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Australia and New Zealand have achieved excellent community control of COVID-19 infection. In light of the imminent COVID-19 vaccination roll out in both countries, representatives from the Haematology Society of Australia and New Zealand and infectious diseases specialists have collaborated on this consensus position statement regarding COVID-19 vaccination in patients with haematological disorders. It is our recommendation that patients with haematological malignancies, and some benign haematological disorders, should have expedited access to high-efficacy COVID-19 vaccines, given that these patients are at high risk of morbidity and mortality from COVID-19 infection. Vaccination should not replace other public health measures in these patients, given that the effectiveness of COVID-19 vaccination, specifically in patients with haematological malignancies, is not known. Given the limited available data, prospective collection of safety and efficacy data of COVID-19 vaccination in this patient group is a priority.

The management of Hodgkin lymphoma (HL) has undergone significant changes in recent years. Due to the predilection of HL to affect younger patients, balancing cure and treatment-related morbidity is a constant source of concern for physicians and patients alike. Positron emission tomography adapted therapy has been developed for both early and advanced stage HL to try and improve the outcome of treatment, while minimising toxicities. The aim of this review is to digest the plethora of studies recently conducted and provide some clear, evidence-based practice statements to simplify the management of HL.

The Multiple Environments Simulation Hub (MESH360) research cluster was established in 2016 to explore ways of making critical care simulation environments more authentic learning experiences for students (Cochrane et al., 2016). Since its establishment, three cycles of data collection have occurred exploring immersive mixed reality (XR) to enhance traditional clinical simulation methodologies in Paramedicine education (Aguayo et al., 2018; Cochrane et al., 2020). Using a design-based research (DBR) methodology focused on prototyping in practice to generate design principles (Cochrane et al., 2017; McKenney & Reeves, 2019), along with a mixed-methods and multimodal approach to data collection and analysis in educational research (Cohen, Manion & Morrison, 2011; Lahat, Adali & Jutten, 2015), led the MESH360 team to develop a framework for designing immersive reality enhanced clinical simulation (Cochrane et al., 2020). Building upon this work, a set of design principles permitted to augment the immersive experience of participants through a case study involving an XR enhanced rescue helicopter simulation experience. Two key components of this enhanced simulation are: (1) a focus on combining XR design principles merging real environment elements with digital affordances (possibilities offered by digital tools and platforms) to provide a range of ‘learning points’ for different types of learners (i.e., from novice to experienced participants) (Aguayo, Eames & Cochrane, 2020); and (2) a focus on the embodiment of the experience (Aguayo et al., 2018) to maximize the interactivity, authenticity, and realism of the enhanced immersive reality through a sequence of experiences including virtual reality (VR) helicopter ride, simulated manikin work, and critical environmental soundscapes. Findings from the third cycle indicate an increase in spatial and context awareness across all types of participants, in relation to the authenticity of the XR envi

Paper presented as part of the symposium "Reimagining Performance with Immersive Reality Technologies" at ISPS 2021, 27-30 October, Montreal, Canada.

Background Hemotropic mycoplasmas (hemoplasmas) infect animals and humans and can lead to clinical syndromes mainly characterized by hemolytic anemia. A novel pathogen, Candidatus Mycoplasma haemohominis, was recently associated with a case of human hemoplasmosis in Europe. Here we report the first detection of this pathogen in an Australian patient exhibiting persistent fever, hemolytic anemia, and pancytopenia over a 10-month period. Methods After exhaustive negative testing for human infectious diseases, whole genome sequencing (WGS) was performed on the patient’s bone marrow aspirate, using an Illumina NextSeq500 platform. Conventional polymerase chain reaction (PCR), followed by Sanger sequencing, was then performed on blood samples using novel Mycoplasma-specific primers targeting the 16S ribosomal RNA gene. In addition, a Mycoplasma-specific fluorescence in situ hybridization (FISH) assay was developed to differentiate Mycoplasma cells from other erythrocyte inclusions (eg, Pappenheimer and Howell-Jolly bodies) which are morphologically similar to bacterial cocci by light microscopy. Results WGS analysis revealed that approximately 0.04% of the total number of unmapped reads to human genome corresponded to Mycoplasma species. A 1-kb Mycoplasma 16S fragment was successfully amplified by conventional PCR, and sequence analyses revealed 100% identity with Candidatus Mycoplasma haemohominis. FISH confirmed that several (approximately 2%) epierythrocytic inclusions initially observed by light microscopy corresponded to Mycoplasma cells. Conclusions This represents the second report of hemolytic anemia associated with hemoplasma infection in a human, and the first report of human hemoplasmosis in Australia. This study highlights the importance of new and emerging diagnostic approaches and need for further investigations on the epidemiology of Candidatus Mycoplasma haemohominis in Australia.

