In recent years, the physical literacy (PL) journeys of children and young people (CYP) have become increasingly relevant to physical activity (PA), physical education (PE) and sport settings. While research has documented understanding of PL among specific stakeholders, such as physical educators and sports coaches, no such research exists regarding the voices of CYP across the island of Ireland (Northern Ireland and Ireland). As such, expanding beyond PL specifically and explicitly, this scoping review explored CYP's perceptions of lifelong PA, including factors they believed influenced their involvement in, or avoidance of, PA, PE, and sport (domains which all contribute to PL). The review examined 29 qualitative research studies conducted across the island of Ireland. Thematic analysis of the data led to the construction of the following five key themes in relation to lifelong PA as part of one's PL journey: (i) providing choice, (ii) fun, (iii) social influences, (iv) competition, and (v) barriers to positive PL experiences. Drawing on the insights generated by this study, we propose targeted PL promotion strategies that resonate with CYP in Ireland and Northern Ireland, with the goal of fostering their holistic PL development, and supporting sustained lifelong engagement in PA.

This article discusses the development of a Digital Humanities (DH) Association for the UK and Ireland. It explores processes for evidence gathering, methods for building community through consultation, approaches to defining values and purpose through collaboration, and how to practise openness that is both radical and responsible. It begins by outlining the landscape of DH in the UK and Ireland, highlighting differences and similarities between the two countries. Next, it addresses four key areas of focus in the planning for the new Association: community, consultation, and inclusivity; the importance of advocacy for DH and the role of a DH Association in national policy-making; the centrality of training and the development of career pathways in and from DH; and how to go about implementing a values-led organization. Finally, it reflects on the value of international collaboration in the field of DH, both between Ireland and the UK and among international subject associations and infrastructures.

This article provides a data-driven overview of the developments in the field of digital scholarly editing. It surveys and evaluates the available data source on digital scholarly editions and provides longitudinal analysis of changes in number of projects, geographic distribution, licensing, interfaces and preservation. Digital scholarly editions (DSE) are essential to arts and humanities research, but also, society and culture at large. They are the primary instrument through which textual and cultural heritage, expert knowledge, and public understanding are negotiated. Their comparatively long history makes them especially suited for a diachronic approach, describing their change over time. While digital editions can vary greatly in scope and lifespan, a quantitative analysis of two of the most comprehensive data sources on digital editions can produce data-based insight into the developments within the field over time. Exploring this history and at the same time assessing the available metadata on DSEs is the aim of this article. It presents the state of the two most comprehensive available sources on digital editions and details the methodology and visualisation process undertaken. In its analysis, it is at the same time a quantitative approach to DSEs as well as a critique of the available data sources on editions.

This is an accepted article with a DOI pre-assigned that is not yet published. This article provides a data-driven overview of the developments in the field of digital scholarly editing. It surveys and evaluates the available data source on digital scholarly editions and provides longitudinal analysis of changes in number of projects, geographic distribution, licensing, interfaces and preservation. Digital scholarly editions (DSE) are essential to arts and humanities research, but also, society and culture at large. They are the primary instrument through which textual and cultural heritage, expert knowledge, and public understanding are negotiated. Their comparatively long history makes them especially suited for a diachronic approach, describing their change over time. While digital editions can vary greatly in scope and lifespan, a quantitative analysis of two of the most comprehensive data sources on digital editions can produce data-based insight into the developments within the field over time. Exploring this history and at the same time assessing the available metadata on DSEs is the aim of this article. It presents the state of the two most comprehensive available sources on digital editions and details the methodology and visualisation process undertaken. In its analysis, it is at the same time a quantitative approach to DSEs as well as a critique of the available data sources on editions.

