Next Generation Teaching and Learning ??? Technologies and Trends

The landscape of teaching and learning has been radically shifted in the last 15 years by the advent of web technologies, which enabled the emergence of Learning Management Systems (LMS). These systems changed the educational paradigm by extending the classroom borders, capturing and persisting course content and giving instructors more flexibility and access to students and other resources. However, they also constrained and limited the evolution of teaching and learning by imposing a traditional, instructional framework. With the advent of Web 2.0 technologies, participation and collaboration have become predominant experiences on the Web. The teaching and learning community, as a whole, has been late to capitalize on these technologies in the classroom. Part of this trend is due to constraints in the technology (LMS), and part is due to the fact that participatory media tools require an additional shift in educational paradigms, from instructional, on-the-pulpit type of teaching, to a student-centered, adaptive environment where students can contribute to the course material and learn from one another. This panel will discuss the next generation of teaching and learning, involving more lightweight, modular systems to empower instructors to be flexible, explore new student-centered paradigms, and plug and play tools as needed. We will also discuss how the iSchools are and should be increasingly involved in studying these new forms, formulating best practices and supporting the needs of teachers as they move toward more collaborative learning environments

Second Life as a Learning and Teaching Environment for Digital Games Education

Previous studies show that online virtual worlds can contribute to the social aspects of distance learning, improve student engagement, and enhance students’ experience as a whole [4]; [3]. This paper reviews previous research of using online virtual worlds in teaching and learning, compares Second Life with traditional classroom sessions and the Blackboard, and discusses the benefits and problems of using virtual environments in the post-sixteen education and how they affect students’ learning. It also reports a study of using Second Life as an educational environment for teaching games design at undergraduate level, and investigates the impacts and implications of online virtual environments on learning and teaching processes and their application to digital games education. The sample was 27 first year students of the Computer Games Modelling and Animation course. Students’ views on using Second Life for learning and teaching were collected through a feedback questionnaire. The results suggest that virtual learning environments like Second Life can be exploited as a motivational learning tool. However, problems such as identify issues and lacking of role markers may change student behaviour in virtual classroom. We discuss this phenomenon and suggest ways to avoid it in the preparation stage

A European research agenda for lifelong learning

It is a generally accepted truth that without a proper educational system no country will prosper, nor will its inhabitants. With the arrival of the post-industrial society, in Europe and elsewhere, it has become increasingly clear that people should continue learning over their entire life-spans lest they or their society suffer the dire consequences. But what does this future lifelong learning society exactly look like? And how then should education prepare for it? What should people learn and how should they do so? How can we afford to pay for all this, what are the socio-economic constraints of the move towards a lifelong-learning society? And, of course, what role can and should the educational establishment of schools and universities play? This are questions that demand serious research efforts, which is what this paper argues for

Modified Appleby Procedure with Arterial Reconstruction for Locally Advanced Pancreatic Adenocarcinoma: A Literature Review and Report of Three Unusual Cases.

BACKGROUND: Pancreatic body and tail ductal adenocarcinomas are often diagnosed with local vascular invasion of the celiac axis (CA) and its various branches. With such involvement, these tumors have traditionally been considered unresectable. The modified Appleby procedure allows for margin negative resection of some such locally advanced tumors. This procedure involves distal pancreatectomy with en bloc splenectomy and CA resection and relies on the presence of collateral arterial circulation via an intact pancreaticoduodenal arcade and the gastroduodenal artery to maintain prograde hepatic arterial perfusion. When the resultant collateral circulation is inadequate to provide sufficient hepatic and gastric arterial inflow, arterial reconstruction (AR) is necessary to supercharge the inflow. Herein, we review all reported cases of AR with modified Appleby procedures that we have identified in the literature, and we report our experience of three recent cases with arterial reconstruction including two cases with arterial bypasses not requiring interposition grafting. METHODS: Perioperative and oncologic outcomes from our Institutional Review Board-approved database of pancreatic resections at the Thomas Jefferson University were reviewed. Additionally, PubMed search for cases of distal or total pancreatectomy with celiac axis resection and concurrent AR was performed. RESULTS: From the literature, 12 reports involving 28 patients were identified of distal and total pancreatectomy with AR after CA resection. The most common AR in the literature, performed in 12 patients, was a bypass from the aorta to the common hepatic artery (CHA) using a variety of interposition conduits. In our institutional experience, patient #1 had a primary side-to-end aorto-CHA bypass, patient #2 had a primary end-to-end bypass of the transected distal CHA to the left gastric artery in the setting a replaced left hepatic artery, and patient #3 required an aortic to proper hepatic artery bypass with saphenous vein graft and portal venous reconstruction. All patients recovered from their operations without ischemic complications, and they are currently 16, 15, and 13 months post-op, respectively. CONCLUSIONS: The criteria for resectability in patients with locally advanced pancreatic body and tail neoplasms are expanding due to increasing experience with AR in the setting of the modified Appleby procedure. When performing AR, primary arterial re-anastomosis may be considered preferable to interposition grafting as it decreases the potential for the infectious and thrombotic complications associated with conduits and it reduces the number of vascular anastomoses from two to one. Consideration must also be given to normal variant anatomy of the hepatic circulation during operative planning as the origin of the left gastric artery is resected with the CA. The modified Appleby procedure with AR, when used in appropriately selected patients, offers the potential for safe, margin negative resection of locally advanced pancreatic body and tail tumors