The COVID-19 pandemic poses a unique challenge to the care of patients with haematological malignancies. Viral pneumonia is known to cause disproportionately severe disease in patients with cancer, and patients with lymphoma, myeloma and chronic lymphocytic leukaemia are likely to be at particular risk of severe disease related to COVID-19. This statement has been developed by consensus among authors from Australia and New Zealand. We aim to provide supportive guidance to clinicians making individual patient decisions during the COVID-19 pandemic, in particular during periods that access to healthcare resources may be limited. General recommendations include those to minimise patient exposure to COVID-19, including the use of telehealth, avoidance of non-essential visits and minimisation of time spent by patients in infusion suites and other clinical areas. This statement also provides recommendations where appropriate in assessing indications for therapy, reducing therapy-associated immunosuppression and reducing healthcare utilisation in patients with specific haematological malignancies during the COVID-19 pandemic. Specific decisions regarding therapy of haematological malignancies will need to be individualised, based on disease risk, risks of immunosuppression, rates of community transmission of COVID-19 and available local healthcare resources.Copyright © 2020 Royal Australasian College of Physicians

This paper explores the interrelationship between educational design research, and design thinking that guides the design stage, enabling the design of authentic collaborative mobile learning environments. As an example the article outlines the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provide an in house solution to creating a supporting infrastructure to enable the implementation of a new framework for creative pedagogies and curriculum redesign. The article reflects upon example implementations of using mobile social media and MOAs as a catalyst for implementing our framework for creative pedagogies, and propose collaborative curriculum design principles for integrating the use of mobile social media within new pedagogical paradigms.

COVID-19 has catalyzed online learning environment design across all university disciplines, including the traditionally practice-based disciplines. As we move from a rapid response triage mode of online learning towards a more sustained engagement with a mix of online and face-to- face learning environments (particularly for practice-based learning) we face some unique challenges. This concise paper explores an example of collaborative co-creation and co-design of a resource guide as a response to the challenges of COVID-19 for best practices for designing hybrid learning environments to facilitate distributed learning environments (face-to-face and remote students). The co-creative co-design of the resource guide highlights some of the identified key design principles behind facilitating distributed learning communities.

The COVID-19 pandemic poses a unique challenge to the care of patients with haematological malignancies. Viral pneumonia is known to cause disproportionately severe disease in patients with cancer, and patients with lymphoma, myeloma and chronic lymphocytic leukaemia are likely to be at particular risk of severe disease related to COVID-19. This statement has been developed by consensus among authors from Australia and New Zealand. We aim to provide supportive guidance to clinicians making individual patient decisions during the COVID-19 pandemic, in particular during periods that access to healthcare resources may be limited. General recommendations include those to minimise patient exposure to COVID-19, including the use of telehealth, avoidance of non-essential visits and minimisation of time spent by patients in infusion suites and other clinical areas. This statement also provides recommendations where appropriate in assessing indications for therapy, reducing therapy-associated immunosuppression and reducing healthcare utilisation in patients with specific haematological malignancies during the COVID-19 pandemic. Specific decisions regarding therapy of haematological malignancies will need to be individualised, based on disease risk, risks of immunosuppression, rates of community transmission of COVID-19 and available local healthcare resources.

