ORCID Profile
0000-0002-9218-4120
Current Organisation
University of South Australia
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Publisher: Elsevier BV
Date: 2023
Publisher: Emerald
Date: 19-04-2022
DOI: 10.1108/IJSHE-12-2021-0495
Abstract: The concept of sustainable development (SD) is a popular response to society’s need to preserve and extend the life span of natural resources. One of the 17 goals of the SD is “education quality” (Fourth Goal of Sustainable Development [SDG-4]). Education quality is an important goal because education is a powerful force that can influence social policies and social change. The SDG-4 must be measured in different contexts, and the tools to quantify its effects require exploration. So, this study aims to propose a statistical model to measure the impact of higher education online courses on SD and a structural equation model (SEM) to find constructs or factors that help us explain a sustainability benefits rate. These proposed models integrate the three areas of sustainability: social, economic and environmental. A beta regression model suggests features that include the academic and economic opportunities offered by the institution, the involvement in research activities and the quality of the online courses. A structural equation modelling (SEM) analysis allowed selecting the key variables and constructs that are strongly linked to the SD. One of the key findings showed that the benefit provided by online courses in terms of SD is 62.99% higher than that of offline courses in aspects such as transportation, photocopies, printouts, books, food, clothing, enrolment fees and connectivity. The SEM model needs large s le sizes to have consistent estimations. Thus, despite the obtained estimations in the proposed SEM model being reliable, the authors consider that a limitation of this study was the required time to collect data corresponding to the estimated s le size. This study proposes two novel and different ways to estimate the sustainability benefits rate focused on SDG-4, and machine learning tools are implemented to validate and gain robustness in the estimations of the beta model. Additionally, the SEM model allows us to identify new constructs associated with SDG-4.
Publisher: American Psychological Association (APA)
Date: 04-07-2022
DOI: 10.1037/ACA0000510
Publisher: SAGE Publications
Date: 12-01-2021
Abstract: The concept of “creativity” as a desirable attribute within education is long-standing. The fields of education and creativity have developed, and periodically intersected with, government reports, policies, commentaries, and advice. Recently, an increasing number of countries have emphasized creativity in their official curricula. However, the journey from openly acknowledging the importance of creativity to systematically and purposefully supporting its promotion in the classroom is a long one. The research reported in this article focuses on what might be regarded as the first step in this journey: school curriculum. This article analyzes curricula in 12 countries and asks three key questions: if and how creativity is defined, where is it placed in the curriculum, and what concrete advice is provided for teachers? Despite widespread interest and a productive field of research in creativity, our examination reveals little support for teachers to turn policy into practice.
Publisher: Center for Open Science
Date: 07-09-2023
Publisher: Informa UK Limited
Date: 19-10-2023
Publisher: Elsevier BV
Date: 10-2018
Publisher: American Psychological Association (APA)
Date: 04-2019
DOI: 10.1037/XGE0000514
Publisher: Elsevier
Date: 2023
Publisher: Elsevier BV
Date: 12-2019
Publisher: Wiley
Date: 05-05-2023
DOI: 10.1002/HBM.26298
Abstract: Scientists traditionally use passive stimulation to examine the organisation of primary somatosensory cortex (SI). However, given the close, bidirectional relationship between the somatosensory and motor systems, active paradigms involving free movement may uncover alternative SI representational motifs. Here, we used 7 Tesla functional magnetic resonance imaging to compare hallmark features of SI digit representation between active and passive tasks which were unmatched on task or stimulus properties. The spatial location of digit maps, somatotopic organisation, and inter‐digit representational structure were largely consistent between tasks, indicating representational consistency. We also observed some task differences. The active task produced higher univariate activity and multivariate representational information content (inter‐digit distances). The passive task showed a trend towards greater selectivity for digits versus their neighbours. Our findings highlight that, while the gross features of SI functional organisation are task invariant, it is important to also consider motor contributions to digit representation.
