225 research outputs found
Workshop in Moodle: a tool for peer critiquing
This paper will begin with a brief discussion of the benefits of peer assessment and peer critiquing. In particular, it will examine how both can be beneficial in
helping to introduce, and reinforce, valuable graduate attributes in students throughout their university careers.
It will then examine the tools available at the University of Glasgow and evaluate them in terms of their strengths and weaknesses. In order to explain this in detail, a real life case study from a third year class in Nursing will be presented. The paper will conclude that, while there are obvious benefits to peer critiquing tools being used with a Virtual Learning Environment (VLE), some modifications
are necessary in order to make them more easily usable by staff and students
What is it like to learn and participate in rhizomatic MOOCs? a collaborative autoethnography of #RHIZO14
In January 2014, we participated in a connectivist-style massive open online course (cMOOC) called "Rhizomatic Learning – The community is the curriculum" (#rhizo14). In rhizomatic learning, teacher and student roles are radically restructured. Course content and value come mostly from students; the teacher, at most, is a curator who provides a starting point and guidance and sometimes participates as a learner. Early on, we felt that we were in a unique learning experience that we wanted to capture in writing. Explaining #rhizo14 to others without the benefit of traditional processes, practices, roles, or structures, however, presented a challenge. We invited participants to contribute narratives to a collaborative autoethnography (CAE), which comprises an assortment of collaborative Google Docs, blog posts by individuals, and comments on those documents and posts. This strategy afforded insight into what many participants found to be a most engaging course and what for some was a transformative experience. In discussing the findings from the CAE, our intent is to benefit others interested in rhizomatic learning spaces such as cMOOCs. This authoethnography specifically addresses gaps both in the understanding of the learner experience in cMOOCs and in the nature of rhizomatic learning
Writing the unreadable untext: a collaborative autoethnography of #rhizo14
No abstract available
Emergence of negative viscosities and colored noise under current-driven Ehrenfest molecular dynamics
Molecules in molecular junctions are subject to current-induced forces that
can break chemical bonds, induce reactions, destabilize molecular geometry, and
halt the operation of the junction. Theories behind current-driven molecular
dynamics simulations rely on a perturbative time-scale separation within the
system with subsequent use of nonequilibrium Green's functions (NEGF) to
compute conservative, non-conservative, and stochastic forces exerted by
electrons on nuclear degrees of freedom. We analyze the effectiveness of this
approximation, paying particular attention to the phenomenon of negative
viscosities. The perturbative approximation is directly compared to the
nonequilibrium Ehrenfest approach. We introduce a novel time-stepping approach
to calculate the forces present in the Ehrenfest method via exact integration
of the equations of motion for the nonequilibrium Green's functions, which does
not necessitate a time-scale separation within the system and provides an exact
description for the corresponding classical dynamics. We observe that negative
viscosities are not artifacts of a perturbative treatment but also emerge in
Ehrenfest dynamics. However, the effects of negative viscosity have the
possibility of being overwhelmed by the predominantly positive dissipation due
to the higher-order forces unaccounted for by the perturbative approach.
Additionally, we assess the validity of the white-noise approximation for the
stochastic forces, finding that it is justifiable in the presence of a clear
time-scale separation and is more applicable when the current-carrying
molecular orbital is moved outside of the voltage window. Finally, we
demonstrate the method for molecular junction models consisting of one and two
classical degrees of freedom
What is it Like to Learn and Participate in Rhizomatic MOOCs? A Collaborative Autoethnography of #RHIZO14
In January 2014, we participated in a connectivist-style massive open online course (cMOOC) called Rhizomatic Learning – The community is the curriculum (#rhizo14). In rhizomatic learning, teacher and student roles are radically restructured. Course content and value come mostly from students; the teacher, at most, is a curator who provides a starting point and guidance and sometimes participates as a learner. Early on, we felt that we were in a unique learning experience that we wanted to capture in writing. Explaining #rhizo14 to others without the benefit of traditional processes, practices, roles, or structures, however, presented a challenge. We invited participants to contribute narratives to a collaborative autoethnography (CAE), which comprises an assortment of collaborative Google Docs, blog posts by individuals, and comments on those documents and posts. This strategy afforded insight into what many participants found to be a most engaging course and what for some was a transformative experience. In discussing the findings from the CAE, our intent is to benefit others interested in rhizomatic learning spaces such as cMOOCs. This authoethnography specifically addresses gaps both in the understanding of the learner experience in cMOOCs and in the nature of rhizomatic learning