This week the #DataCreativities project team from the University of Melbourne presented a new model for visual data analysis - thanks to @kateycoleman @MDAP_Unimelb @MelbCSHE @fitzyjane @SpreadboroughKL @mazinbriz #Figshare

Mobile devices, particularly smartphones, have become an integral part of our daily lives, and we take them with us almost everywhere we go. We use our mobile devices to keep contact with family, friends and colleagues, listen to our favourite music, watch videos, check news updates and bank balances on the go, track our fitness routines, find directions, update our social network status, share our daily experiences with photos and videos, check in to virtual supermarket queues, and keep traces of possible COVID-19 contact! In most cases these are examples of informal learning and how we now choose to find and utilise online information and create and share rich media. How then can we use these devices to learn in formal learning environments and link informal or situated learning with the classroom? – this is the essence of authentic mobile learning. Instead of focusing upon strategies to stop our students being distracted by their mobile devices in formal learning situations we can explore how to use these devices to engage, enhance, augment, and even redefine how they learn (Hockly, 2012; Puentedura, 2011). In short, authentic mobile learning facilitates collaboration, user-generated content, and user-generated learning contexts.

This paper explores the application of a design-based research (DBR) methodology to inform the re-design of pedagogical strategies for studio-based classrooms within undergraduate higher education programmes. The goal is to establish a transferable model that is student-centred around authentic educational and professional learning environment as described as Dewey for the digital age. The paper outlines the initial analysis and exploration stage of a DBR methodology that leads to the development of a proposed ecology of resources designed to stimulate rhizomatic pedagogical environments intended to support collaborative student teams rather than the traditional classroom structure. The main aim of this project is to look at alternative models to the studio or classroom environment that can enhance and improve the more traditional teacher-centric environments of the classroom through focusing upon what the student does and their graduate profiles. These ‘ontological pedagogies’ will guide the student through the educational process but also provide them with the necessary skill set to enter into the professional design based working environment once they have graduated.

Art and design undergraduate educational programmes such as Graphic Design studies are based upon best practice within the Graphic Design industry. Thus, the classroom environment is designed to mirror a typical design studio environment. However, traditional design studio interaction and collaboration are undergoing rapid transformation in practice triggered by an increasingly global digitally networked professional environment. In response, this paper outlines our journey of redesigning an undergraduate graphic design curriculum to enable students to engage beyond the context of the classroom to a potentially global audience. Over two redesign iterations Visual Communication Design students explored new technologies including mobile augmented reality and virtual reality to enhance the reach and impact of their portfolios of work. Using the concept of Visual Poetry and a combination of typography and moving image, the students created a range of art pieces inspired by a specific location, and shared these via an ecology of resources chosen to digitally augment their work and facilitate the production of student eportfolios. The goal of the curriculum redesign is to broaden students’ educational experiences beyond the confines of the traditional studio based classroom to include wider community outreach and participation within an increasingly global environment.

This article evaluates the results of two prototype iterations of a design-based research project that explores the application of mobile mixed reality (MMR) to enhance critical care clinical health education simulation in Paramedicine. The project utilises MMR to introduce critical elements of patient and practitioner risk and stress into clinical simulation learning scenarios to create more authentic learning environments. Subjective participant feedback is triangulated against par¬ticipant biometric data to validate the level of participant stress introduced to clin¬ical simulation through the addition of MMR. Results show a positive impact on the learning experience for both novice and professional paramedic practitioners. The article highlights the development of implementation and data triangulation methodologies that can be utilised to enhance wider clinical simulation contexts than the original context of Paramedicine education. We argue that our collabo¬rative transdisciplinary design team model provides a transferable framework for designing MMR-enhanced clinical simulation environments.

