Habits are inflexible behaviors that develop after extensive repetition, and overreliance on habits is a hallmark of many pathological states. The striatum is involved in the transition from flexible to inflexible responding, and interspersed throughout the striatum are patches, or striosomes, which make up ~15% of the volume of the striatum relative to the surrounding matrix compartment. Previous studies have suggested that patches are necessary for normal habit formation, but it remains unknown exactly how patches contribute to habit formation and expression. Here, using optogenetics, we stimulated striatal patches in Sepw1-NP67 mice during variable interval training (VI60), which is used to establish habitual responding. We found that activation of patches at reward retrieval resulted in elevated responding during VI60 training by modifying the pattern of head entry and pressing. Further, this optogenetic manipulation reduced subsequent responding following reinforcer devaluation, suggesting modified habit formation. However, patch stimulation did not generally increase extinction rates during a subsequent extinction probe, but did result in a small ‘extinction burst’, further suggesting goal-directed behavior. On the other hand, this manipulation had no effect in omission trials, where mice had to withhold responses to obtain rewards. Finally, we utilized fast-scan cyclic voltammetry to investigate how patch activation modifies evoked striatal dopamine release and found that optogenetic activation of patch projections to the substantia nigra pars compacta (SNc) is sufficient to suppress dopamine release in the dorsal striatum. Overall, this work provides novel insight into the role of the patch compartment in habit formation, and provides a potential mechanism for how patches modify habitual behavior by exerting control over dopamine signaling.

Mobile digital literacy skills development as part of digital inclusion is compellingly relevant but exactly what the curriculum should contain is less evident. In this paper, we report on the development of a mobile digital literacy skills development curriculum for teachers using a Design Science Research (DSR) methodology. The use of design science research for curriculum development is not common but appropriate where the relevance cycle ensured engagement with the needs of the community while the rigor cycle guided the evaluations by other stakeholders.  The main contribution of this paper is the mobile digital literacy skills development curriculum as artifact. Furthermore, the paper provides insights gained on using the DSR methodology for community informatics research

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The potential of cloud computing services (CCS) for supporting teaching and learning has been widely recognized, especially for mobile interactions. However, the multifaceted nature and rapid development of computing technology has complicated adoption and optimal application. This study investigated the trends, drivers and barriers influencing CCS for teaching and learning with mobile interactions both from a literature perspective and an educator's perspective. We structured the research in terms of three goals: The first goal was that of providing an overview of current literature on the topic of CCS for mobile interactions. To that end, a systematic literature review was conducted (literature from 2010 to 2016) to present an overview of the topics researched, as well as the determinants (including drivers and barriers) and opportunity areas in the field. The second goal was to get the perspective of educators on the determinants and enablers of CCS for teaching and learning with mobile interactions in the South African school context. Facilitators and teachers at South African schools in the Gauteng Province were interviewed towards obtaining that perspective. The third goal was to draw on the findings from literature and the insights gained from educators in South African schools towards identifying the barriers and enablers relevant to informing future research and practice.

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