Polyanionic phosphates have the potential to act as low-cost cathodes and stable framework materials for Na ion batteries. The mixed phosphates Na 4 M 3 (PO 4 ) 2 P 2 O 7 (M = Fe, Mn, Co, Ni) are a fascinating new class of materials recently reported to be attractive Na ion cathodes which display low-volume changes upon cycling, indicative of long-lifetime operation. Key issues surrounding intrinsic defects, Na ion migration mechanisms, and voltage trends have been investigated through a combination of atomistic energy minimization, molecular dynamics (MD), and density functional theory simulations. For all compositions, the most energetically favorable defect is calculated to be the Na/M antisite pair. MD simulations suggest Na + diffusion extends across a 3D network of migration pathways with an activation barrier of 0.20−0.24 eV, and diffusion coefficients (D Na ) of 10 −10 −10 −11 cm 2 s −1 at 325 K, suggesting good rate capability. The voltage trends indicate that doping the Fe-based cathode with Ni can significantly increase the voltage, and hence the energy density.

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Volunteers engaged in community-based environmental monitoring (CBEM; a form of citizen science) can track changes in species abundance and distribution, measure ecosystem health, and provide data for local, regional and national environmental decision-making. A total of 296 environmental restoration-focused community groups throughout New Zealand responded to an online questionnaire, the objective of which was to investigate the current state of CBEM and contextual factors shaping groups' monitoring activities. Over one-half of groups reported using photo points and 5-Minute Bird Counts (5MBC), with just over one-third (35%; n=218) able to quantify their restoration project objectives through management outcome monitoring (e.g. 5MBC + predator control). Ecosystem monitoring toolkits specifically designed for community users were not widely used (19%; n=157). Groups managing larger areas (e.g. >8 ha), with medium to high partner support and working on Department of Conservation (DOC) or private land were more likely to be conducting their own monitoring. The number of active members in the group and average age of active members did not significantly influence monitoring activity. 'Random Forest' modelling showed that total project area had the strongest independent influence on whether and how groups undertook environmental monitoring. Major challenges for establishing new monitoring programmes were reported as a lack of funding, people (both 45%; n=98), and technical skills (31%). Overall, our results show that significant gains in CBEM could be made by targeting support towards groups managing small areas. The significant positive effect of partner support and constraints imposed by resourcing and technical skills on monitoring activity show that government agencies and science professionals could play a critical role in growing CBEM. Prioritising these collaborative partnerships to design and implement monitoring programmes will maximise the value of monitoring, by meeting groups' and potentially partners' information needs.

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In this article, we present a theoretical framework for mixed reality (MR/XR) self-determined learning to enhance ecological literacy in free-choice educational settings. The framework emerged from a research study in New Zealand which aimed to explore how learning experiences which incorporate mobile technologies within free-choice learning settings can be designed to enhance learner development of marine ecological literacy. An understanding of how mobile technology can be integrated into the teaching and learning of sustainability education that incorporates free-choice learning contexts, such as visitor centres, is of strategic importance to both education outside the classroom and adult learning. Following a design-based research methodology, the framework is presented in the form of a set of design principles and guidelines, informed by key theories in ecological literacy and free-choice learning, heutagogy, bring your own device and self-determined learning. We briefly describe how the framework provided the foundation for an educational intervention. This paper aims to assist researchers and developers of MR/XR immersive learning environments to consider design principles and processes that can enhance learning outcomes within free-choice settings, such as museums and visitor centres.(page number not for citation purpose) learning practically anywhere in collaboration with anyone Pachler, Bachmair, and Cook 2010). They also promote innovative (Parsons 2013), inclusive (Traxler 2010) and transformative (Lindsay 2016) types of learning that challenge traditional teaching and learning approaches (Cochrane 2014;Merchant 2012). The content can be shaped to fit individual characteristics and needs (Aguayo 2016) through self-determined and real-life learning, and within user/learner-generated content and contexts, an approach known as heutagogy (Hase and Kenyon 2013;Luckin et al. 2010;Narayan and Herrington 2014).Recent mobile learning research has emphasised new patterns of connected social learning, and research into the transformative possibilities of digital tools (Cook and Santos 2016). We recognise that learning in the 21st century can occur practically anywhere at any time, in school and out, between students, teachers, non-formal educators and parents/adult learners. Twenty-first century learning outcomes also focus on enhancing access to knowledge and promoting organic and distributed social learning throughout the community, with an awareness that learning can be influenced by technological innovations and affordances (learning possibilities offered by technological tools) (Aguayo and Eames 2017b; Bull, Petts, and Evans 2008; Pachler, Bachmair, and Cook 2010). We also recognise that the sociocultural context provided by educational settings and those within them can build on, disrupt and challenge the personal constructs learners bring to those settings (Aguayo 2016; Rennie and Johnston 2004). A heutagogical approach mediated by mobile technologies could then act to create connections and reinforce lea...