High cytogenetic risk abnormalities confer poor outcomes in multiple myeloma patients. In POLLUX, daratumumab/lenalidomide/dexamethasone (D-Rd) demonstrated significant clinical benefit versus lenalidomide/dexamethasone (Rd) in relapsed/refractory multiple myeloma (RRMM) patients. We report an updated subgroup analysis of POLLUX based on cytogenetic risk. The cytogenetic risk was determined using fluorescence in situ hybridization/karyotyping; patients with high cytogenetic risk had t(4;14), t(14;16), or del17p abnormalities. Minimal residual disease (MRD; 10-5) was assessed via the clonoSEQ® assay V2.0. 569 patients were randomized (D-Rd, n = 286; Rd, n = 283); 35 (12%) patients per group had high cytogenetic risk. After a median follow-up of 44.3 months, D-Rd prolonged progression-free survival (PFS) versus Rd in standard cytogenetic risk (median: not estimable vs 18.6 months; hazard ratio [HR], 0.43; P < 0.0001) and high cytogenetic risk (median: 26.8 vs 8.3 months; HR, 0.34; P = 0.0035) patients. Responses with D-Rd were deep, including higher MRD negativity and sustained MRD-negativity rates versus Rd, regardless of cytogenetic risk. PFS on subsequent line of therapy was improved with D-Rd versus Rd in both cytogenetic risk subgroups. The safety profile of D-Rd by cytogenetic risk was consistent with the overall population. These findings demonstrate the improved efficacy of daratumumab plus standard of care versus standard of care in RRMM, regardless of cytogenetic risk.

Authentic online collaboration focuses upon exploring (often complex) real world problems or practice, and highlights the importance of designing learning experiences that involve interdisciplinary collaboration. All disciplines can benefit from authentic online collaboration. Our graduates need the skills and capabilities to work in diverse teams to explore and develop creative approaches to the complex problems and issues that they will face in the workplace and the wider community within an increasingly unknown future. Most professions involve some form of teamwork and collaboration across a variety of discipline and cultural boundaries, and therefore this is a key graduate capability identified by employers. “learning for an unknown future has to be a learning understood neither in terms of knowledge or skills but of human qualities and dispositions. Learning for an unknown future calls, in short, for an ontological turn.” (Barnett, 2012, p. 65) Online teamwork and collaboration is often maligned by students, however teamwork and collaboration are key graduate capabilities, and designing authentic online collaboration can lead to rich and transformative learning experiences for students as they develop this capability. "Capability is a holistic attribute and concerns the capacity to use one’s competence in novel situations rather than just the familiar, a justified level of self-efficacy for dealing with novel problems, having appropriate values, being able to work in teams, and knowing how to learn." (Hase & Kenyon, 2007, p. 113)

Mobile devices and a vast array of accompanying applications offer significant affordances to create, consume, share, collaborate and communicate—affordances that could be easily leveraged to facilitate meaningful learning. A positive disruption arising from Covid-19 that aligns with the affordances of mobile learning is the uncoupling of time and space in the learning process. Traditionally formal learning is a process that is predominately viewed as an experience that is ‘timetabled’— scheduled to eventuate at a ‘place’—lecture or a tutorial (or similar) in a room or lecture theatre. In this concise paper, an ecology of resources is discussed along with guiding principles for designing and facilitating uncoupled authentic and student-determined learning post the emergency remote teaching phase.

This special collection of Research in Learning Technology explores the development of the state of the art of Mobile Mixed Reality (MMR) in education. The special collection was established in 2018 to provide research-informed exploration of this emergent and rapidly developing arena of educational technology through the lens of Scholarship Of Technology Enhanced Learning (SOTEL). The special collection update for 2019 includes four articles that cover self-efficacy and motivation of MMR users, analysis of student experiences of MMR, and a selection of case studies on designing and implementing MMR in educational contexts. The range of articles illustrates the further development of MMR as a platform for designing authentic learning environments in both formal and informal learning situations. The articles also highlight attempts to address the issue identified in the 2018 collection of a general lack of engagement with new learning theories and models in the use of MMR to design transformative learning experiences. This editorial is part of the special collection ‘Mobile Mixed Reality-Enhanced Learning’ edited by Thomas Cochrane, Vickel Narayan, James Birt, Helen Farley and Fiona Smart. Read all articles from this collection here.

