Video Recordings Research Articles

Exploring the Experiences of Times Without Care and Encounters in Persons With Dementia in the Swiss and German Nursing Home and Domiciliary Care Settings: Protocol for an Ethnographic Multimethods Study

Background Persons with dementia spend a large part of the day without care and encounters, often without activity, as confirmed by numerous studies. However, no scientific analysis has examined how persons with dementia experience these periods. Such knowledge would be highly relevant for health care professionals and relatives to develop adequate strategies for dealing with times without care. Objective We aim to reconstruct times without care and encounters in persons with dementia in the nursing home and domiciliary care settings and develop a typology. This typology will address the lifeworld understandings of time and the ways of arranging the time of persons with dementia. Methods Our study is designed as an explorative, sequential multimethods investigation. We aim to systematically reconstruct times without care and encounters over a period of 36 months using ethnographic methods. Afterward, we will examine the resulting typology using a survey. To describe different social and caring cultures, practices, and arrangements, we will analyze time periods across all phases of dementia in (1) institutions exclusively caring for persons with dementia, (2) institutions where persons with dementia and those without live together, and (3) domiciliary care. For each type of care, our target is 10 intensive case observations. These observations will occur in both participatory and nonparticipatory ways. We video record selected situations and conduct situational conversations and interviews with persons with dementia and nurses. We are aiming for a minimum sample of 30 persons with dementia plus their caregivers (ie, relatives of people with dementia and professional caregivers). We will analyze data according to grounded theory methodology. Furthermore, we will perform a hermeneutic sequence analysis of selected text passages. To interpret the video material, we will conduct a video interaction analysis. To obtain complementary information about the newly developed typology, we will survey approximately 400 formal and 150 informal caregivers. We will summarize the ethnography and survey findings into an overall concept of times without care and encounters in persons with dementia. To fulfill the research objectives, our cross-disciplinary and cross-country team comprises researchers with expertise in nursing sciences, gerontology, sociology, psychology, and ethnography. Results Our approach allows formulating statements about the nature, frequency, and prevalence of times without care and encounters in people with dementia across countries and types of care. Thus, we will contribute to making visible the lifeworld of persons with dementia. Our study commenced in March 2022 and will conclude in May 2025. The results are expected to be published in the fall of 2025. Conclusions Our research offers points of departure for the representative investigation of times without care and encounters in persons with dementia, for the development of diagnostic instruments, and for dealing critically with possibilities of interruption (eg, by developing targeted interventions). International Registered Report Identifier (IRRID) DERR1-10.2196/58190

Material Constraints for Assistant-Supported Learning

This paper explores classroom desk interaction where the student has a visual impairment (VIS), and the interaction involves a third supportive party, the student’s learning support assistant. Based on video recordings and multimodal conversation analysis, the paper examines how a VIS, his assistant, and the teacher within a contingent socio-material environment work toward solving an assignment. The analysis is organized following the sequential unfolding of the assignment-solving situation, going from a) determining the need for teacher assistance, b) the recruitment of the teacher’s assistance with the assignment, c) how the participation framework for the joint activity of reviewing the assignment is established with the assistant positioning herself as a fellow “learner”, and d) how the issue is identified and solved. The analysis shows the situated properties of the socio-material environment in which the participants and the local material contingencies are assembled and thus become consequential for the collaborative and observable production of the situation.

Association between behavioral parameters of men in psychiatric emergency department video recording and subsequent violence in the psychiatric ward.

Violence risk is a major challenge among acute psychiatric inpatients. The study aimed to predict violent behavior risk in an acute psychiatric ward using video recordings from the emergency department. 69 videos of the emergency department recording the first ten minutes following patients' arrivals were included. Psychiatrists watched the videos, completed relevant Brief Psychiatric Rating Scale items and answered intuitive questions about each patient's risk of violence. Demographic and clinical data were also collected. Motoric mannerisms as rated in the BPRS significantly differed between violent and non-violent patients (p < 0.05). Additionally, we found a significant correlation between intuitive prediction of violence and actual violence (p = 0.008). Violent behavior was predicted in 42.1% of the cases by the intuitive evaluation compared to 11.5% mistakenly evaluated patients. Logistic regression revealed that the intuitive question and the BPRS items regarding tension and motoric mannerism created a successful model for predicting violence with 88.2% sensitivity and 72.5% specificity. We sought to define the factors that most accurately predict violence in the acute psychiatric ward, based solely on behavior in the emergency department. Intuitive impressions of clinicians and motoric mannerisms should be considered when evaluating patients for potential violent behavior.

