ORCID Profile
0000-0001-7967-2085
Current Organisations
University of South Australia
,
Institute of Science and Technology Austria
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Publisher: Design Research Society
Date: 16-06-2022
Publisher: American Diabetes Association
Date: 10-05-2014
DOI: 10.2337/DC13-1719
Abstract: Patients with latent autoimmune diabetes in adults (LADA) express autoantibodies against the 65-kDa isoform of GAD (GADA). Intervention with recombinant human GAD65 formulated with aluminium hydroxide (GAD-alum) given twice subcutaneously to LADA patients at intervals of 4 weeks was safe and did not compromise β-cell function in a Phase II clinical trial. GADA affinity has been shown to predict progression to type 1 diabetes. Here, we asked whether GADA affinity was affected by the GAD65 antigen-specific vaccination and/or associated with β-cell function in participants of this trial. GADA affinity was measured in sera of 46 LADA patients obtained prior to the first week and 20 weeks after the second injection with GAD-alum or placebo using competitive binding experiments with [125I]-labeled and unlabeled human GAD65. At baseline, GADA affinities ranged from 1.9 × 107 to 5.0 × 1012 L/mol (median 2.8 × 1010 L/mol) and were correlated with GADA titers (r = 0.47 P = 0.0009), fasting (r = −0.37 P = 0.01) and stimulated (r = −0.40 P = 0.006) C-peptide concentrations, and HbA1c (r = 0.39 P = 0.007). No significant changes in affinity were observed from baseline to week 24. Patients with GADA affinities in the lower first quartile (& × 109 L/mol) had better preserved fasting C-peptide concentrations at baseline than those with higher affinities (mean 1.02 vs. 0.66 nmol/L P = 0.004) and retained higher concentrations over 30 months of follow-up (mean 1.26 vs. 0.62 nmol/L P = 0.01). Intervention with GAD-alum in LADA patients had no effect on GADA affinity. Our data suggest that patients with low GADA affinity have a prolonged preservation of residual β-cell function.
Publisher: Wiley
Date: 11-2021
DOI: 10.1111/JADE.12382
Abstract: In 2020, because of a pandemic and the subsequent necessary and immediate pivot to online and distance education, physical art and design studio learning dispersed and instantly became (and, it can be argued, irreversibly) remote via a range of university‐approved digital platforms. This article examines a study conducted after distance education had been universally implemented in one college of art in Australia. The data analysis highlighted inconsistency across art and design student engagement. Generally, students who were situated in the later years of their degree programmes fared better than first year students new to the processes, practices and socialisation of studio learning. This article evaluates the differences in student engagement online and proposes strategies for reflective teaching when interacting with students remotely.
Publisher: SAGE Publications
Date: 03-2018
Abstract: This paper investigates the widespread integration of technology-enhanced learning (TEL) within specialist Communication Design studio education in the UK and Australia. The impetus for this paper has grown from the challenges facing day-to-day design studio education and the recognition that the use of technology in higher education today has increased dramatically. Conventional design studio facilities are being reconfigured into blended studio-based classroom learning spaces (often generically termed as ‘studio’). This study compares the lived experiences of students interacting with technology within two differing international studio settings. The two case studies used a Participatory Action Research approach and employed sensory affect as a lens through which learning within studio education was investigated using Participatory Design practice-led methods. The study finds that the Australian participants working within a TEL classroom-based environment faced significant obstacles to engagement and that their UK counterparts, who were situated within a conventional studio environment, much less so. This paper aims to support Communication Design students as they engage with studio education via the proposed transferable methodological framework – the Methods Process Model.
Publisher: Wiley
Date: 10-2015
DOI: 10.1111/JADE.12086
Publisher: Wiley
Date: 11-2020
DOI: 10.1111/JADE.12331
Publisher: Wiley
Date: 08-2019
DOI: 10.1111/JADE.12252
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-12-2018
DOI: 10.14742/AJET.4498
Abstract: This interdisciplinary paper discusses the meaning of open, critical, communal, and discursive learning spaces in higher education. It draws on recent research (Marshalsey, 2017) that illuminates the relationship between sensory affect and learning in studio education. It focuses on the extension and development of new learning configurations in the design studio, augmented by technology enhanced learning. Sensory affect is a form of feedback that can be used by learners to analyse and interpret the impact of the learning environment around them. This study used sensory affect as a lens through which to understand students’ experiences of practice-based learning in Communication Design spaces in two distinct higher education settings in the United Kingdom and Australia.The evolution of specialist design studio learning spaces, from physical studios to a blend of virtual and online educational environments, has led to significant debate about how to design, use and evaluate learning spaces for practice-based design disciplines. The paper uses the methods process model, based on participatory design tools (Marshalsey, 2017 Sanders & Stappers, 2008). The MPM supports students and educators to qualitatively interpret and critique their learning spaces more explicitly within their design education.
Location: Germany
No related grants have been discovered for Jesse Michael Hansen.