| 1. |
- Brauner, Susanna, et al.
(författare)
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H1N1 vaccination in Sjogren's syndrome triggers polyclonal B cell activation and promotes autoantibody production
- 2017
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Ingår i: Annals of the Rheumatic Diseases. - : BMJ. - 0003-4967 .- 1468-2060. ; 76:10, s. 1755-1763
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Tidskriftsartikel (refereegranskat)abstract
- ObjectivesVaccination of patients with rheumatic disease has been reported to result in lower antibody titres than in healthy individuals. However, studies primarily include patients on immunosuppressive therapy. Here, we investigated the immune response of treatment-naive patients diagnosed with primary Sjogren's syndrome (pSS) to an H1N1 influenza vaccine.Methods Patients with Sjogren's syndrome without immunomodulatory treatment and age-matched and gender-matched healthy controls were immunised with an H1N1 influenza vaccine and monitored for serological and cellular immune responses. Clinical symptoms were monitored with a standardised form. IgG class switch and plasma cell differentiation were induced in vitro in purified naive B cells of untreated and hydroxychloroquine-treated patients and healthy controls. Gene expression was assessed by NanoString technology.ResultsSurprisingly, treatment-naive patients with Sjogren's syndrome developed higher H1N1 IgG titres of greater avidity than healthy controls on vaccination. Notably, off-target B cells were also triggered resulting in increased anti-EBV and autoantibody titres. Endosomal toll-like receptor activation of naive B cells in vitro revealed a greater propensity of patient-derived cells to differentiate into plasmablasts and higher production of class switched IgG. The amplified plasma cell differentiation and class switch could be induced in cells from healthy donors by preincubation with type 1 interferon, but was abolished in hydroxychloroquine-treated patients and after in vitro exposure of naive B cells to chloroquine.ConclusionsThis comprehensive analysis of the immune response in autoimmune patients to exogenous stimulation identifies a mechanistic basis for the B cell hyperactivity in Sjogren's syndrome, and suggests that caution is warranted when considering vaccination in non-treated autoimmune patients.
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| 3. |
- Diaz-Gallo, Lina-Marcela, et al.
(författare)
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Four Systemic Lupus Erythematosus Subgroups, Defined by Autoantibodies Status, Differ Regarding HLA-DRB1 Genotype Associations and Immunological and Clinical Manifestations
- 2022
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Ingår i: ACR Open Rheumatology. - : John Wiley & Sons. - 2578-5745. ; 4:1, s. 27-39
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The heterogeneity of systemic lupus erythematosus (SLE) constitutes clinical and therapeutical challenges. We therefore studied whether unrecognized disease subgroups can be identified by using autoantibody profiling together with HLA-DRB1 alleles and immunological and clinical data.Methods: An unsupervised cluster analysis was performed based on detection of 13 SLE-associated autoantibodies (double-stranded DNA, nucleosomes, ribosomal P, ribonucleoprotein [RNP] 68, RNPA, Smith [Sm], Sm/RNP, Sjögren's syndrome antigen A [SSA]/Ro52, SSA/Ro60, Sjögren's syndrome antigen B [SSB]/La, cardiolipin [CL]-Immunoglobulin G [IgG], CL-Immunoglobulin M [IgM], and β2 glycoprotein I [β2 GPI]-IgG) in 911 patients with SLE from two cohorts. We evaluated whether each SLE subgroup is associated with HLA-DRB1 alleles, clinical manifestations (n = 743), and cytokine levels in circulation (n = 446).Results: Our analysis identified four subgroups among the patients with SLE. Subgroup 1 (29.3%) was dominated by anti-SSA/Ro60/Ro52/SSB autoantibodies and was strongly associated with HLA-DRB1*03 (odds ratio [OR] = 4.73; 95% confidence interval [CI] = 4.52-4.94). Discoid lesions were more common for this disease subgroup (OR = 1.71, 95% CI = 1.18-2.47). Subgroup 2 (28.7%) was dominated by anti-nucleosome/SmRNP/DNA/RNPA autoantibodies and associated with HLA-DRB1*15 (OR = 1.62, 95% CI = 1.41-1.84). Nephritis was most common in this subgroup (OR = 1.61, 95% CI = 1.14-2.26). Subgroup 3 (23.8%) was characterized by anti-ß2 GPI-IgG/anti-CL-IgG/IgM autoantibodies and a higher frequency of HLA-DRB1*04 compared with the other patients with SLE. Vascular events were more common in Subgroup 3 (OR = 1.74, 95% CI = 1.2-2.5). Subgroup 4 (18.2%) was negative for the investigated autoantibodies, and this subgroup was not associated with HLA-DRB1. Additionally, the levels of eight cytokines significantly differed among the disease subgroups.Conclusion: Our findings suggest that four fairly distinct subgroups can be identified on the basis of the autoantibody profile in SLE. These four SLE subgroups differ regarding associations with HLA-DRB1 alleles and immunological and clinical features, suggesting dissimilar disease pathways.