Sonography Could Predict Complete/Near-Complete Necrosis of Thyroid Tumors After Fine-Needle Biopsy: Necrotic Ring Sign.

Necrosis, a rare histologic alteration caused by the fine-needle aspiration biopsy (FNA) of thyroid tumors, could be problematic in the clinical management of such cases due to the difficulty in making a definitive histopathologic diagnosis. The aim of this study was to define US features that may help to predict FNA-induced necrosis which is more common in oncocytic tumors. This cross-sectional study consists of all patients who underwent thyroid surgery in our center between January 2011 and December 2023. All nodules, which complete/near-complete necrosis reported on final histopathology, were included into study when full video record of preoperative US exam also available for re-evaluation. US findings of necrotic tumors compared with control group consisting of similar histopathology without necrosis. A total of 11 patients have met the inclusion criteria during study period. Of these cases, seven were papillary thyroid carcinomas and four were follicular adenomas. Among the evaluated distinctive US features, necrotic ring offers the best accuracy (88%) and area under the curve (0.91) values in detecting necrosis after FNA and most valuable when combined with lack of intranodular vascularity. In the preoperative evaluation of surgical candidates, necrotic ring, refractive edge shadowing, posterior acoustic enhancement, and lack of vascular signal may predict complete/near-complete necrosis with great accuracy.

Children’s multimodal participation in interactions and dialogues across different activities in an early childhood education and care setting

Abstract Early childhood education and care (ECEC) settings are challenging contexts for children to engage in conversations. According to previous studies, toddler participation is minimal. However, most studies have focused on vocal productions. This study investigates how gestures also enable children to participate in interactions. From video recordings of three types of activities (mealtime, playtime, booktime) in a French ECEC, we systematically categorised utterances as being vocal, gestural or multimodal. One third of the utterances was produced by children. In mealtime and playtime, most utterances contained a vocal production, while in booktime, most contained a gesture. Gestural utterances were only addressed to professionals. The qualitative analysis of two sequences further highlights how gestures enable the building of joint attention, the co-construction of dialogic exchanges and the engagement of some children as observers. Taking gestures into account sheds new light on children’s participation in interactions and dialogues in ECEC.

The biomechanics of public speaking: Enhancing political communication and persuasion through posture and gesture analysis

Effective public speaking is critical in political communication, where non-verbal cues such as posture, gestures, facial expressions, and body movements significantly influence audience perception. Despite the known impact of these biomechanics, research in diverse cultural contexts remains limited. This study addresses this gap by examining the biomechanics of public speaking in the Philippines, focusing on 16 political speakers and 211 audience participants from varied demographic backgrounds. The study uses advanced motion capture technology, high-definition video recordings, and audience perception surveys to investigate how specific non-verbal elements affect audience engagement and perception. Challenges include accurately measuring and isolating the effects of these biomechanical factors amidst varied cultural and linguistic influences. The findings reveal that an upright posture significantly enhances perceived confidence (r = 0.72, p = 0.003) and trustworthiness (r = 0.65, p = 0.004), while high-frequency gestures positively correlate with clarity (β = 0.47, p = 0.008) and persuasiveness (β = 0.66, p = 0.003). Head movements, such as nodding, significantly increase audience engagement (F-value = 5.73, p = 0.002), and high-intensity smiling enhances emotional responses (t-value = 4.86, p = 0.001). These results underscore the importance of biomechanics in political communication, demonstrating that specific gestures and postures are critical in conveying confidence and persuasiveness. The study contributes to the field by offering insights into the strategic use of body language, particularly in multicultural settings, to enhance audience engagement and speaker effectiveness.

Tremors in cats with hepatic encephalopathy-congenital portosystemic shunts or postattenuation neurological syndrome.

