Using Quick Response Codes with Videos in the Laboratory

Using QR codes to access low-cost, educational, short videos in engineering laboratory classes might be a successful way of building a bridge from concrete to digital content. With QR codes placed on the apparatus, students will know exactly which video to watch. The scanned QR codes can be saved, enabling students to watch them again while performing the experiment or at home. Low-cost videos do not require expensive equipment and software, and keeping the videos short assures a minimum download time, making them compatible for use with smartphones and tablets. The aim of this research is to evaluate the importance undergraduate engineering students attribute to these videos and their reaction to the possibility of accessing them with QR codes scanned by a smartphone or a tablet. Results show students attributed some importance to the videos, and that the QR codes are very helpful as means to quickly and easily access the videos.info:eu-repo/semantics/publishedVersio

Exploring the use of quick response codes: accessing videos in the laboratory

Bringing the digital world and “digital natives” to hands-on engineering laboratory classes can be a challenge and an opportunity. Videos can be used, but is important that students know exactly what video to watch for each apparatus. That is why the possibility of accessing videos with QR codes is essential to build a bridge from concrete to digital content. The aim of this research is to evaluate the importance undergraduate engineering students attribute to instructional videos that explain the operating procedure of laboratory apparatus, and their reaction to the possibility of accessing them with quick response (QR) codes. Results show students attributed some importance to the videos and the QR codes in the laboratory are very helpful as means to quickly and easily access the videos.info:eu-repo/semantics/publishedVersio

Augmented Reality in Astrophysics

Augmented Reality consists of merging live images with virtual layers of information. The rapid growth in the popularity of smartphones and tablets over recent years has provided a large base of potential users of Augmented Reality technology, and virtual layers of information can now be attached to a wide variety of physical objects. In this article, we explore the potential of Augmented Reality for astrophysical research with two distinct experiments: (1) Augmented Posters and (2) Augmented Articles. We demonstrate that the emerging technology of Augmented Reality can already be used and implemented without expert knowledge using currently available apps. Our experiments highlight the potential of Augmented Reality to improve the communication of scientific results in the field of astrophysics. We also present feedback gathered from the Australian astrophysics community that reveals evidence of some interest in this technology by astronomers who experimented with Augmented Posters. In addition, we discuss possible future trends for Augmented Reality applications in astrophysics, and explore the current limitations associated with the technology. This Augmented Article, the first of its kind, is designed to allow the reader to directly experiment with this technology.Comment: 15 pages, 11 figures. Accepted for publication in Ap&SS. The final publication will be available at link.springer.co

Density-and trait-mediated effects of a parasite and a predator in a tri-trophic food web

1. Despite growing interest in ecological consequences of parasitism in food webs, relatively little is known about effects of parasites on long-term population dynamics of non-host species or about whether such effects are density- or trait- mediated. 2. We studied a tri-trophic food chain comprised of: (i) a bacterial basal resource (Serratia fonticola), (ii) an intermediate consumer (Paramecium caudatum), (iii) a top predator (Didinium nasutum), and (iv) a parasite of the intermediate consumer (Holospora undulata). A fully-factorial experimental manipulation of predator and parasite presence/absence was combined with analyses of population dynamics, modelling, and analyses of host (Paramecium) morphology and behavior. 3. Predation and parasitism each reduced the abundance of the intermediate consumer (Paramecium), and parasitism indirectly reduced the abundance of the basal resource (Serratia). However, in combination, predation and parasitism had non-additive effects on the abundance of the intermediate consumer, as well as on that of the basal resource. In both cases, the negative effect of parasitism seemed to be effaced by predation. 4. Infection of the intermediate consumer reduced predator abundance. Modelling and additional experimentation revealed that this was most likely due to parasite reduction of intermediate host abundance (a density-mediated effect), as opposed to changes in predator functional or numerical response. 5. Parasitism altered morphological and behavioural traits, by reducing host cell length and increasing the swimming speed of cells with moderate parasite loads. Additional tests showed no significant difference in Didinium feeding rate on infected and uninfected hosts, suggesting that the combination of these modifications does not affect host vulnerability to predation. However, estimated rates of encounter with Serratia based on these modifications were higher for infected Paramecium than for uninfected Paramecium. 6. A mixture of density-mediated and trait-mediated indirect effects of parasitism on non- host species creates rich and complex possibilities for effects of parasites in food webs that should be included in assessments of possible impacts of parasite eradication or introduction

