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Building on new learning ecology theory and situated in the COVID-19 pandemic context, a qualitative research design was used to examine student and teacher perspectives on Project-Based Inquiry (PBI) Global. Drawing on Problem-Based Learning (PBL) and Project-Based Learning (PjBL), PBI Global supports participants toward engaging in inquiry-to-action aligned with the UN Sustainable Development Goals (SDGs). Data sources for this study included transcripts from student and teacher focus groups conducted before, during, and after the PBI Global process. Three themes emerged (1) creating global awareness of water issues, (2) learning to collaborate in remote and hybrid contexts, and (3) enhancing self-efficacy through iterative learning. The discussion focuses on the affordances and challenges of engaging in PBL during non-voluntary online learning, as well as study limitations and directions for future research.

Purpose: The digital transformation and the increased use of technologies have changed the world of work severely. With it, collaboration and cooperation methods among employees. Therefore, new ways of working together must be applied to work in an international and digital working environment. For Vocational Education and Training (VET), developing new (transversal) competencies to engage in virtual teamwork is necessary to adequately prepare young professionals for the present and future labor market. However, there is little research on the current situation in VET regarding virtual teamwork. Approach: We deployed a cross-sectional design and collected data from N = 181 commercial apprentices in Germany regarding virtual teamwork. We analyze our data using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the interrelationships between input, process, and outcome variables to foster satisfaction and innovative learning in virtual teams as desired targets of VET. To assess these results regarding virtuality, the complexity of tasks, gender of the apprentices, and the size of the training firms, we derived a multigroup analysis (MGA) of our model. Findings: The results indicate that organizational factors have the most significant influence concerning the relationship between input and process factors. Surprisingly, the technical affinity of individuals has only a minor effect. Regarding the relationship between process and outcome factors, motivation and responsibility have the highest impact on innovative learning, whilst communication culture severely affects the perceived satisfaction in virtual teamwork. Conclusion: The findings lead to valuable insights on factors influencing virtual teamwork in VET and can help to design learning programs to prepare young professionals to smoothly transition to and successfully master their future working environments by using new ways of collaboration and cooperation. This is particularly relevant for VET, as prior research has focused primarily on primary and secondary education. Lastly, we identify potential scales and items that help capture some of the inherent constructs of virtual teamwork.

Inquiry is featured prominently in the Next Generation Science Standards (NGSS) as a promising pedagogical approach. Building on current conceptions of inquiry, a mixed-methods research design was used to explore the effects of Project-Based Inquiry (PBI) Global on student science content knowledge, motivation, and perspectives related to inquiry in a cross-school collaboration. The data sources included pre-/post-tests on science content and student motivation (n = 75), transcripts from student focus groups (n = 26), and students’ multimodal learning products (n = 18 teams). The quantitative findings indicated School B students were more motivated by the project than School A students, which mirrored student performance. The student focus group findings generated three themes: constructing empathy, learning for impact, and navigating challenges. The discussion focuses on an integrated view of what students gained and did not gain from the PBI Global experience, including a nuanced explanation of how motivation and content knowledge may be influenced by student experiences and school contextual factors during PBI Global. Implications for instructional practice highlight how relationship building, mutual respect, and consensus making are essential components of constructing cross-school collaborations and the importance of integrating instructional frameworks with teachers and students. Future research will focus on investigating the effects of PBI Global on student learning in cross-school partnerships through experimental-designed studies, and the systemic and structural barriers to scaling cross-school inquiry-based learning.

This thematic issue of Media and Communication features a range of critical perspectives on digital literacies with the aim of shedding light on a path forward with respect to theory, research and practice. The issue hosts fourteen articles divided into four themes that address digital literacies in varying ways. The four themes are (a) defining digital literacies, (b) socio-cultural theories of digital literacies, (c) digital literacies in practice, and (d) digital skills and efficacy. The articles make a strong case for the continued exploration of the significance and (re)definition of digital literacies within our global communicative landscape. The authors have inspired new dialogue, research directions, innovative practices, and policy on digital literacies. As digital technologies continue to evolve so too will intellectual frameworks—generating nuance and scope for and by researchers as well as practitioners.

Objective: To examine how in-person classroom instruction was related to risk of SARS-CoV-2 infection in undergraduate students. Participants: Indiana University undergraduate students (n = 69,606) enrolled in Fall 2020, when courses with in-person and remote instruction options were available. Methods: Students participated weekly in mandatory SARS-CoV-2 RT-PCR asymptomatic testing by random selection, supplemented with symptomatic testing as needed. We used log-binomial regression models to estimate the association between number of in-person credit hours and the risk of SARS-CoV-2 infection over the course of the semester. Results: Overall 5,786 SARS-CoV-2 cases were observed. Increased in-person credit hour exposures were not associated with increased risk of SARS-CoV-2 overall [aRR (95% CI): 0.98 (0.97,0.99)], nor within specific subgroups (Greek affiliation and class). Conclusions: In-person instruction did not appear to increase SARS-CoV-2 transmission in a university setting with rigorous protective measures in place, prior to mass vaccine rollout and prior to delta variant emergence.