Management practices in early-stage (I/II) follicular lymphoma (FL) are variable and include radiation (RT), systemic therapy, or combined modality therapy (CMT). There is a paucity of data regarding maintenance rituximab in this cohort. We conducted an international retrospective study of patients with newly diagnosed early-stage FL staged with positron emission tomography (PET)-computed tomography and bone marrow biopsy. Three hundred sixty-five patients (stage I, n 5 221), median age 63 years, treated from 2005-2017 were included, with a median follow-up of 45 months. Management included watchful waiting (WW; n 5 85) and active treatment (n 5 280). The latter consisted of RT alone (n 5 171) or systemic therapy (immunochemotherapy [n 5 63] or CMT [n 5 46]). Forty-nine systemically treated patients received maintenance rituximab; 72.7% of stage I patients received RT alone, compared to 42.6% with stage II (P, .001). Active therapies yielded comparable overall response rates (P 5 .87). RT alone and systemic therapy without maintenance rituximab yielded similar progression-free survival (PFS) (hazard ratio [HR], 1.32; 95% confidence interval [CI], 0.77-2.34; P 5 .96). Maintenance rituximab improved PFS (HR, 0.24; 95% CI, 0.095-0.64; P 5 .017). The incidence of transformation was lower with systemic therapy compared to RT or WW (HR, 0.20; 95% CI, 0.070-0.61; P 5 .034). Overall survival was similar among all practices, including WW (P 5 .40). In the largest comparative assessment of management practices in the modern era, variable practices each resulted in similar excellent outcomes. Randomized studies are required to determine the optimal treatment in early-stage FL.Copyright © 2019 by The American Society of Hematology

Mantle cell lymphoma (MCL) is an uncommon and typically aggressive form of lymphoma. Although often initially chemosensitive, relapse is common. Several induction and conditioning regimens are used in transplant-eligible patients, and the optimal approach remains unknown. We performed an international, retrospective study of transplant-eligible patients to assess impact of induction chemoimmunotherapy and conditioning regimens on clinical outcomes. We identified 228 patients meeting inclusion criteria. Baseline characteristics were similar among the induction groups except for some variation in age. The type of induction chemoimmunotherapy received did not influence overall response rates (ORRs) (0.43), progression-free survival (PFS) (P >.67), or overall survival (OS) (P >.35) on multivariate analysis (PFS and OS). Delivery of autologous stem cell transplant (ASCT) was associated with favorable PFS and OS (0.01) on univariate analysis only; this benefit was not seen on multivariate analysis-PFS (0.36) and OS (0.21). Compared with busulfan and melphalan (BuMel), the use of the carmustine, etoposide, cytarabine, melphalan (BEAM)-conditioning regimen was associated with inferior PFS (HR = 2.0 [95% CI 1.1-3.6], 0.02) but not OS (HR = 1.1 [95% CI 0.5-2.3], 0.81) on univariate analysis only. Within the limits of a retrospective study and modest power for some comparisons, type of induction therapy did not influence ORR, PFS, or OS for transplant-eligible patients with MCL. International efforts are required to perform randomized clinical trials evaluating chemoimmunotherapy induction regimens.Copyright © 2019 John Wiley & Sons, Ltd.

Background Stage I/II or early-stage follicular lymphoma (ESFL) is considered potentially curable with radiotherapy (XRT). While XRT does achieve local disease control in >90% of cases, more than half the patients (pts) relapse by 10 years (yr), generally outside of the radiation field. A recent randomized controlled trial (TROG 99.03) demonstrated that combined modality therapy (CMT), with sequential XRT and systemic therapy, significantly improved PFS but not overall survival (OS) compared to XRT alone in ESFL. However, only half the pts were staged with F-FDG positron emission tomography and computed tomography (PET) and 58% of CMT pts did not receive rituximab.Compared with CT staging, 20-60% of cases are upstaged by PET. Consequentially, there are limitations in applying this trial to modern populations. Despite the support of current guidelines, only one third of pts in clinical practice are treated with XRT. This suggests a need to better understand the role of other treatments, including watchful waiting (WW), in the PETera. Our aim was to compare outcomes with real-world treatment approaches in rigorously staged ESFL patients. Methods We conducted an international, multicenterretrospective study of stage I and II FL pts rigorously staged with bone marrow biopsy and PET. Eligible pts were >18yr with newly-diagnosed grade 1-3A FL and >=3 months follow up. Primary outcome measures were overall response rate (ORR), progression free survival (PFS), OS and risk of transformation. Survival curves were estimated with the Kaplan-Meier method and uni- and multivariate analysis was performed using Cox regression model. Results A total of 387 pts treated at 13 Australian and 3 Canadian centres between 2005-2017 were studied. Median follow-up was 45 months (range 3.1 - 164.0).5-yrPFS and OS rates were 73.5% (95% CI 66.0-78.5) and 94.4% (95% CI 89.4-93.6) respectively. 22 patients had stage IE duodenal FL with 5- yr PFS and OS rates of 100% and 100% respectively. Conside