Teaching Considerations for Implementing a Flipped Classroom Approach in Postgraduate Studies: the case of MBA

This is an open access article distributed under the Creative Commons Attribution License, to view a copy of the license, see: https://creativecommons.org/licenses/by/4.0/Higher education is increasing its focus on delivering student centred learning which can be achieved through the flipped classroom. As a teaching practice, the flipped classroom provides lecture material online pre-class, and then utilises the class time to facilitate higher level learning. Achievement of higher-level learning has, however, been shown to be to the level of academic study and the subject area. Therefore, further application of the flipped classroom practice in a variety of academic study levels and subject areas will aid the establishment of ‘best practice’. This paper will use a systematic literature review to (1) draw conclusions on the effectiveness of the flipped classroom in postgraduate settings, and (2) provide guidance on the establishment of ‘best practice’ for the Master of Business Administration (MBA). Review of the literature revealed 12 publications within past three years on MBA flipped classrooms, this demonstrates limited research on flipped classrooms in MBA courses. Results showed increased student satisfaction in flipped classrooms and some evidence of improvement performance, but more research was needed. Any advantages of the flipped classroom can only be achieved if the assessment and content (inside and outside the classroom) are aligned. Furthermore, an emphasis on active learning is important which can be achieved through real world problem solving and peer-to-peer learning

The Internet and Daily Life

Presents findings from a survey conducted in November and December 2003. Looks at Internet use compared to the traditional offline ways of communicating, transacting affairs, getting information, and finding entertainment

Evaluation of Dynamic Cell Processes and Behavior Using Video Bioinformatics Tools

Just as body language can reveal a person’s state of well-being, dynamic changes in cell behavior and morphology can be used to monitor processes in cultured cells. This chapter discusses how CL-Quant software, a commercially available video bioinformatics tool, can be used to extract quantitative data on: (1) growth/proliferation, (2) cell and colony migration, (3) reactive oxygen species (ROS) production, and (4) neural differentiation. Protocols created using CL-Quant were used to analyze both single cells and colonies. Time-lapse experiments in which different cell types were subjected to various chemical exposures were done using Nikon BioStations. Proliferation rate was measured in human embryonic stem cell colonies by quantifying colony area (pixels) and in single cells by measuring confluency (pixels). Colony and single cell migration were studied by measuring total displacement (distance between the starting and ending points) and total distance traveled by the colonies/cells. To quantify ROS production, cells were pre-loaded with MitoSOX Red™, a mitochondrial ROS (superoxide) indicator, treated with various chemicals, then total intensity of the red fluorescence was measured in each frame. Lastly, neural stem cells were incubated in differentiation medium for 12 days, and time lapse images were collected daily. Differentiation of neural stem cells was quantified using a protocol that detects young neurons. CLQuant software can be used to evaluate biological processes in living cells, and the protocols developed in this project can be applied to basic research and toxicological studies, or to monitor quality control in culture facilities

How people find videos

At present very little is known about how people locate and view videos 'in the wild'. This study draws a rich picture of everyday video seeking strategies and video information needs, based on an ethnographic study of New Zealand university students. These insights into the participants' activities and motivations suggest potentially useful facilities for a video digital library

Finding video on the web

At present very little is known about how people locate and view videos. This study draws a rich picture of everyday video seeking strategies and video information needs, based on an ethnographic study of New Zealand university students. These insights into the participants’ activities and motivations suggest potentially useful facilities for a video digital library