Tremors have been reported as a neurological sign in cats with hepatic encephalopathy due to congenital portosystemic shunts (HE-CPSS) or postattenuation neurological syndrome (PANS). The clinical records of cats diagnosed with HE-CPSS and manifesting tremors between 2003 and 2023 were retrospectively reviewed to characterise the clinical features of the tremors. Nineteen cats with HE-CPSS were included, of which 17 manifested tremors at admission and two had PANS. Domestic shorthair was the most common breed (12/19). Tremors were the only neurological sign in six of the 19 cats. Tremor localisation was generalised (10/19) or focal to the head (8/19) or a limb (1/19). Most tremors were episodic and non-intentional (15/19), occurring usually at rest with occasional intentional features (4/19). Of the 14 cats for which 1-month follow-up was available, tremors discontinued in nine after surgical or medical management. The limitations of this study included its retrospective nature and the lack of video recordings, brain magnetic resonance imaging and electrophysiological evaluation of tremors in all cases. A diagnosis of HE-CPSS or PANS should be considered in cats with generalised or focal tremors.

Playful framings of social robots in dementia care: reconsidering the principle of transparency in interactions with robot animals

Abstract Research on social robots in dementia care has focused on their effects, for example in relation to the patients’ wellbeing or the care-givers’ working environment. Such approaches to social robots treat them as stable objects with a singular function. Combining social gerontology with social studies of science, the current study offers a new angle by asking: How do patients and care-givers in care homes for older people establish a shared definition of the situation in interactions involving robot animals? Drawing on ethnography and multimodal conversation analysis of 211 minutes of video recordings in two care homes in Sweden, we demonstrate the embodied work by which participants in interactions establish activities with robot animals. In contrast to the ideal of transparency in social robotics, we show that a central affordance of the robots is their vagueness, which allows for their inclusion in playful interactions. Playful framings of the robots highlight their social functions and downplay care-giver–patient asymmetries. However, situations where patients resist a playful frame actualise a dilemma of social inclusion, on the one hand, and the right to not participate in play, on the other. Showing this, the article contributes to knowledge on how people age with technology; in particular, it draws attention to the limits of an ideal of transparency when social robots are included in dementia care.

Engaging children in activities and interactions

Abstract In early childhood education and care (ECEC), children do not participate in the same way and to the same extent in various kinds of interactions. One of the challenges for educators is to succeed in involving every child in the proposed activities, thereby enabling them to benefit from these experiences for language acquisition. The present exploratory study was conducted through video recordings of educator-child interactions in French ECEC contexts. The analysis focused on sequences where one or more children either withdrew or stayed in the background of the ongoing activities. The sequences were categorised according to the type of activity, the educators’ language strategies, and their outcomes in terms of the children’s participation. By focusing on the role and impact of language practices, our discussion re-examines the notion of involvement/engagement, its achievements in ECEC, and the effects of the educators’ moves on child involvement.

Porcine ear necrosis in nursery piglets is preceded by oral manipulations of the ear.

Porcine ear necrosis (PEN) is characterized by dry crusts on the ear tip. The crusts often progress to moist and bloody lesions and may lead to partial loss of the ear tissue. The cause and pathophysiology of PEN are unknown. Skin infections, systemic infections, or ear biting have been suggested as a cause of PEN, but no proper evidence has been shown. The behavioural factor has not yet been investigated, therefore this study evaluated the importance of oral manipulations in the occurrence of PEN in nursery pigs. Three farms affected by PEN were visited weekly, and the prevalence and severity were recorded. Video recordings of the animals were performed, and the behaviour was evaluated. The presence of pathogens in the lesions and histological alterations were also analysed. The highest percentage of pigs with PEN lesions in the farms ranged between 58 and 93%, with most lesions being of mild to moderate severity. The first ear lesions occurred about 1-2weeks after an increase in the number of ear manipulations in the pens. The frequency of the ear manipulations clearly changed over time, and the number of oral ear manipulation behaviour significantly differed (P < 0.05) between pigs in pens with high and low PEN prevalence. Increased ear manipulation behaviour was significantly related to a subsequent increase in PEN lesions (OR = 4.3; P < 0.001). Metagenomic investigation of lesion scrapings revealed a variety of pathogens mostly with low abundance, where microscopic alterations were found mainly in the epidermis. Oral manipulation of the ear pinnae by pen mates was followed by the development of PEN lesions one to two weeks later. This suggests that the behaviour played an important role in the PEN lesions formation in the nursery pigs of the three farms. Bacteria found in PEN lesions most probably were secondary to initial external skin damage, but their relevance needs to be investigated further.

