The ‘circular economy’ is seen as an approach by which the issue of sustainability can be addressed whilst broadly maintaining patterns of production, consumption, economic growth, and living standards. If circular economy ambitions are to be achieved, ways and processes of manufacturing need to radically change from the current linear model, and there is the potential for higher education students to act as active participants and catalysts, as explored in this research. The objective of this study is to demonstrate the potential for collaborative learning projects to generate value to all stakeholders and participants, with the definition of value pertinent to each participant’s needs whilst also addressing the principles of circular economy. A case study collaborative learning design project is used to illustrate the positive direct and indirect outcomes and to show how such design projects can form part of a wider drive for transition through innovation towards circular economy ways of working. We consider this research to be at the intersection of circular economy advancement and the integration of effective methods of education for the circular economy in higher education. A cohort of 29 undergraduate surface pattern design students was engaged in a challenge-based design project co-created with an established manufacturing firm. This research shows how such projects provide learning not only for students but also the case study firm and give tangible outputs in terms of new value-generative products. Through an examination of the reflective comments of participants, an outline of key aspects to consider in delivering such projects to ensure greatest impact is identified.

The MiniMovers (MM) APP combines motor development theory with creativity expertise and has been designed to provide parents with developmentally appropriate activities to support children’s motor skills. This study investigates how MiniMovers activities enabled parents to support their children’s physical development. Families participated in an 8-week MM programme of activities from the MM APP (Mini, Mighty and Mega levels), with pre- and post-intervention data collected using multiple tools (e.g., motion capture system, force plate, eye-tracking glasses, and videos). Mixed research methods were applied among children (N = 8; aged 21–79 months) and their parents, providing quantitative analysis on children’s performance (running, throwing, jumping, kicking, balancing and catching), as well as qualitative analysis on parents’ attitude and behaviour (two-weekly feedback surveys and interviews). Lab-based measures showed significant improvements in run time, underarm throwing distance, and horizontal jump distance. Test of Gross Motor Development-3 showed a significant gain in running, underarm and overarm throwing, horizontal jump and kicking. Further, developmental stages indicated significant improvements in running, kicking and catching. Parents reported increased enjoyment and knowledge, children’s enjoyment, independence and confidence. This pilot study provides support for the research and development of the MM App and suggests more research into the use of APPs to support home activities among families with young children.

Objectives: To explore the impact of an aesthetic prosthetic leg cover on attitudes toward individuals with lower-limb amputation and associated social interaction cues among the general UK population. Study Design: Two novel experimental methodologies. Methods: In study 1, participants (n = 188) viewed 1 of 3 images of an individual: (1) wearing a traditional stem prosthetic, (2) wearing an aesthetic leg cover, or (3) as a nonamputee. They then completed an attitude scale and rated the personality of the individual using the 10-item Big Five Inventory. Study 2 (n = 31) used eye tracking and facial expression software to explore gaze and facial arousal when viewing 1 of 9 manipulated videos of the same individual talking about 3 different scenarios. Results: In study 1, the aesthetic leg cover led to significantly higher ratings of agreeableness than stem and nonamputee images and significantly higher ratings of extraversion than the nonamputee image. Attitudes toward an individual with a prosthesis did not significantly differ depending on which image they viewed and were generally positive. In study 2, all participants focused mainly on the individual's face regardless of scenario topic or leg condition, although participants focused more around the leg cover in more active contexts. Conclusions: Customized aesthetic leg covers may help individuals living with amputation to be perceived more positively in social situations. These experimental methodologies could be extended to explore the differential impact of context, functionality, and activity of specific types of customized aesthetic prosthetics and could help inform shared decision-making processes in clinical settings.

The MiniMovers (MM) APP combines motor development theory with creativity expertise and has been designed to provide parents with developmentally appropriate activities to support children’s motor skills. This study investigates how MiniMovers activities enabled parents to support their children’s physical development. Families participated in an 8-week MM programme of activities from the MM APP (Mini, Mighty and Mega levels), with pre- and post-intervention data collected. Mixed research methods were applied among children (N=8; aged 21-79 months) and their parents, providing quantitative analysis on children’s performance (running, throwing, jumping, kicking, balancing and catching), as well as qualitative analysis on parents’ attitude and behaviour (co-activity questionnaire, two-weekly feedback surveys and interviews). Kinematic data and kinetic data were captured using marker-based motion capture system and a force plate, respectively. For catching, children at Mighty and Mega levels were also tested using eye-tracking glasses. Videos were recorded for developmental stage evaluation. The results showed that five children improved across different ages, with two children improving in almost all tasks, and three children who had more tasks that improved than did not. Parents reported increased levels of co-activity, increased children’s enjoyment, independence, and confidence. This pilot study provides support for the research and development of MM App and suggests a need for more research into the use of APPs to support in home activities among families with young children.