perspectives in a systematic and inclusive manner to generate explicit conceptual models. Based on the literature and prior experience using GCM, we detail seven steps in GCM: (1) brainstorming ideas to a specific "focus prompt," (2) preparing ideas by removing duplicates and editing for consistency, (3) sorting ideas according to conceptual similarity, (4) generating the point map through quantitative analysis, (5) interpreting cluster map options, (6) summarizing the final concept map, and (7) reporting and using the map. We provide illustrative examples from HPE studies and compare GCM to other conceptualization methods. GCM has great potential to add to the myriad of methodologies open to HPE researchers. Its alignment with principles of diversity and inclusivity, as well as the need to be systematic in applying theoretical and conceptual frameworks to practice, make it a method well suited for the complexities of contemporary HPE scholarship.

From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill

Language teaching is a highly emotional profession that can affect the teachers’ well-being and learners’ achievement. However, studies have yet to explore the potential of positive psychology interventions and artificial intelligence (AI) tools to promote the psycho-emotional aspects of second language (L2) teachers and learners. Further, studies regarding the effectiveness of AI in promoting the learners’ language skills could have been expansive. Responding to these gaps, researchers chose ChatGPT, an AI-powered chatbot capable of generating natural and coherent texts, as a potential tool to foster positive emotions and interactions between Iranian English language teachers ( n = 12) and learners ( n = 48) in the L2 writing context. We operationalized ChatGPT in a three-phased writing instruction protocol (CGWIP): (1) a planning phase, where teachers used ChatGPT to brainstorm ideas and generate outlines for each session; (2) an instruction phase, where teachers used ChatGPT to engage the learners in writing process, analyse and reflect on their drafts, and (3) an assessment phase, where teachers used ChatGPT to simulate IELTS writing exam and provided detailed and constructive feedback to the learners. We further tested the effectiveness of CGWIP on teachers’ self-efficacy and learners’ writing skills before and after a 10-week instruction program. The Independent Samples t-test results showed that CGWIP significantly enhanced teachers’ self-efficacy compared to the control group. Also, the results of One Way ANCOVA revealed that CGWIP significantly improved learners’ writing skills and that these effects persisted over time. The study implied that the protocol can nurture teachers’ efficiency by helping them in various aspects of L2 writing instruction, including brainstorming, revising, providing feedback, and assessment, which in turn, improves learners’ writing skills.

Managing a ChatGPT-empowered workforce: Understanding its affordances and side effects

Generative AI, particularly ChatGPT, creates new managerial concerns. This article addresses a crucial managerial challenge: While employees are including the tool as their private knowledge assistant in many aspects of their daily work, it is difficult for managers to see and understand the impact within their organization. There is more and more literature on what ChatGPT means for business, but we cannot say much as long as we are uninformed about its actual use. So, getting an insider’s perspective is needed to think about the consequences for organizations. The article is grounded in a qualitative study of employees’ experiences of interacting with ChatGPT among 50 early ChatGPT adopters. First, we show how employee-ChatGPT relations develop from private, experimental use into an integral part of knowledge work. Second, we identify six affordances: searching for information, brainstorming ideas, structuring content, writing a first draft, embellishing text, and proofing work. Further, we highlight three looming side effects of ChatGPT use that threaten knowledge ties, the quality of knowledge in organizations, and how work roles are configured. Accordingly, this article offers managers guidance in managing a ChatGPT-empowered workforce in a way that aims to mitigate these side effects while harnessing opportunities.

Incorporating ChatGPT in Medical Informatics Education: Mixed Methods Study on Student Perceptions and Experiential Integration Proposals.