Considering Ornaments, Necklaces and Floors: Negotiations of Everyday Family Activities Through the ‘Collective Action’ of Multiple Actors

This paper explores negotiations of everyday family activities in Swedish family homes between multiple actors such as children, parents, and material things. The family activities involve decorating the Christmas tree, brushing teeth and engaging with necklaces, and siblings’ engagements with cleaning equipment. The data comprises 45 hours of video recordings in 12 Swedish family homes. This study draws on multimodal interaction analysis, Bruno Latour’s concept ‘collective action’ and on key Child Studies sensibilities. Such sensibilities involve approaching children’s everyday lives as emerging from the engagements between multiple entities. By considering how multiple actors accomplish negotiations of family activities (e.g., children, ornaments, necklaces, floors, parents), the results shows that negotiations arise as complex interactional accomplishments. Different types of activities achieve currency in those negotiations which range from more straightforward to more complex and uncertain. The study also found that intimate human–nonhuman relationships are central to how such negotiations are accomplished.

Abstract 4139192: Remote monitoring platform improves communication and clinical decision making for pediatric interstage healthcare team members

Background: Asynchronous remote patient monitoring (RPM) is increasingly common in healthcare models for infants with congenital heart disease (CHD). Using a downloadable mobile application with a software platform like CHAMP App ® allows parents to proactively engage in data entry, providing pediatric healthcare teams (HCT) timely information without relying solely on parent messaging or calls. Research Question: How does the use of RPM impact family communication and clinical decision-making experiences for HCTs? Goals: To identify the HCT’s experience through a secondary review of the CHAMP Cardiac Repository, using parent-entered interstage data from home for infants with CHD. Methods: This retrospective multi-institution cohort (Table 1) spanned from 5/2019-8/2023, collecting HCTs feedback via Likert responses (Table 2) about experiences with infant monitoring endpoint, which were analyzed in SPSS. Results: Response rates of 75.8% (493/650) were achieved across 10 pediatric cardiac care centers. HCTs reported improved communication (4.5 + .77) and clinical decision-making with video reviews (4.47 + .79). Parents' data engagement averaged 268 + 195.3 total points (oxygen saturation, weights, and/or videos) per infant. Higher engagement correlated with better HCT communication (p &lt;.001) and decision-making (p &lt;.0001), both with small effect sizes. Improved clinical decision-making was noted in families who used study-provided iPads for video recordings (mean score 4.63 ± 0.84) compared to those using personal devices (mean score 4.42 ± 0.734, p = .03), with 69.2% using personal devices. Conclusions: In this modern cohort, families engaged well with data entry through a remote monitoring platform, and HCTs reported significant improvements in communication with families for their child’s data from home and clinical decision-making after reviewing videos. Future research should explore barriers to mobile data engagement and assess HCT preferences for video review.

Rapid sensorimotor adaptation to auditory midbrain silencing in free-flying bats.

Echolocating bats rely on rapid processing of auditory information to guide moment-to-moment decisions related to echolocation call design and flight path selection. The fidelity of sonar echoes, however, can be disrupted in natural settings due to occlusions, noise, and conspecific jamming signals. Behavioral sensorimotor adaptation to external blocks of relevant cues has been studied extensively, but little is known about adaptations that mitigate internal sensory flow interruption. How do bats modify their sensory-guided behaviors in natural tasks when central auditory processing is interrupted? Here, we induced internal sensory interruptions by reversibly inactivating excitatory neurons in the inferior colliculus (IC) using ligand-activated inhibitory designer receptors exclusively activated by designer drugs (DREADDs). Bats were trained to navigate through one of three open windows in a curtain to obtain a food reward, while their echolocation and flight behaviors were quantified with synchronized ultrasound microphone and stereo video recordings. Under control conditions, bats reliably steered through the open window, only occasionally contacting the curtain edge. Suppressing IC excitatory activity elevated hearing thresholds, disrupted overall performance in the task, increased the frequency of curtain contact, and led to striking compensatory sensorimotor adjustments. DREADDs-treated bats modified flight trajectories to maximize returning echo information and adjusted sonar call design to boost detection of obstacles. Sensorimotor adaptations appeared immediately and did not change over successive trials, suggesting that these behavioral adaptations are mediated through existing neural circuitry. Our findings highlight the remarkable rapid adaptive strategies bats employ to compensate for internal sensory interruptions to effectively navigate their environments.