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Exploring 30 years of research in learning technology: an analysis of the RLT journal
This paper presents the findings from a research project to analyse 30 years of the Research in Learning Technology journal (1993 to 2022). The analysis explores the content of the articles in terms of key topics and their relationship with sector events and policies, discussing key terms such as virtual learning environment, massive open online courses (MOOCs) and virtual reality (VR). It also considers how the terminology used to describe the field has changed over time, starting with a focus on the computer and expanding to include a range of common terms such as e-learning, technology enhanced learning (TEL) and digital. Between 1993 and 2015, issues of the journal were accompanied by editorials. This analysis considers how the role of the editorials helped to shape and establish the journal and influence the field of learning technology to take a more research and theory-based approach. Finally, an analysis of the locations of the authors who have published in the journal has demonstrated a shift from a predominantly UK-based journal to one with more international reach
Determination of Malachite Green in Aquaculture Water by Adsorptive Stripping Voltammetry
© 2016, Copyright © Taylor & Francis Group, LLC. An adsorptive stripping voltammetric method for the determination of malachite green in aquaculture water has been developed. Initial studies were made using the cyclic voltammetry of malachite green at a glassy carbon electrode in 0.1M phosphate buffer from pH 2 to 10. The redox behavior observed for malachite green was verified by the characterization of malachite green and its reduction product, leucomalachite green. Furthermore, leucomalachite green was found not to interfere with the determination of malachite green at pH 7.4, the optimum pH for malachite green determination. As a result, further studies were performed using adsorptive stripping voltammetry for the determination of malachite green in aquaculture water. The voltammetric waveform, accumulation potential, and accumulation time were optimized. The calibration plot was linear from 0.2µM to 1.2µM for malachite green using differential pulse voltammetry with a sensitivity of 0.8311µA/µM. Using the method of multiple standard addition, aquaculture water fortified with 0.5µM and 0.75µM malachite green provided mean recoveries of 78.79% and 87.20% with coefficients of variation of 2.07% and 1.45%. Therefore, analytical figures of merit suggest that this method provides rapid, simple, economical, and precise determination of malachite green in aquaculture water
Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A collective reflection from the educational landscape
While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd)and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset
Stromal cell inhibition of anti-CD20 antibody mediated killing of B-cell malignancies
Introduction: The glycoengineered type II anti-CD20 monoclonal antibody obinutuzumab has been licensed for treatment in follicular non-Hodgkin lymphoma and B-CLL following clinical trials demonstrating superior outcomes to standard of care treatment. However, ultimately many patients still relapse, highlighting the need to understand the mechanisms behind treatment failure to improve patient care. Resistance to chemotherapy is often caused by the ability of malignant B-cells to migrate to the bone marrow and home into the stromal layer. Therefore, this study aimed to investigate whether stromal cells were also able to inhibit type II anti-CD20 antibody mechanisms of action, contributing to resistance to therapy.Methods: A stromal-tumor co-culture was established in vitro between Raji or Daudi B-cell tumor cells and M210B4 stromal cells in 24 well plates.Results: Contact with stromal cells was able to protect tumor cells from obinutuzumab mediated programmed cell death (PCD), antibody dependent cellular phagocytosis and antibody dependent cellular cytotoxicity. Furthermore, such protection required direct contact between stroma and tumor cells. Stromal cells appeared to interfere with obinutuzumab mediated B-cell homotypic adhesion through inhibiting and reversing actin remodelling, potentially as a result of stromal-tumor cell contact leading to downregulation of CD20 on the surface of tumor cells. Further evidence for the potential role of CD20 downregulation comes through the reduction in surface CD20 expression and inhibition of obinutuzumab mediated PCD when tumor cells are treated with Ibrutinib in the presence of stromal cells. The proteomic analysis of tumor cells after contact with stromal cells led to the identification of a number of altered pathways including those involved in cell adhesion and the actin cytoskeleton and remodeling.Discussion: This work demonstrates that contact between tumor cells and stromal cells leads to inhibition of Obinutuzumab effector functions and has important implications for future therapies to improve outcomes to anti-CD20 antibodies. A deeper understanding of how anti-CD20 antibodies interact with stromal cells could prove a useful tool to define better strategies to target the micro-environment and ultimately improve patient outcomes in B-cell malignancies
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