The integration of artificial intelligence (AI) technologies, such as ChatGPT, in the educational landscape has the potential to enhance the learning experience of medical informatics students and prepare them for using AI in professional settings. The incorporation of AI in classes aims to develop critical thinking by encouraging students to interact with ChatGPT and critically analyze the responses generated by the chatbot. This approach also helps students develop important skills in the field of biomedical and health informatics to enhance their interaction with AI tools. The aim of the study is to explore the perceptions of students regarding the use of ChatGPT as a learning tool in their educational context and provide professors with examples of prompts for incorporating ChatGPT into their teaching and learning activities, thereby enhancing the educational experience for students in medical informatics courses. This study used a mixed methods approach to gain insights from students regarding the use of ChatGPT in education. To accomplish this, a structured questionnaire was applied to evaluate students' familiarity with ChatGPT, gauge their perceptions of its use, and understand their attitudes toward its use in academic and learning tasks. Learning outcomes of 2 courses were analyzed to propose ChatGPT's incorporation in master's programs in medicine and medical informatics. The majority of students expressed satisfaction with the use of ChatGPT in education, finding it beneficial for various purposes, including generating academic content, brainstorming ideas, and rewriting text. While some participants raised concerns about potential biases and the need for informed use, the overall perception was positive. Additionally, the study proposed integrating ChatGPT into 2 specific courses in the master's programs in medicine and medical informatics. The incorporation of ChatGPT was envisioned to enhance student learning experiences and assist in project planning, programming code generation, examination preparation, workflow exploration, and technical interview preparation, thus advancing medical informatics education. In medical teaching, it will be used as an assistant for simplifying the explanation of concepts and solving complex problems, as well as for generating clinical narratives and patient simulators. The study's valuable insights into medical faculty students' perspectives and integration proposals for ChatGPT serve as an informative guide for professors aiming to enhance medical informatics education. The research delves into the potential of ChatGPT, emphasizes the necessity of collaboration in academic environments, identifies subject areas with discernible benefits, and underscores its transformative role in fostering innovative and engaging learning experiences. The envisaged proposals hold promise in empowering future health care professionals to work in the rapidly evolving era of digital health care.

The Implementation of Technique Used by Teacher to Develop Students’ Speaking Skill: A Case Study at Muhammadiyah University of Surakarta in 2023/2024

Techniques are a way to assist students to explore and increase their ability. This study aimed to describe (1) the classroom techniques used by teacher and their purposes, (2) the teacher’s role in implementing the techniques, and (3) the elements of speaking improved in implementing the techniques. This research used a case study qualitative method. The subjects are English teachers instructing third-semester speaking classes in the English Education Department at Muhammadiyah University of Surakarta in 2023/2024. The researcher used observation, interview, and documentation to collect the data. The result of the research showed that teachers used some techniques in teaching speaking, such as conversation drill, debate, role play, and presentation. Debate and conversation drill is mostly used by the English teachers in teaching and learning speaking. Teachers’ role in implementing technique in teaching speaking are as controller and tutor. Elements that need to be improved in implementing techniques in teaching speaking, namely fluency and accuracy, then grammar, vocabulary, and pronunciation. The implementation of conversation drill and debate technique as a teaching technique developed the students’ speaking performance in terms of accuracy dealing with acceptable pronunciation, correct grammar, and appropriate word choice as well as making possible chance to students to work cooperatively, brainstorm ideas, develop vocabulary, and read to support an opinion. The researcher suggests that teachers use various techniques as it encourages students in speaking

Role of Teachers and Higher Education in Achieving the Sustainable Development Goals

Teachers and Higher Education play vital roles in working towards achieving the Sustainable Development Goals (SDGs), a set of 17 global objectives established by the United Nations to address challenges like poverty, hunger, climate change, and inequality. Educators hold a significant responsibility in educating students about the SDGs and their significance. This entails integrating SDG-related concepts into lessons, employing SDG-themed activities and projects, and encouraging students to critically consider sustainable challenges and solutions. Concurrently, educational establishments contribute by supporting teacher development on the SDGs, aiding teachers' comprehensive understanding and effective integration. Additionally, institutions offer resources promoting sustainability awareness to students, such as educational materials and online sources. They also endorse student-driven sustainability projects by providing financial backing, space, and resources. Moreover, institutions set an example by adopting eco-conscious practices such as reducing energy consumption and waste generation. Through collaborative efforts, teachers and institutions shape a generation capable of addressing global issues and creating a sustainable future. For instance, teachers inform students about the SDGs, emphasizing their importance, discussing specific goals, challenges, and solutions, and prompting analytical thinking to brainstorm ideas. Institutions assist educators through specialized professional development focused on the SDGs, aiding educators' understanding and integration of these goals. They also make resources available, including books, articles, websites, and educational visits to sustainable initiatives. Additionally, institutions support student-led sustainability endeavours through financial assistance, space, and resources. By demonstrating sustainable practices like energy conservation and supporting local businesses, institutions lead by example. Together, the combined efforts of teachers and institutions drive tangible global transformations, fostering an informed and motivated generation equipped to tackle pressing issues and forge a more sustainable future.

