Designing electronic collaborative learning environments

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues

A Participatory Approach to Redesigning Games for Educational Purposes

Even though games designed for educational purposes can be motivating, they usually shelter dated pedagogies, passive learning procedures, and often overlook learners' creativity. In an effort to reinforce the active participation of learners in games, this paper presents a participatory process in which students and teachers are involved in game design. The proposed process concerns redesigning existing commercial games into educational ones and includes establishing the learning goals, identifying appropriate commercial games, adapting the rules and context, crafting and playtesting the game. Using language learning as one application of this process, the paper presents how three well-known tabletop games were redesigned in a foreign language classroom with elementary and intermediate English language learners. The benefits that underlie the process concern students' active participation, boosting their problem-solving skills, and engaging them in creative learning

New frontiers of managerial training: the LiVES project

The evolution of the Internet allowed the Web to become, among the different media, the most global, inter-active and dynamic medium to share information. Therefore, in the last decades, e-Learning has been widely used not only in the academic community, but also in the business sector. Within this context, thanks to their own competences, people can develop specific characteristics which may provide a competitive advantage for their organizations. The development and use of new technologies for the creation of three-dimensional (3D) Virtual Worlds set new challenges and enlarge the very idea of ‘learning environment’. This paper aims at inves-tigating the characteristics of training activities directed at the managerial class, in such a way as to increase their efficacy; it also analyses how the use of specific innovative technologies may be an effective solution.The evolution of the Internet allowed the Web to become, among the different media, the most global, inter-active and dynamic medium to share information. Therefore, in the last decades, e-Learning has been widely used not only in the academic community, but also in the business sector. Within this context, thanks to their own competences, people can develop specific characteristics which may provide a competitive advantage for their organizations. The development and use of new technologies for the creation of three-dimensional (3D) Virtual Worlds set new challenges and enlarge the very idea of ‘learning environment’. This paper aims at inves-tigating the characteristics of training activities directed at the managerial class, in such a way as to increase their efficacy; it also analyses how the use of specific innovative technologies may be an effective solution.Monograph's chapter

Expression profiling of metalloproteinases and tissue inhibitors of metalloproteinases in normal and degenerate human achilles tendon

To profile the messenger RNA (mRNA) expression for the 23 known genes of matrix metalloproteinases (MMPs), 19 genes of ADAMTS, 4 genes of tissue inhibitors of metalloproteinases (TIMPs), and ADAM genes 8, 10, 12, and 17 in normal, painful, and ruptured Achilles tendons. Tendon samples were obtained from cadavers or from patients undergoing surgical procedures to treat chronic painful tendinopathy or ruptured tendon. Total RNA was extracted and mRNA expression was analyzed by quantitative real-time reverse transcription–polymerase chain reaction, normalized to 18S ribosomal RNA. In comparing expression of all genes, the normal, painful, and ruptured Achilles tendon groups each had a distinct mRNA expression signature. Three mRNA were not detected and 14 showed no significant difference in expression levels between the groups. Statistically significant (P < 0.05) differences in mRNA expression, when adjusted for age, included lower levels of MMPs 3 and 10 and TIMP-3 and higher levels of ADAM-12 and MMP-23 in painful compared with normal tendons, and lower levels of MMPs 3 and 7 and TIMPs 2, 3, and 4 and higher levels of ADAMs 8 and 12, MMPs 1, 9, 19, and 25, and TIMP-1 in ruptured compared with normal tendons. The distinct mRNA profile of each tendon group suggests differences in extracellular proteolytic activity, which would affect the production and remodeling of the tendon extracellular matrix. Some proteolytic activities are implicated in the maintenance of normal tendon, while chronically painful tendons and ruptured tendons are shown to be distinct groups. These data will provide a foundation for further study of the role and activity of many of these enzymes that underlie the pathologic processes in the tendon

Gene expression and matrix turnover in overused and damaged tendons

Chronic, painful conditions affecting tendons, frequently known as tendinopathy, are very common types of sporting injury. The tendon extracellular matrix is substantially altered in tendinopathy, and these changes are thought to precede and underlie the clinical condition. The tendon cell response to repeated minor injuries or “overuse” is thought to be a major factor in the development of tendinopathy. Changes in matrix turnover may also be effected by the cellular response to physical load, altering the balance of matrix turnover and changing the structure and composition of the tendon. Matrix turnover is relatively high in tendons exposed to high mechanical demands, such as the supraspinatus and Achilles, and this is thought to represent either a repair or tissue maintenance function. Metalloproteinases are a large family of enzymes capable of degrading all of the tendon matrix components, and these are thought to play a major role in the degradation of matrix during development, adaptation and repair. It is proposed that some metalloproteinase enzymes are required for the health of the tendon, and others may be damaging, leading to degeneration of the tissue. Further research is required to investigate how these enzyme activities are regulated in tendon and altered in tendinopathy. A profile of all the metalloproteinases expressed and active in healthy and degenerate tendon is required and may lead to the development of new drug therapies for these common and debilitating sports injuries

Technology-Rich Ethnography for Examining the Transition to Authentic Problem-Solving in a High School Computer Programming Class

This study utilized elements of technology-rich ethnography to create a rich description of a multi-user virtual environment in a high school computer programming class. Of particular interest was the transition that took place in classroom culture from one characterized by a well-defined problem solving approach to one more indicative of open learning environment. Using technology, high school students created learning activities and resources for use by younger students in the virtual environment. Evidence supported that high school students initially benefitted from the new open environment; however, some immutable elements of the classroom environment presented barriers to peer collaboration and motivation for high-level, creative work. Our findings lend support to the argument that teachers in high school computer programming classes should incorporate the following features in their curricula: open-ended problem solving, real-world clients, group work, student autonomy and ample opportunities for student creative expression.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Online Interactive Teaching Modules Enhance Quantitative Proficiency of Introductory Biology Students

There is widespread agreement within the scientific and education communities that undergraduate biology curricula fall short in providing students with the quantitative and interdisciplinary problem-solving skills they need to obtain a deep understanding of biological phenomena and be prepared fully to contribute to future scientific inquiry. MathBench Biology Modules were designed to address these needs through a series of interactive, Web-based modules that can be used to supplement existing course content across the biological sciences curriculum. The effect of the modules was assessed in an introductory biology course at the University of Maryland. Over the course of the semester, students showed significant increases in quantitative skills that were independent of previous math course work. Students also showed increased comfort with solving quantitative problems, whether or not they ultimately arrived at the correct answer. A survey of spring 2009 graduates indicated that those who had experienced MathBench in their course work had a greater appreciation for the role of mathematics in modern biology than those who had not used MathBench. MathBench modules allow students from diverse educational backgrounds to hone their quantitative skills, preparing them for more complex mathematical approaches in upper-division courses