Time at home during the COVID-19 pandemic: a prospective examination of psychosocial health in people with and without type 2 diabetes using digital phenotyping : Amy McInerney

Introduction Societal restrictions due to COVID-19 have had a profound effect on our ability to connect with one another and limited our personal mobility. There is evidence that loneliness, social isolation, and psychological distress increased during restrictions for people with diabetes. Fluctuating restrictions provide a unique opportunity to utilise continuous GPS data from personal smartphones (digital phenotypes) to explore the relationship between time-at-home and psychosocial health for people with diabetes. This study aims to (1) describe the digital phenotypes of time-at-home during varying societal COVID-19 restrictions for people with and without type 2 diabetes and (2) to explore associations between these digital phenotypes and loneliness, social support, and other psychosocial factors and compare for people with and without type 2 diabetes. Methods Data come from a longitudinal observational study in the Republic of Ireland that ran between March and August 2021. Participants are seventy-four adults (64.8% female;median age-group = 50-54) with (N = 40) and without (N = 34) diabetes. Continuous GPS data were recorded for 2 months through the Beiwe smartphone application. Loneliness (UCLA-3), social support (MSPSS), diabetes stigma (DSAS-2;diabetes cohort only) as well as other demographic, psychosocial, and lifestyle questionnaires were assessed at baseline, 1 month, and 2 months follow-up. Analysis GPS data are being processed. The GPS-derived features of time-at-home, overall movement, and location variance will be computed. Associations between these digital phenotypes and psychosocial factors will be explored and changes over time examined using multilevel modeling. Conclusions We expect this study to be the first to describe and compare the digital phenotypes of people with and without diabetes during varying societal COVID-19 restrictions, providing new insights into the effects of such policies on the psychosocial health of people with diabetes.

Leaders in extreme contexts: An exploratory analysis of U.S. leaders' tweets

In the midst of extreme events, leaders champion their followers' cause and are anticipated to provide direction, guidance, and hope. Oftentimes, leaders take social media to communicate with their followers. To better understand the dynamics of leader social media rhetoric during extreme events, we adopt a language expectancy theory perspective to examine tweets sent by political leaders during the COVID-19 pandemic. Language expectancy theory postulates that social and artificially contrived groups (e.g., gender, race) have different quarterlies of acceptable dialogue. Our research is novel in exploring the way in which exogenous shocks shift acceptable language boundaries for groups such as political orientation, race, gender, age, etc. We present an exploratory analysis of over 350,000 U.S. political leader tweets spanning eight months between November 2019 and June 2020. Our findings springboard both leadership communication and extreme event research within the field of information systems. © AMCIS 2021.

Mindful adaptation of technology (MAT) in extreme research contexts: A theoretical proposal

With the advent of the COVID-19 pandemic, information system researchers have begun to explore ways in which information technology artifacts have meaning within the context of this seismic event. Within this manuscript, we develop a new concept, namely: mindful adaptation of technology (MAT), and subsequently derive a research model based on event systems theory, coping theory, and mindfulness research. We theoretically position this multi-faceted construct of MAT within existing models and demonstrate its novelty and utility for understanding technological adaptation in response to extreme research contexts. We conclude with theoretical implications and direction for future research. © 2021 IEEE Computer Society. All rights reserved.

How to improve and demonstrate the learning from clinical-governance? An innovative approach

Objective To improve learning from clinical governance activities. To demonstrate this learning with the online applicationbased quiz activity. To promote participation in clinical governance activities. Design We implemented an innovative online quiz activity at each monthly clinical governance ('CG') meeting for a period of 18 months June 2019 to January 2021. Then retrospective analysis was performed based on online feedback. Method Each monthly CG meeting typically had a number of participants varying between 30 to 50. These participants were consultants, junior and middle grade doctors (ST1 to ST7), SAS doctors, GP trainees, FY2, medical students, midwives, sonographers and nurses. The CG presenters were asked to provide the key learning facts based on their presentations. These learning points and other facts derived from the departmental statistics were used to formulate the questions with an online app (Kahoot.it). The questions were displayed on the central screen and participants were encouraged to answer with their phone. The same system was followed during Covid-19 pandemic, when meetings were conducted virtually. The score was determined by the speed and the accuracy. At the end of the quiz, the winners were declared on the virtual podium of the app and their success was celebrated with positive reinforcement. The app also provided the details such as how many participants answered the question correctly. Results We evaluated 48 feedback forms generated by computerized online system. 93.8% of participants considered this a fun based learning and 85% suggested that it was an interactive learning tool. 70.8% agreed that this quiz helped promote focus and active listening and 87.5% mentioned that the quiz tested the knowledge gained after CG presentations. 70.85 of them admitted that they felt motivated to learn more about CG facts from current and past CG presentations. 72.9% suggested that ideal number of questions should be 6 to 9 per quiz and 85.4% mentioned that they will recommend this quiz for forthcoming CG activities. Conclusions In conclusion, this innovative, online quizbased entertaining approach is an effective tool for encouraging interactive participation in CG settings. It promotes positive reinforcement of the knowledge gained. There is positive motivation for the participants to revise the learning points from the incidents highlighted in the risk meetings. We would recommend this online quiz activity for improvement and demonstration of learning from CG.

Expanding from the Small Screen – Arts Practice for Affective Digital Presence

Responding to conditions of lockdown and social distancing since March 2020, the Centre for Arts and Learning (CAL) at Goldsmiths is researching how arts practice and creative processes can sustain an affective presence in digital learning environments. In this article I discuss our research into how artist educators and students have adapted to the necessity for online learning, including the difficulties of doing so. I refer to a posthumanist, Deleuzian theoretical map that connects with the different collaborative, practice research assemblages we are working with this year. In discussion is a project for engaging with artists and creatives and their learning developments since March 2020 called Finding Comfort within Discomfort. Participants speak for themselves from Instagram and Linktee. The CAL online recorded events with myself and Francis Gilbert;Heather Barnett and Sarah Christie;Jane Prophet;Kimberley Foster, Karl Foster and Victoria Mitchell are referred to as ‘cultural texts’ in hybrid digital/material/embodied arts practice. This research observes ways of expressing emotive release, expanding embodiment from the small screen, and making connections with others that can be adaptive to their different cultural, localised situations. The research seeks to further transferable, affective creative processes. © 2021 The Authors. International Journal of Art & Design Education published by National Society for Education in Art and Design and John Wiley & Sons Ltd