Publisher: Springer International Publishing
Date: 2022
Publisher: Elsevier BV
Date: 2022
Publisher: American Association for the Advancement of Science (AAAS)
Date: 22-04-2022
Abstract: Electrophysiological studies in monkeys show that finger utation triggers local remapping within the deprived primary somatosensory cortex (S1). Human neuroimaging research, however, shows persistent S1 representation of the missing hand’s fingers, even decades after utation. Here, we explore whether this apparent contradiction stems from underestimating the distributed peripheral and central representation of fingers in the hand map. Using pharmacological single-finger nerve block and 7-tesla neuroimaging, we first replicated previous accounts (electrophysiological and other) of local S1 remapping. Local blocking also triggered activity changes to nonblocked fingers across the entire hand area. Using methods exploiting interfinger representational overlap, however, we also show that the blocked finger representation remained persistent despite input loss. Computational modeling suggests that both local stability and global reorganization are driven by distributed processing underlying the topographic map, combined with homeostatic mechanisms. Our findings reveal complex interfinger representational features that play a key role in brain (re)organization, beyond (re)mapping.
Publisher: IOP Publishing
Date: 24-01-2022
Abstract: Objective. Considerable resources are being invested to enhance the control and usability of artificial limbs through the delivery of unnatural forms of somatosensory feedback. Here, we investigated whether intrinsic somatosensory information from the body part(s) remotely controlling an artificial limb can be leveraged by the motor system to support control and skill learning. Approach. We used local anaesthetic to attenuate somatosensory inputs to the big toes while participants learned to operate through pressure sensors a toe-controlled and hand-worn robotic extra finger. Motor learning outcomes were compared against a control group who received sham anaesthetic and quantified in three different task scenarios: while operating in isolation from, in synchronous coordination, and collaboration with, the biological fingers. Main results. Both groups were able to learn to operate the robotic extra finger, presumably due to abundance of visual feedback and other relevant sensory cues. Importantly, the availability of displaced somatosensory cues from the distal bodily controllers facilitated the acquisition of isolated robotic finger movements, the retention and transfer of synchronous hand-robot coordination skills, and performance under cognitive load. Motor performance was not impaired by toes anaesthesia when tasks involved close collaboration with the biological fingers, indicating that the motor system can close the sensory feedback gap by dynamically integrating task-intrinsic somatosensory signals from multiple, and even distal, body-parts. Significance. Together, our findings demonstrate that there are multiple natural avenues to provide intrinsic surrogate somatosensory information to support motor control of an artificial body part, beyond artificial stimulation.
Publisher: IEEE
Date: 08-2019
Publisher: MDPI AG
Date: 06-09-2022
DOI: 10.3390/JINTELLIGENCE10030065
Abstract: Creativity is a core 21st-century skill taught globally in education systems. As Artificial Intelligence (AI) is being implemented in classrooms worldwide, a key question is proposed: how do students perceive AI and creativity? Twelve focus groups and eight one-on-one interviews were conducted with secondary school-aged students after they received training in both creativity and AI over eight weeks. An analysis of the interviews highlights that the students view the relationship between AI and creativity as four key concepts: social, affective, technological and learning factors. The students with a higher self-reported understanding of AI reported more positive thoughts about integrating AI into their classrooms. The students with a low understanding of AI tended to be fearful of AI. Most of the students indicated a thorough understanding of creativity and reported that AI could never match human creativity. The implications of the results are presented, along with recommendations for the future, to ensure AI can be effectively integrated into classrooms.