Transcriptions of 46 interviews with theorists and practitioners in the field of digital scholarly editing on topics relating to the future of digital scholarly editions

Fundamental movement skills (FMS) are frequently referred to as the "building blocks" of movement for children and adolescents in their lifelong physical activity journey. It is critical, however, that FMS are developed within Physical Education learning environments and other sport-related settings, specifically as these building blocks of movement require appropriate teaching and practice opportunities. While FMS are well-established as an "important focus" for children and adolescents, to the authors' knowledge, there appears to be no standardized FMS development guidelines existent within the literature. This paper will examine whether the frequency, intensity, time, and type (FITT) principle could be transferable to interventions focusing on FMS development, and if so, whether sufficient consistency of findings exists to guide practitioners in their session design. Applying the FITT principle in this way may help to facilitate the comparison of FMS-related intervention studies, which may contribute to the future development of practical FMS-related guidelines for children and adolescents.

The Praxis Project, established at University College Cork (UCC), Ireland, in 2018, seeks to assess possible models of best practice with regard to the integration of global citizenship and development education (GCDE) into a cross-disciplinary, cross-campus, interwoven set of subject area pedagogies, policies and practices. This study – the first part of an eventual three-part framework – asserts that the themes, theories, values, skills, approaches and methodologies relevant to transformative pedagogical work are best underpinned by ongoing staff dialogue in order to build communities of support around such systemic pedagogical change. This article is based on a collaborative study with the first cohort of UCC staff (2020–1), which demonstrates many ways in which staff and students realised that smaller actions and carefully directed attention to specific issues opened doors to transformative thinking and action in surprising ways. From this viewpoint, the striking need emerged for taking a strategic approach to how GCDE is, and should be, integrated into learning across subject areas.

The UK-Ireland Digital Humanities Network is an AHRC/IRC-funded project to undertake research and consultation towards the implementation of a permanent Digital Humanities association for the UK and Ireland. This is the fourth discussion paper produced by the Network, in consultation with the wider Digital Humanities community in the two countries and beyond. It summarises the findings of the fourth workshop organised by the Network, and offers recommendations based on these findings.

The UK-Ireland Digital Humanities Network is an AHRC/IRC-funded project to undertake research and consultation towards the implementation of a permanent Digital Humanities association for the UK and Ireland. This report arises from an event on 'Next generation careers in and from Digital Humanities', organised for the Network by University College Cork, NUI Galway and the University of London. Co-located with the 10th Oxford Digital Humanities Summer School, it was held online on 15 July 2021.

This is the second discussion paper produced by the UK-Ireland Digital Humanities Network in consultation with the wider Digital Humanities (DH) Community in the two countries and beyond. It summarises the findings of the second workshop organised by the network, and offers recommendations based on these findings.

The UK-Ireland Digital Humanities Network is an AHRC/IRC-funded project to undertake research and consultation towards the implementation of a permanent Digital Humanities association for the UK and Ireland. The first discussion paper published by the Network considers considers capacity enhancement for DH in the UK and Ireland, with a particular focus on training opportunities.

Modeling Epigraphy with an Ontology 1 Table of

This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book examines the context for the need for digital well-being, by painting a vivid account of our digital lives. It explores a digital skills focus, to introduce the concept of digital well-being. The book provides a Learning Matrix for Technological, Pedagogical and Content Knowledge to guide teacher educators and student teachers in planning, implementing and assessing for learning digital and values fluency. The nuanced understanding of digital well-being empowers teacher educators and student teachers in the 21st-century classroom, to educate global, connected citizens. The model is learner-centred, using design thinking to understand and learn digital fluency and values fluency from authentic values dilemmas. Exposition protocol gives rise to learner-centred assessments, where learners become critical producers and consumers of knowledge and gain a critical sense of self in the digital world.

The Universal Design for Learning (UDL) framework emphasizes multiplicity of representation, expression and engagement to cater for the widest possible set of learning styles and abilities. Digital Game Based Learning (DGBL) can slot into a universally designed approach to education as one of several alternative ways of learning that will suit some learning preferences, such as those who prefer to learn in an active way. However, DGBL can itself encapsulate the principles of UDL if the game designer embraces UDL as a fundamental set of game design principles. This paper discusses, with examples, the ways in which a game designer can universally design a DGBL solution with respect to game mechanics, representation and personalization, with an emphasis on the use of gameplay data for formative and summative evaluation during the design, build and retrospective phases, as well as for adaptive learning and formative feedback during the delivery phase.