Creating Stronger Design Systems for Collaboration: Skills, Resources, and Practices Needed to Support an Effective Co-Design Experience

This paper describes a design case that addressed a healthcare training need for clinicians and administrators about Value-Based Care (VBC) through the design, development, implementation, and evaluation of seven massive open online courses (MOOCs). The context was an industry-academic partnership that linked subject matter experts in VBC with university faculty and designers. Courses were developed using a co-design approach to provide multiple perspectives on the issues involved, ensure the accuracy of the content, and enhance the alignment between the design and stakeholders’ needs. The team worked collaboratively to define the opportunity, brainstorm ideas, prototype solutions, evaluate prototypes based on identified needs, and ultimately design online educational experiences for a wide variety of learners in different healthcare contexts. This paper shares lessons learned about creating stronger design systems for collaboration in the areas of selecting and supporting co-design teams, fostering collaborative learning environments, and modeling collaboration in the instructional design process. Reflections about this design case underscored the importance of forming relationships among team members, which was a key outcome of the co-design structure and, facilitated the communication and psychological safety needed to support the iterative cycles of feedback during course development.

Managing Urban Mobility during Big Events through Living Lab Approach

Urban transportation systems encounter distinctive challenges during planned major city events characterized by large gatherings that disrupt traffic patterns. The surge in private car usage for attending such events leads to a sudden increase in traffic, unauthorized parking, pollutant emissions, and risks to pedestrian safety in the vicinity of the event venue. This study delves into the challenges and advantages of employing Decision Support Systems (DSSs) to manage urban mobility during special urban events with the goal of reducing car dependency and promoting sustainable transportation options. The proposed methodology for designing and testing the DSS is based on the living lab principles of co-planning, co-implementing, co-monitoring, co-validating, and co-reviewing with engaged stakeholders. Moreover, testing of the DSS measures in real-world cases (i.e., during a football match at the San Siro Stadium and a concert at the Alcatraz music hall in the city of Milan, Italy) highlights the potential of the DSS in reducing the use of individual private cars in favor of shared mobility and micro-mobility solutions. As a result, the living lab has proven to be a valuable tool for interacting with stakeholders from the outset of brainstorming ideas for potential transport policies to their practical implementation, with the goal of bridging the gap between what decision-makers believe should be done, what transport operators can feasibly do, and what users desire and expect to be done. The insights presented in this paper contribute to the debate on leveraging technology to cultivate more efficient, resilient, and livable urban environments.

CALYPSO: LLMs as Dungeon Master's Assistants

The role of a Dungeon Master, or DM, in the game Dungeons & Dragons is to perform multiple tasks simultaneously. The DM must digest information about the game setting and monsters, synthesize scenes to present to other players, and respond to the players' interactions with the scene. Doing all of these tasks while maintaining consistency within the narrative and story world is no small feat of human cognition, making the task tiring and unapproachable to new players. Large language models (LLMs) like GPT-3 and ChatGPT have shown remarkable abilities to generate coherent natural language text. In this paper, we conduct a formative evaluation with DMs to establish the use cases of LLMs in D&D and tabletop gaming generally. We introduce CALYPSO, a system of LLM-powered interfaces that support DMs with information and inspiration specific to their own scenario. CALYPSO distills game context into bite-sized prose and helps brainstorm ideas without distracting the DM from the game. When given access to CALYPSO, DMs reported that it generated high-fidelity text suitable for direct presentation to players, and low-fidelity ideas that the DM could develop further while maintaining their creative agency. We see CALYPSO as exemplifying a paradigm of AI-augmented tools that provide synchronous creative assistance within established game worlds, and tabletop gaming more broadly.