Publisher: American Physiological Society
Date: 03-2016
Abstract: Tactile learning transfers from trained to untrained fingers in a pattern that reflects overlap between the representations of fingers in the somatosensory system (e.g., neurons with multifinger receptive fields). While physical proximity on the body is known to determine the topography of somatosensory representations, tactile coactivation is also an established organizing principle of somatosensory topography. In this study we investigated whether tactile coactivation, induced by habitual inter-finger cooperative use (use pattern), shapes inter-finger overlap. To this end, we used psychophysics to compare the transfer of tactile learning from the middle finger to its adjacent fingers. This allowed us to compare transfer to two fingers that are both physically and cortically adjacent to the middle finger but have differing use patterns. Specifically, the middle finger is used more frequently with the ring than with the index finger. We predicted this should lead to greater representational overlap between the former than the latter pair. Furthermore, this difference in overlap should be reflected in differential learning transfer from the middle to index vs. ring fingers. Subsequently, we predicted temporary learning-related changes in the middle finger's representation (e.g., cortical magnification) would cause transient interference in perceptual thresholds of the ring, but not the index, finger. Supporting this, longitudinal analysis revealed a ergence where learning transfer was fast to the index finger but relatively delayed to the ring finger. Our results support the theory that tactile coactivation patterns between digits affect their topographic relationships. Our findings emphasize how action shapes perception and somatosensory organization.
Publisher: SAGE Publications
Date: 11-02-2021
Abstract: The optimisation of learning has long been a focus of scientific research, particularly in relation to improving psychological treatment and recovery of brain function. Previously, partial N-methyl-D-aspartate agonists have been shown to augment reward learning, procedural learning and psychological therapy, but many studies also report no impact of these compounds on the same processes. Here we investigate whether administration of an N-methyl-D-aspartate partial agonist (D-cycloserine) modulates a previously unexplored process – tactile perceptual learning. Further, we use a longitudinal design to investigate whether N-methyl-D-aspartate-related learning effects vary with time, thereby providing a potentially simple explanation for apparent mixed effects in previous research. Thirty-four volunteers were randomised to receive one dose of 250 mg D-cycloserine or placebo 2 h before tactile sensitivity training. Tactile perception was measured using psychophysical methods before and after training, and 24/48 h later. The placebo group showed immediate within-day tactile perception gains, but no further improvements between-days. In contrast, tactile perception remained at baseline on day one in the D-cycloserine group (no within-day learning), but showed significant overnight gains on day two. Both groups were equivalent in tactile perception by the final testing – indicating N-methyl-D-aspartate effects changed the timing, but not the overall amount of tactile learning. In sum, we provide first evidence for modulation of perceptual learning by administration of a partial N-methyl-D-aspartate agonist. Resolving how the effects of such compounds become apparent over time will assist the optimisation of testing schedules, and may help resolve discrepancies across the learning and cognition domains.
Publisher: Elsevier BV
Date: 03-2020
Publisher: Elsevier BV
Date: 2022
Publisher: Elsevier BV
Date: 09-2019
Publisher: Informa UK Limited
Date: 02-01-2022
Publisher: University of South Australia Library
Date: 2023
DOI: 10.59453/JMTN6001
Abstract: This article examines the potential impact of large language models (LLMs) on higher education, using the integration of ChatGPT in Australian universities as a case study. Drawing on the experience of the first 100 days of integration, the authors conducted a content analysis of university websites and quotes from spokespeople in the media. Despite the potential benefits of LLMs in transforming teaching and learning, early media coverage has primarily focused on the obstacles to their adoption. The authors argue that the lack of official recommendations for Artificial Intelligence (AI) implementation has further impeded progress. Several recommendations for successful AI integration in higher education are proposed to address these challenges. These include developing a clear AI strategy that aligns with institutional goals, investing in infrastructure and staff training, and establishing guidelines for the ethical and transparent use of AI. The importance of involving all stakeholders in the decision-making process to ensure successful adoption is also stressed. This article offers valuable insights for policymakers and university leaders interested in harnessing the potential of AI to improve the quality of education and enhance the student experience. LIFT Learning: Engage further with the authors and the issues surrounding the first 100 days of ChatGPT in universities at the companion LIFT Learning site. Hear the authors grapple with some of the pressing challenges and opportunities that this technology brings through this panel style interview. The LIFT Learning site is available at apps.lift.c3l.ai/learning/course/coursev1:LEARNINGLETTERS+0101+2023
Publisher: Elsevier
Date: 2023
Location: Australia
No related grants have been discovered for Rebecca Marrone.