This mixed methods designed-based research (DBR) study explored one iteration of an online teacher professional development (oTPD) course about K-8 English language pedagogy. The study examined 85 educators' beliefs pre- and post-course about teaching academic and literacy content to English Language Learners (ELLs) and analyzed their discursive engagement. Quantitative findings indicated that the course positively impacted participants' beliefs no matter their professional characteristics (i.e. educator type, grade levels taught, and years of experience in education). A thematic analysis of forum posts revealed competing patterns of "unsituated pedagogical discourse," in which participants wrote about course content in isolation, and "situated pedagogical discourse," wherein participants contextualized and extended course content within their unique professional contexts. The discussion describes study findings in relation to existing DBR and socio-constructivist theory and includes design recommendations to increase participant use of "situated pedagogical discourse." Implications for future research and oTPD course design are included.

End-user feedback early in product development is important for optimizing multipurpose prevention technologies for HIV and pregnancy prevention. We evaluated the acceptability of the 90-day dapivirine levonorgestrel ring (DPV-LNG ring) used for 14 days compared to a dapivirine-only ring (DVR-200mg) in MTN-030/IPM 041 (n = 23), and when used for 90 days cyclically or continuously in MTN-044/IPM 053/CCN019 (n = 25). We enrolled healthy, non-pregnant, HIV-negative women aged 18-45 in Pittsburgh, PA and Birmingham, AL (MTN-030 only). Self-reports of vaginal bleeding and adherence (ring removals, expulsions) were collected via daily short message service. Acceptability data were recorded in face-to-face interviews at study exit. We assessed differences in acceptability by product characteristics and adherence; and associations between baseline characteristics/demographics, number of bleeding days, adherence, and overall acceptability. Most (21/23) women in the 14-day MTN-030 study and about half (13/25) in the 90-day MTN-044 study liked their assigned rings. In MTN-030 there were no significant associations between any variables and overall acceptability of either ring. In MTN-044, women who disliked the DPV-LNG ring had a significantly higher incidence of unanticipated vaginal bleeding, and reporting that vaginal bleeding changes were unacceptable than those who liked it. Although we found no overall association between adherence and acceptability, significantly more women who disliked (versus liked) the DPV-LNG ring reported expulsions during toileting. The DPV-LNG ring could meet the needs of women seeking simultaneous protection from HIV and unintended pregnancy. Addressing issues related to vaginal bleeding and expulsions early in product development will likely enhance acceptability of the DPV-LNG ring. Trial registration: Clinical Trial Registration: MTN-030/IPM 041: ClinicalTrials.gov NCT02855346; MTN-044/IPM 053/CCN019: ClinicalTrials.gov NCT03467347.

The disposal of radioactive waste within the UK is managed through a comprehensive regulatory framework. This framework requires radioactive waste to be sufficiently well characterized to ensure its disposal is compliant with the regulations and the acceptance criteria for any receiving facility. This is the responsibility of both the waste consignor and the receiving facility.Characterization of solid radioactive waste is extremely challenging. This is due to the wastes exhibiting a high degree of heterogeneity which leads to significant uncertainty. Understanding the total uncertainty requires combining the uncertainties associated with numerous stages of the characterization process.Experience suggests that whilst uncertainties are included in waste characterization, approaches are variable in quality. This makes it challenging to present an appropriate level of confidence in the waste characterization and the subsequent decisions made to stakeholders.This paper introduces the concept and principles of uncertainty and uncertainty management in waste characterization, summarizing challenges, and gaps in the current approach. It recommends a solution is sought to address shortfalls in the understanding of uncertainty; identify sources of uncertainty across the whole characterization lifecycle; and agree how specialists might combine these uncertainties and communicate them to stakeholders.

ABSTRACT Bacterial cells secrete extracellular vesicles (EVs), the function of which is a matter of intense investigation. Here, we show that the EVs secreted by the human pathogen Streptococcus pneumoniae (pneumococcus) are associated with bacterial DNA on their surface and can deliver this DNA to the transformation machinery of competent cells. These findings suggest that EVs contribute to gene transfer in Gram-positive bacteria and, in doing so, may promote the spread of drug resistance genes in the population.IMPORTANCEThis work extends our understanding of horizontal gene transfer and the roles of extracellular vesicles in pneumococcus. This bacterium serves as the model for transformation, a process by which bacteria can take up naked DNA from the environment. Here, we show that extracellular vesicles secreted by the pneumococcus have DNA on their surface and that this DNA can be imported by the transformation machinery, facilitating gene transfer. Understanding EV-mediated gene transfer may provide new avenues to manage the spread of antibiotic drug resistance.