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| 4. |
- Masiello, Italo, Professor, 1969-, et al.
(författare)
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A Current Overview of the Use of Learning Analytics Dashboards
- 2024
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 14:1
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Tidskriftsartikel (refereegranskat)abstract
- The promise of Learning Analytics Dashboards in education is to collect, analyze, and visualize data with the ultimate ambition of improving students’ learning. Our overview of the latest systematic reviews on the topic shows a number of research trends: learning analytics research is growing rapidly; it brings to the front inequality and inclusiveness measures; it reveals an unclear path to data ownership and privacy; it provides predictions which are not clearly translated into pedagogical actions; and the possibility of self-regulated learning and game-based learning are not capitalized upon. However, as learning analytics research progresses, greater opportunities lie ahead, and a better integration between information science and learning sciences can bring added value of learning analytics dashboards in education.
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| 5. |
- Masiello, Italo, Professor, 1969-, et al.
(författare)
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Digital transformation in schools of two southern regions of Sweden through implementation-informed approach : A mixed-methods study protocol
- 2023
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 18:12
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Tidskriftsartikel (refereegranskat)abstract
- Background: The enhancement of–or even a shift from–traditional teaching and learning processes to corresponding digital practices has been rapidly occurring during the last two decades. The evidence of this ongoing change is still modest or even weak. However, the adaptation of implementation science in educational settings, a research approach which arose in the healthcare field, offers promising results for systematic and sustained improvements in schools. The aim of this study is to understand how the systematic professional development of teachers and schools principals (the intervention) to use digital learning materials and learning analytics dashboards (the innovations) could allow for innovative and lasting impacts in terms of a sustained implementation strategy, improved teaching practices and student outcomes, as well as evidence-based design of digital learning material and learning analytics dashboards.Methods: This longitudinal study uses a quasi-experimental cluster design with schools as the unit. The researchers will enroll gradually 145 experimental schools in the study. In the experimental schools the research team will form a School Team, consisting of teachers/learning-technologists, school principals, and researchers, to support teachers’ use of the innovations, with student achievement as the dependent variable. For the experimental schools, the intervention is based on the four longitudinal stages comprising the Active Implementation Framework. With an anticipated student sample of about 13,000 students in grades 1–9, student outcomes data are going to be analyzed using hierarchical linear models.Discussion: The project seeks to address a pronounced need for favorable conditions for children’s learning supported by a specific implementation framework targeting teachers, and to contribute with knowledge about the promotion of improved teaching practices and student outcomes. The project will build capacity using implementation of educational technology in Swedish educational settings.
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| 6. |
- Masiello, Italo, Professor, 1969-, et al.
(författare)
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Trends and Issues of Digital Learning in Sweden
- 2023
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Ingår i: Trends and Issues of Promoting Digital Learning in High-Digital-Competitiveness Countries. - Taiwan : Technological and Vocational Education Research Center (TVERC), National Taiwan Normal University, Taiwan and K-12 Education Administration (K12EA), Ministry of Education, Taiwan. - 9786267053492 ; , s. 311-347
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Bokkapitel (refereegranskat)abstract
- This chapter discusses the trends and issues surrounding digital learning in K-12 schools in Sweden. It begins with an introduction to digital transformation in education and highlights its importance, both in Sweden and also more generally. The focus then shifts specifically to K-12 schools in Sweden and examines the current status of digital learning in this context, explaining the established physical IT infrastructure and broad use of digital tools at all levels of education. The challenges of COVID-19 were a catalyst to implement more goal-oriented activities for teachers and learners. This chapter identifies several trends in digital learning, including the integration of technology into the curriculum, the use of online resources and platforms, the implementation of personalized learning approaches, testbeds, programming and generative AI. It also highlights the challenges and issues associated with digital learning, such as the need for adequate infrastructure, technical support and teacher training, ensuring digital inclusion for all students, and addressing concerns regarding data privacy and security. In conclusion, this chapter emphasizes the need for continued efforts to foster digital learning in K-12 schools in Sweden, while also addressing the associated issues. It suggests that educators and stakeholders should collaborate to provide necessary resources and support for effective digital learning implementation in the classroom.
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| 7. |
- Mohseni, Zeynab, et al.
