Do optional activities matter in virtual learning environments?

Virtual Learning Environments (VLEs) provide students with activi-ties to improve their learning (e.g., reading texts, watching videos or solving exercises). But VLEs usually also provide optional activities (e.g., changing an avatar profile or setting goals). Some of these have a connection with the learn-ing process, but are not directly devoted to learning concepts (e.g., setting goals). Few works have dealt with the use of optional activities and the relation-ships between these activities and other metrics in VLEs. This paper analyzes the use of optional activities at different levels in a specific case study with 291 students from three courses (physics, chemistry and mathematics) using the Khan Academy platform. The level of use of the different types of optional ac-tivities is analyzed and compared to that of learning activities. In addition, the relationship between the usage of optional activities and different student be-haviors and learning metrics is presented

Relationships between students' conceptions of constructivist learning and their regulation and processing strategies

The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as well as their beliefs regarding their own (in)ability to learn and motivation to learn. Two hypothesized models were tested within 98 psychology students, using a structural equation modelling approach: The first model implemented regulation and processing variables of the Inventory of Learning Styles [ILS, Vermunt (Learning styles and regulation of learning in higher education - towards process-oriented instruction in autonomous thinking, 1992)], the second model of the Motivated Strategies for Learning Questionnaire [MSLQ, Pintrich and de Groot (Journal of Educational Psychology, 82, 33-40, 1990)]. Results showed that structural relations exist between conceptions of constructivist learning and regulation and processing strategies. Furthermore, students who express doubt with regard to their own learning capacities are at risk for adopting an inadequate regulation strategy. A three-tiered structure of conceptual, controlling, and operational level appeared valid for the MSLQ variables, but not entirely for those of the ILS

Contributions to the phylogeny of Ixodes (Pholeoixodes) canisuga, I. (Ph.) kaiseri, I. (Ph.) hexagonus and a simple pictorial key for the identification of their females

Background: In Europe, hard ticks of the subgenus Pholeoixodes (Ixodidae: Ixodes) are usually associated with burrow-dwelling mammals and terrestrial birds. Reports of Pholeoixodes spp. from carnivores are frequently contradictory, and their identification is not based on key diagnostic characters. Therefore, the aims of the present study were to identify ticks collected from dogs, foxes and badgers in several European countries, and to reassess their systematic status with molecular analyses using two mitochondrial markers. Results: Between 2003 and 2017, 144 Pholeoixodes spp. ticks were collected in nine European countries. From accurate descriptions and comparison with type-materials, a simple illustrated identification key was compiled for adult females, by focusing on the shape of the anterior surface of basis capituli. Based on this key, 71 female ticks were identified as I. canisuga, 21 as I. kaiseri and 21 as I. hexagonus. DNA was extracted from these 113 female ticks, and from further 31 specimens. Fragments of two mitochondrial genes, cox1 (cytochrome c oxidase subunit 1) and 16S rRNA, were amplified and sequenced. Ixodes kaiseri had nine unique cox1 haplotypes, which showed 99.2-100% sequence identity, whereas I. canisuga and I. hexagonus had eleven and five cox1 haplotypes, respectively, with 99.5-100% sequence identity. The distribution of cox1 haplotypes reflected a geographical pattern. Pholeoixodes spp. ticks had fewer 16S rRNA haplotypes, with a lower degree of intraspecific divergence (99.5-100% sequence identity) and no geographical clustering. Phylogenetic analyses were in agreement with morphology: I. kaiseri and I. hexagonus (with the similar shape of the anterior surface of basis capituli) were genetically more closely related to each other than to I. canisuga. Phylogenetic analyses also showed that the subgenus Eschatocephalus (bat ticks) clustered within the subgenus Pholeoixodes. Conclusions: A simple, illustrated identification key is provided for female Pholeoixodes ticks of carnivores (including I. hexagonus and I. rugicollis) to prevent future misidentification of these species. It is also shown that I. kaiseri is more widespread in Europe than previously thought. Phylogenetic analyses suggest that the subgenus Pholeoixodes is not monophyletic: either the subgenus Eschatocephalus should be included in Pholeoixodes, or the latter subgenus should be divided, which is a task for future studies

Ring-opening Polymerization of Activated Cyclopropanes - Polymerization of Diethyl 1,1-cyclopropanedicarboxylate By Metallic Sodium

Diethyl 1,1-cyclopropanedicarboxylate undergoes ring-opening polymerization under anionic conditions. If the cyclopropane is contaminated by diethyl malonate CH2(COOEt)2, polymerization can be initiated by metallic sodium. The mechanism of this initiation was found to involve an initial reduction of the malonate by sodium to give the salt (EtOOC)2CH(-) Na(+) which acts as the real initiator. Poly(diethyl 1,1-cyclopropane dicarboxylate) is soluble in halogenated solvents and was characterized by GPC, IR, H-1- and C-13-NMR. Molecular weights are low to moderate (typically 10(3)-10(4)) and are compatible with the low monomer / initiator ratios used in these experiments

Improving personalized feedback at the workplace with a learning analytics enhanced E-portfolio

During workplace based learning, e.g. clinical practice or during an internship, there is an urgent need for solutions to restore and to guarantee the quality of feedback for (becoming) professionals. In continuing education at the workplace the use of Electronic portfolios (EPs) is a crucial means for acquiring the requisite professional knowledge and skills. Although EPs provide a useful approach to view each trainee's progress, often only limited use is made of the rich contextual learning assessment data to support responsive adaptation for more efficient and rewarding training and hence to provide personalized feedback. This contribution advocates that EPs enhanced with a Learning Analytics engine, may increase the quality and efficiency of workplace-based feedback and assessment. This contribution addresses this by outlining an approach that is applied in a European 7th framework project, called WATCHME (www.project-watchme.eu). The aim of the contribution is to provide insight in underlying rationales to improve workplace-based feedback and assessment and how this is applied in an EP environment that is enhanced with Learning Analytics