Promosi Layanan Marketing Berbasis Pemasaran Holistik pada Literasi Media Digital Indonesia

The ever-evolving internet technology is changing the way humans work and communicate. The Internet is also widely used as a supporter of the advancement of the creative communication service industry. The purpose of conducting this service is to assist developing a marketing strategy in promoting marketing services by using holistic marketing in order to create a more varied promotion strategy. The target of this activity is Indonesian Digital Media Literacy which is a relatively new digital communication service with a low number of employees. Hence, the authors see that Indonesian Digital Media Literacy still needs brainstorming ideas from other parties. Devotion in collaboration between the authors and Digital Media Literacy Indonesia in carrying out a branding strategy, gaining followers, and brand awareness to gain brand loyalty is very much needed by both parties. The author can implement the theory and knowledge of the marketing strategies studied. Meanwhile, an Indonesian Digital Media Literacy company gained insights and new strategies that have proven effective in increasing the number of social media followers it has and increasing the number of current clients.

O.5.1-3 Co-creation of an active transportation promotion intervention: a concept mapping study

Abstract Purpose Active transportation (AT) is an efficient way to increase daily physical activity and reduce pollution from the transportation sector. Mhealth has contributed to behavior change in fields like physical activity and has been explored to encourage AT. Most interventions, however, did not incorporate evidence-based behavior change techniques and were not co-created with potential users. We aim to understand how AT can be promoted via mhealth intervention by using a bottom-up participatory approach. Methods Concept mapping was done online via GroupWisdom platform, with the public of Alpes-Maritimes County, France. Participants were asked to brainstorm, sort, and rate ideas about mobile app features to encourage AT. Multidimensional scaling algorithm and hierarchical cluster analysis were used to create visual cluster maps to illustrate the participants’ conceptual thinking of the topic. We compared the data by participants’ age, education, and typical transportation mode to understand how different groups perceived each idea and clusters. Results Participants generated 44 unique ideas that they believe would encourage AT behaviors. Six themes emerged, from highest to lowest cluster rating: Infrastructure (n = 9 ideas) and Itinerary (n = 9 ideas), which were consistently rated across groups; Contact with government (n = 4 ideas); Data (n = 12 ideas), with the most number of ideas generated; App usability (n = 6 ideas); and Legislation and code of conduct (n = 4 ideas), with the least number of ideas. Conclusions Our findings showed various ways AT can be promoted. Even though the participants were asked about mobile apps features, they quickly pointed out ideas unrelated to mobile apps. The built environment and infrastructure are clearly the most important factors to promote AT, for our participants. However, they have also identified other soft measures like information, participation in decision making, and social aspects that can contribute to behavior change and support sustainable and healthy modes of transportation. Therefore, a systemic and multifaceted approach is recommended to promote AT. Support/Funding Source This work was supported by the French government, managed by the Agence Nationale de la Recherche under the project Investissements d'Avenir UCAJEDI with the reference n° ANR-15-IDEX-01.

Subject Matter Expert (SME) Onboarding 101: Improving development efficiency and course quality through SME training

A common challenge for instructional designers and administrators of online programs is ensuring that projects are completed within the development timeframe and course content meets high standards for quality. This article describes a training course that was developed to meet those challenges. The course prepares subject matter experts (SMEs) to work with a design team made up of instructional designers and instructional technologists so that SMEs can plan their course content using a backward design framework. SMEs participate in a fully asynchronous online course with other SMEs where they can collaborate and brainstorm ideas. Having SMEs take an online course that resembles the online course they will later be designing allows them to gain insight from a learner perspective, which can help them design a learner-centered course. As a result, this training program has improved the course development process to help the university meet its goals for quality online learning.

ChatGPT for education and research: A review of benefits and risks

Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence (AI) tool that can quickly generate detailed responses to prompts and follow-up questions. This emerging AI tool was launched in November 2022 by an American AI research laboratory, called OpenAI, using large language models. In this article, the benefits and risks related to the use of ChatGPT in education and research are discussed. The article argues that ChatGPT has at least five main benefits, such as creating learning assessment, enhancing pedagogical practice, offering virtual personal tutoring, creating an essay or research article outline, and brainstorming ideas. However, there are risks related to academic integrity issues, unfair learning assessment, inaccurate information, and over-reliance on AI. The article offers a set of recommendations for effective use of ChatGPT for educational and research purposes.