Scaling Oral Assessment Authentically

The rise of AI and related threats to academic integrity in a post-pandemic academic environment where most assessments are not invigilated forces universities to revisit the question of how to conduct safe and fair assessments (Dawson, 2022). As invigilated exams and online proctoring have fallen out of favour with university administrators due to cost, space or privacy concerns, oral assessments have found renewed interest (Newell, 2023). These are effective in measuring students' knowledge whilst verifying that the responses truly belong to the student (Joughin, 1998). Though there are many established variations of oral assessment, from viva voce thesis defence to interactive orals (as widely conducted in Law and Medicine), they usually emphasise authentic live interaction between student and assessor. However, the sheer scale of some undergraduate programs (as common in Business Schools) along with the integrated nature of business curriculum requiring marking expertise from different graders makes truly interactive oral exams unfeasible. As a response, a large first-year undergraduate Business course (with student enrolments of between 500-1200 per term) at a G08 institution implemented an authentic recorded oral assessment, which mimics job interview practice. Students were recorded for a set time period while they responded to questions verbally with the resulting video and transcripts being later marked. We utilised an asynchronous, remotely invigilated oral assessment (Baird et al., 2022) for the final exam to improve academic integrity and to further embed transferable skills that is industry relevant whilst increasing student employability. The new assessment format was named ‘Live Recorded Video Exam (LRVE)’. The invigilation process for this exam was conducted on a one-on-one basis where one invigilator checked each student in their groupings. The invigilators were provided with a procedural checklist to follow to be consistent within all the groups. The process involved the invigilator calling the student into a Microsoft Teams channel, verifying the student’s identity, checking their immediate surroundings, sharing the screen of the device that the student was using, providing a password verbally for the student to access the exam questions and then to start the recording for invigilation purposes. Once the recording commenced, the invigilator would leave the meeting room and allow the student to complete the exam independently by articulating their responses. The graders had access to both the video recording as well as the captioned transcript to mark the exam and check for any student misconduct. Students were informed about the exam format through different channels from the teaching team as well as innovative student-led initiatives. They were given various opportunities to prepare throughout the term within established class structures and practice mock sessions. Out of 542 exams, none were reported for violations of academic integrity and the rate of special consideration applications was lower. This is, in part, due to potential problems being rectified during the student check-in process. Surveys conducted after the exam showed the LRVE format was well-received by markers and student representatives in part because of its flexibility, offering a complement to traditional viva voce models and demonstrating its scalability.