Student internships and work experience schemes provide students with highly authentic learning experiences (Bosco & Fern, 2014). Therefore many university programmes include a job-experience element that students must demonstrate completion of, usually through a report signed by the employer that the student has managed to find work with over their summer break. Auckland University of Technology provides a summer student scholarship scheme that provides contestable scholarship funding for students to work on university specified projects over the summer break. Each scholarship requires 370 hours of project-related work, followed by a summary report. In this presentation we explore a model that extends the summer student scholarship concept as part of a longer term collaboration between university students, academic supervisors, and industry representatives. This extended model brokers real world projects that benefit the wider community through developing solutions to health care problems in collaboration with a local district health board (ADHB or Auckland District Health Board). In this model communication design students apply to form design teams, selected and supervised by university academics, to address design briefs from the district health board’s Design Lab. Key aspects of this collaboration include: developing a sense of trust between the university and the district health Design Lab, establishing a supervision team and protocols, and establishing an ecology of supporting resources - including providing students with the work space and infrastructure access to achieve the project goals. The summer student scholarships are designed to be the first step in a long term collaboration that will potentially lead into major undergraduate student projects and post-graduate research. The summer scholarship projects use a Design Based Research (DBR) methodology (McKenney & Reeves, 2018) to address the first design stages of specific health care problems: analysis

This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial community of practice established in 2015 in the context of Paramedicine education (Cochrane, Cook, Aiello, Harrison, & Aguayo, 2016), to a collaborative transdisciplinary research cluster that now encompasses: the School of Clinical Sciences, Journalism, the Centre for Teaching And Learning, the AppLAB, and international research partners (Cochrane, 2019; Cochrane et al., 2018). The MESH360 research cluster (initially standing for the Multiple Environment Simulation VR Hub, but now covering the growing body of immersive reality enhanced learning projects) focuses upon the common domain of the exploration of immersive reality to enhance higher education to develop student creativity, critical thinking, and problem-solving capabilities. The research cluster is built upon the shared ontology, epistemology, and research methodology of the wider SOTEL research cluster hub (https://sotel.nz/about-the-cluster/). We established an ecology of resources to support the research cluster (Cochrane & Narayan, 2018), and encourage open educational practice via social media, publishing in open access channels, and regular project showcases. Outcomes from the MESH360 research cluster include: innovative curriculum design, journal articles, conference proceedings, 2 Vice Chancellors teaching innovation awards, a Prime Minister’s research scholarship, and award of a variety of internal project funding. The activity of the research cluster is curated in a ResearchGate Project at https://www.researchgate.net/project/MESH360 and on social media via the #MESH360 hashtag. While the activity of the MESH360 has been predominantly within the Faculty of Health and Environmental Sciences, we are seeing wider impact into Schools within the other Faculties at the university, and pot

Immersive reality (XR) encompasses the spectrum of enhancing learning through augmented reality to virtual reality. Although there has been much hype around the transformative potential of AR and VR the adoption of these technologies in higher education learning environments has been limited (Cochrane, 2016). With a lack of models of how to integrate XR in higher education AR has fallen into the trough of disillusionment on the Gartner hype cycle for emerging technologies 2018, while VR is on the ‘slope of enlightenment’ (Daniel, 2018). In response, this workshop will provide participants with a hands on experience of creating their own simple immersive reality scenario using the web-based VR platform SeekBeak (https://seekbeak.com). The workshop is a generic version of a workshop run with Journalism students that introduced them to the concepts of immersive journalism practice and the implications for immersive storytelling (Sissons & Cochrane, 2019a, 2019b). The workshop will introduce participants to the state of the art of immersive journalism, and demonstrate a BYOD approach to user-generated virtual reality in higher education as a model of integrating authentic learning within the curriculum.