(författare)
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Visual Learning Analytics for Educational Interventions in Primary and Secondary Schools : A Scoping Review
- 2024
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Ingår i: Journal of Learning Analytics. - : Society for Learning Analytics Research (SoLAR). - 1929-7750 .- 1929-7750. ; , s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- Visual Learning Analytics (VLA) uses analytics to monitor and assess educational data by combining visual and automated analysis to provide educational explanations. Such tools could aid teachers in primary and secondary schools in making pedagogical decisions, however, the evidence of their effectiveness and benefits is still limited. With this scoping review, we provide a comprehensive overview of related research on proposed VLA methods, as well as identifying any gaps in the literature that could assist in describing new and helpful directions to the field. This review searched all relevant articles in five accessible databases — Scopus, Web of Science, ERIC, ACM, and IEEE Xplore — using 40 keywords. These studies were mapped, categorized, and summarized based on their objectives, the collected data, the intervention approaches employed, and the results obtained. The results determined what affordances the VLA tools allowed, what kind of visualizations were used to inform teachers and students, and, more importantly, positive evidence of educational interventions. We conclude that there are moderate-to-clear learning improvements within the limit of the studies’ interventions to support the use of VLA tools. More systematic research is needed to determine whether any learning gains are translated into long-term improvements.
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| 8. |
- Nordmark, Susanna, 1968-
(författare)
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A Multimodal Seamless Learning Approach Supported by Mobile Digital Storytelling (mDS)
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The use of digital tools such as smartphones, tablets and laptops have shown potential to enhance teaching and learning in a wide variety of contexts. 21st century skills such as creativity, problem-solving and innovation as means for supporting learning and knowledge creation, are considered fundamental proficiencies in today's technology- driven society, and they are therefore considered essential to promote, already from the earliest of school years. Hence, there are a number of challenges related to how to design and implement innovative and varied strategiesfor teaching and learning supported by mobile technologies in educational settings. Moreover, it is also crucial to think about how to actively involve teachers into the processes mentioned above, inspiring and inviting them to implement new methods and technologies into their everyday educational practices.The work presented in this thesis embodies a series of co-design and design-based research efforts aiming at exploring the interplay between design, information and communication technologies and learning through mobile digital storytelling, guided by the theoretical frameworks of constructivism, multimodality, new media literacies, mobile seamless learning, and technology enhanced learning. Two main research questions have been identified as formulated below, and have served asthe basis that guided my efforts:What design features are necessary to scaffold mobile seamless learning approaches with the support of mobile digital storytelling?Considering the role of mobile digital storytelling for educational settings: which design factors and learning requirements could guide and support similar initiatives?Over the years of my doctoral studies, a progression of research interventions involving teachers, pupils, and museum staff have been co-designed, developed, tested and validated. These efforts have resulted in a method, a mobile application, and a web service for mobile digital storytelling in educational contexts, named the mobile digital storytelling (mDS) system.The mDS system introduces learning technology approaches aiming to support teacher and pupil digital inclusion, mobile seamless learning and multimodal aspects, and serves as a reflective instrument for both collaborative and individual work. The validation of mDS in different educational settings indicates that it can be independent of subject matter, user age, locality and previous knowledge of technology enhanced learning, and is easy to access and manage for teachers as well as pupils. Hence, it proposes several innovative means on multiple levels for meeting the 21st century skills required for supporting contemporary learning and knowledge creation.
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| 9. |
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| 10. |
- Nordmark, Susanna, 1968-, et al.
(författare)
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Influencing Everyday Teacher Practices by Applying Mobile Digital Storytelling as a Seamless Learning Approach
- 2015
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Ingår i: The Mobile Learning Voyage - From Small Ripples to Massive Open Waters. - Cham Heidelberg New York Dordrecht London : Springer. - 9783319256832 ; , s. 256-272
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Konferensbidrag (refereegranskat)abstract
- The present study describes our on-going efforts aiming at refining and validating a Mobile Seamless Learning (MSL) approach supported by mobile Digital Storytelling (mDS). Considering learning factors of locality, formality and time, as well as elements of designs for learning and technical development, we have chosen six dimensions of the MSL framework (Wong and Looi 2011) to support our work. Guided by the principles of co-design (Spikol et al. 2009) and design-based research (Design-Based Research Collective, 2003; Ejersbo et al. 2008), we collaborated with 4 teachers and 54 pupils, devoting an extensive amount of time to design, develop and enact the phases of our proposed mDS workflow supported by mobile and web technologies. Beyond the mobile application developed for mDS, we have developed and integrated web solutions that support the overall learning experience, and tools that allow teachers to orchestrate the activities. The mDS web serve as a platform for continued work over time, such as reflecting, remixing, and reusing the digital content generated during the activities. The web platform provides means for teachers to search, watch, group, and assess the pupils’ mDS outcomes, and therefore serves as the interconnecting glue between all the learning activities involved in the mDS workflow. This study reports on the activities conducted in four classrooms in the spring of 2015, working with the five phases of the mDS approach. The outcomes of our efforts reinforced the importance of an active involvement by teachers to adopt and incorporate innovative technology enhanced learning (TEL) activities and solutions into their everyday educational practices, but most importantly on the need for schools to acquire self-governance on how to make use of their learning technologies.
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