Authentic feedback

Authentic assessment calls for authentic feedback (Dawson et al., 2021). Authentic feedback promotes the development of capabilities that transfer effectively from university to the workplace. I showcase an innovative process to improve the feedback on an assessment task that simulates a real-life scenario to undergraduate finance students at the University of Sydney. Authentic feedback inspires students to engage in higher-order thinking, decision-making and problem-solving to resolve the feedback comments (Molloy et al., 2020). I schedule a series of pre-submission classes that are dedicated to debating the assessment task and required standards with students. Feedback can motivate students to evaluate their own work and incorporate the insights for better quality performance. I focus on developing students’ understanding of the criteria that concern practitioners. The impact of the process to deliver authentic feedback is reflected in students’ perceptions of the extent to which they were guided by helpful feedback on their learning. The context is an undergraduate third-year elective unit, Bank Financial Management, which the University of Sydney Business School offers to students as part of its Bachelor of Commerce program. The objective of the unit is to expose students to the management of financial risks in banks. The unit’s assessment includes a group assignment on cybersecurity preparedness. The assignment is based on a case prepared by Korinek and Allayannis (2022). The case is framed from the perspective of the chief information officer of a mid-sized financial institution that has experienced a massive and unprecedented cyberattack in which $450 million of customer funds were stolen. The objectives of the assignment are for students to recognise the frequency and tremendous costs of cyberattacks, devise an incident response plan to cyberattacks and understand the cyber regulatory regime in which corporations operate. The unit attracts more than 500 enrolments per year. I deploy strategies for students to engage productively in the kinds of feedback practices that take place in the workplace. The grading rubric describes qualities sought by employers. The pre-submission classes provide opportunities for students to debate the issues with their instructors and peers and to develop practical solutions. The instructions require students to write a business-style report and to treat a bank’s managers as their target audience for the report. The process relies upon the Canvas learning management system. The feedback is delivered through a series of discussions between students and educators. The feedback process has contributed to improvements in students’ impressions of the assessment task and the quality of the feedback itself. This poster fits within the conference theme of technology enhanced learning (TEL) pedagogies. To deliver authentic feedback, the instructors augment face-to-face teaching with TEL including through video recordings, video conferencing and online discussion forums. I outline the opportunities and threats to educational quality posed by using TEL applications to generate authentic feedback. By presenting and analysing an example from university teaching in finance, I demonstrate implications and issues arising from Dawson et al.’s (2021) framework for authentic feedback. Dawson et al.’s framework contains the five elements of realism, cognitive challenge, affective challenge, evaluative judgement and enactment. I apply the framework to a feedback process as a way of identifying its authenticity and guiding its adjustment in a more authentic direction.

Videos to study Interactions in AGEing (VIntAGE)

The Videos to study Interactions in AGEing (VIntAGE) corpus aims to investigate the complex relationship between language, cognition, and aging, focusing on verbal and non-verbal pragmatic markers in older persons with mild cognitive impairment (MCI). This multimodal and longitudinal corpus incorporates an analysis of gestural and verbal markers in discourse, aligned with neurolinguistic models. It provides a rich dataset for analyzing how aging impacts communicative competence in individuals with MCI. The VIntAGE corpus comprises approximately 18 hours of video recordings from 36 face-to-face interviews conducted by a close acquaintance of each of the nine women, all over 75 years old. Five participants were selected for in-depth analysis due to significant changes in their cognitive status. The participants underwent a series of semi-structured interviews over 15 months. The data were processed using transcription tools (for verbal discourse) and annotation tools (for gestures) and then subjected to Principal Component Analyses to manage each individual's diverse dataset and discursive modalities. The corpus includes the annotation of 6,351 verbal pragmatic markers (VPMs) and 8,044 non-verbal pragmatic markers (NVPMs). The data reveal an average decrease in MoCA scores from 23/30 to 20/30 over one year, highlighting cognitive decline's effects on verbal and non-verbal communication.