Following the introduction of the Google Cardboard virtual reality (VR) head mounted display (HMD) in 2014, mainstream journalism began exploring the potential of VR to transform news storytelling as an immersive experience (Lalwani, 2015; Somaiya, 2015). However, unlike the transformative impact of social media on journalism and journalism education (Mulrennan, 2017), VR has taken several years for this to filter into the curriculum of journalism higher education. AUT’s journalism programme includes a final semester, capstone, assessment in which students produce a piece of long-form immersive journalism that provides the opportunity to embed VR storytelling as an authentic immersive experience. To address this we created a collaborative curriculum design team in 2019 to design a workshop (Sissons & Cochrane, 2019) to introduce journalism students to the potential of VR to explore and create an immersive journalism experience. We used a design based research methodology (McKenney & Reeves, 2019) to structure the curriculum design process into four phases: initial analysis and exploration, development of a prototype curriculum intervention, evaluation and redesign of the intervention, and dissemination of identified design principles and findings. Meeting weekly the design team brainstormed a workshop that mapped the affordances of mobile XR to a real world project, and created a simple demonstration XR environment (https://seekbeak.com/v/kvPq47DpjAw). We founded the workshop design upon the principles of heutagogy (Blaschke & Hase, 2019), as the principles of heutagogy map closely to the core journalism graduate profile outcomes (Cochrane, Sissons, & Mulrennan, 2017). In this workshop students worked in teams to film and compile an interactive experience based on the University’s Journalism Media Centre, creating an interactive tour using SeekBeak (https://seekbeak.com). Using AUTEC ethics processes we obtained informed consent from the participating students for a

Smartphone ownership has become ubiquitous (International Telecommunication Union, 2017), but also fragmented by the variety of manufacturers and models available. In particular there are significant differences between the two major smartphone platforms (iOS and Android). This workshop is designed to provide participants with a cross-platform toolkit for implementing BYOD user-generated mobile video content in higher education contexts (Cochrane & Sinfield, 2019). Grounded on the concepts of learner-generated contexts, heutagogy or self-determined learning (Blaschke & Hase, 2019), and authentic learning (Burden & Kearney, 2016), the workshop facilitators will outline a framework for user-generated mobile video production (Sinfield, 2018). The workshop will illustrate the framework by examples of BYOD student projects, and will introduce participants to a hands-on exploration of an ecology of resources for mobile collaborative video production and sharing via digital social media platforms.

Mantle cell lymphoma (MCL) is an uncommon and typically aggressive form of lymphoma. Although often initially chemosensitive, relapse is common. Several induction and conditioning regimens are used in transplant-eligible patients, and the optimal approach remains unknown. We performed an international, retrospective study of transplant-eligible patients to assess impact of induction chemoimmunotherapy and conditioning regimens on clinical outcomes. We identified 228 patients meeting inclusion criteria. Baseline characteristics were similar among the induction groups except for some variation in age. The type of induction chemoimmunotherapy received did not influence overall response rates (ORRs) (0.43), progression-free survival (PFS) (P > .67), or overall survival (OS) (P > .35) on multivariate analysis (PFS and OS). Delivery of autologous stem cell transplant (ASCT) was associated with favorable PFS and OS (0.01) on univariate analysis only; this benefit was not seen on multivariate analysis-PFS (0.36) and OS (0.21). Compared with busulfan and melphalan (BuMel), the use of the carmustine, etoposide, cytarabine, melphalan (BEAM)-conditioning regimen was associated with inferior PFS (HR = 2.0 [95% CI 1.1-3.6], 0.02) but not OS (HR = 1.1 [95% CI 0.5-2.3], 0.81) on univariate analysis only. Within the limits of a retrospective study and modest power for some comparisons, type of induction therapy did not influence ORR, PFS, or OS for transplant-eligible patients with MCL. International efforts are required to perform randomized clinical trials evaluating chemoimmunotherapy induction regimens.