Building Bridges

One of the major challenges faced in learning design is fostering effective collaboration between Subject Matter Experts (SMEs) and learning designers (LDs) in the implementation of new pedagogies and learning technologies (Gottler, 2023). This area of Technology Enhanced Learning (TEL) practice is still emerging in nature, with an acknowledged need for more examples of effective approaches (Pollard &amp; Kumar, 2022; Tay et al., 2023). The importance of this collaboration is amplified by the fact that both SMEs and LDs share a key stakeholder—the learner. To ensure the learner benefits fully, both parties must work together seamlessly, drawing on their complementary skills to deliver a learning experience that is both meaningful and impactful (Pollard &amp; Kumar, 2022). This presentation serves as a case study, showcasing the processes used by the Institution’s LD team to build positive collaboration with SMEs to integrate new pedagogies and learning technologies in the development of asynchronous mathematics modules. In particular, this project involved the integration of two learning design principles, Universal Design for Learning (UDL) and the Cognitive Theory of Multimedia Learning (CTML) (CAST, 2024; Mayer, 2024), that were foreign to the SMEs, and learning technology that had not been used previously at the Institution in the form of lightboard video recordings. In the initial stages of this project, the Institution’s LD team encountered many of the issues previously reported in literature regarding working with SMEs, such as ambiguity of roles and tasks, power struggles between SMEs and LDs, and SME resistance to the use of new education technology and pedagogies (Chen &amp; Carliner, 2020; Tay et al., 2023). To overcome these issues and to ensure the success of the project, a new approach was developed that prioritised clarity, communication and the common goal of building an excellent learner experience. The new approach drew on research into the factors that facilitated or hindered the relationship between SMEs and LDs, and included the following core principles: Mutual respect: LDs worked to build an environment where the expertise and time commitments of both SMEs and LDs were acknowledged and valued (Tay et al., 2023). Shared commitment: Processes were introduced to ensure that project goals were well defined and that a shared vision for the learning modules was established to foster a strong investment in the project's success (Chen &amp; Carliner, 2020). In particular, we placed the learner experience at the centre of decisions regarding module design, by setting the student as the core “stakeholder” in design workshops. Common language: Steps were taken to establish a common language between SMEs and LDs by defining terms and processes to facilitate clear communication (Gottler, 2023). Empowering expertise: Both SMEs and LDs were empowered to contribute their unique skills to the project and given autonomy to make decisions during the design and implementation process (Chen &amp; Carliner, 2020). For example, we acknowledged the expertise of our SMEs in classroom teaching and chose to record teaching videos without a formal script, yet based on an agreed scope and examples. This presentation will expand on how these principles were enacted practically to foster a strong partnership between SMEs and LDs characterised by effective communication, positive relationships and a strong sense of ownership of the project. The presentation will conclude by illustrating how this collaborative approach ultimately led to the successful completion of the project within constraints such as competing priorities and firm deadlines.

“She feels and thinks”: Mother's emotion and mental state talk on book reading activities

Mother's emotion and mental state talk (EMST) in storybook reading context has been reported to be positively correlated with children's social understanding. Previous findings postulate that cultural context and book formats could affect the emergence of EMST. On the contrary, research about the EMST in the Indonesian cultural context and in various book formats is limited. Hence, further research needs to be conducted to explore the characteristics of EMST in Indonesian families. The current study aims to analyze which type of EMST is preferred by mothers in Indonesia, the frequency of EMST usage across various levels of reading difficulty, and the functions of EMST among Indonesian mothers. Secondary data were analyzed qualitatively from parents' video recordings of reading book activities. The main findings of this research suggest that, while most participants reported utilizing desire talk as a means of EMST, they were more likely to emphasize character descriptions, storylines, or general knowledge compared to EMST in shared book reading sessions. The lack of spontaneous EMST in Indonesian mothers may reflect the cultural influence on the expression of emotions and mental states in everyday life.

Students' Tendencies to Attend Distance Education Courses and Their Academic Achievement

ABSTRACTThis study examines the academic achievement and attendance duration status of formal education students taking distance education courses using structural equation modelling (SEM). A total of 842 video recordings of online courses attended by 304 students on the MS Teams video conference platform were analysed. It was revealed that 29% of the attendance period was explained by course duration, lateness duration and course type, while 41% of grade point average (GPA) could be explained by course duration, lateness duration, course type and duration of course. The most significant impact on class attendance was lateness to class. Data showed that gender had a moderator effect on the effect of course type on GPA. Results also indicated that the method of teaching has a moderator role in the effect of attendance time on GPA and that the effect of attendance time on GPA is higher in asynchronous classes.

Neural Dynamics of Creative Movements During the Rehearsal and Performance of “LiveWire"

This report contains a description of physiological and motion data, recorded simultaneously and in synchrony using the hyperscanning method from two professional dancers using wireless mobile brain-body imaging (MoBI) technology during rehearsals and public performances of “LiveWire” - a new composition comprised of five choreographed music and dance sections inspired by neuroscience principles. Brain and ocular activity were measured using 28-channel scalp electroencephalography (EEG), and 4-channel electrooculography (EOG), respectively; and head motion was recorded using an inertial measurement unit (IMU) placed on the forehead of each dancer. Video recordings were obtained for each session to allow for tagging of physiological and motion signals and for behavioral analysis. Data recordings were collected from 10 sessions over a 4-month period, in which the dancers rehearsed or performed (in front of an audience) choreographed expressive movements. A detailed explanation of the experimental set-up, the steps carried out for data collection, and an explanation on the usage are provided in this report.