Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Learning Opportunities

Metaliteracy, originally developed in 2010 as a response to a then-limited conception of information literacy, provides a pedagogical model for thinking and knowing in a social media age that has allowed for the proliferation of false and misleading information. It is vital that individuals be thoughtful and critical consumers of information, and also responsible and ethical information creators and sharers. Metaliterate learners are developed across academic disciplines through teaching and learning that support self-direction, collaboration, participation, and metacognitive thinking. The creation of innovative, collaborative, and open online learning environments that apply the metaliteracy goals and learning objectives is imperative for reaching global learners.Members of the Metaliteracy Learning Collaborative, a team of faculty, librarians, and instructional designers, have created several tools, with student contributions, for teaching metaliteracy: a digital badging system, four metaliteracy-focused MOOCs, and a learning module for students making the transition from secondary to post-secondary education. Our most recent Open EdX MOOC project, Empowering Yourself In a Post-Truth World, will serve as a potential hybrid model based upon the knowledge gained from earlier projects. We will share our discoveries based on our experience conceptualizing and implementing these resources that have reached over 5,000 participants worldwide

Visualizing the Convergence of Metaliteracy and the Information Literacy Framework

Displaying information in a visual manner frequently enhances clarity. Highlighting thematic elements and their interrelationships can lead to understanding, even insights, that might not otherwise happen. While words describe, well-conceived graphics illuminate in both subtle and overt ways. Synergies between word and image are especially powerful. The visualization at the heart of this chapter makes connections between two separate but related frameworks: information literacy and metaliteracy. The ACRL Framework for Information Literacy for Higher Education acknowledges that it was influenced by metaliteracy, and in particular metacognition.1 Metaliteracy emerged prior to the development of the ACRL Framework and was similarly designed to recast information literacy for a new era. While both provide comprehensive models, this chapter will explore the relationships between particular aspects of each: metaliterate learner characteristics and Framework dispositions. Metacognition will have a leading role in this analysis

Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a lens for applied teaching and learning strategies in the development of a cMOOC and two xMOOCs. The metaliteracy MOOCs pushed against the dominant trends of lecture-based, automated MOOC design towards a more learner-centered pedagogy that aligns with key components of metaliteracy

Rat Dendritic Cells Function as Accessory Cells and Control the Production of a Soluble Factor Required for Mitogenic Responses of T Lymphocytes.

Transformation of T lymphocytes, induced by treatment with periodate or with neuraminidase plus galactose oxidase, requires the participation of accessory cells. Procedures were developed for the fractionation of rat lymph node cells, by which most of the lymphocytes can be recovered as a major population of cells that do not respond to mitogenic stimulation unless accessory cells from a separated minor population are added. Further purification led to a 1000-fold overall increase in accessory activity per cell, with a 50-70% yield. The purest preparations were virtually free of macrophages and contained more than 90% typical dendritic cells. Maximum responses occurred at a ratio of only one dendritic cell per 200 periodate-treated lymphocytes. This evidence thus indicates strongly that in rats, dendritic cells--not macrophages--function as accessory cells. Further, the number of dendritic cells in a preparation governed the magnitude of the mitogenic response and was limiting in the case of unfractionated lymph node cells. In addition, when oxidized with periodate or with neuraminidase plus galactose oxidase, the dendritic cell served as a very potent indirect stimulator of untreated responder lymphocytes. Both functions of the dendritic cell appeared to lack species specificity, since mouse dendritic cells were very active when tested with rat responder lymphocytes. A soluble factor (accessory cell-replacing factor), produced by cultures of lymph node or spleen cells subjected to oxidative mitogenesis, enabled otherwise unresponsive mitogen-treated lymphocytes to respond. Dendritic cells were required for the production of this factor but may not be solely responsible for its production

An empirically observed pitch-angle diffusion eigenmode in the Earth\u27s electron belt near L* = 5.0

Abstract Using data from NASA\u27s Van Allen Probes, we have identified a synchronized exponential decay of electron flux in the outer zone, near L* = 5.0. Exponential decays strongly indicate the presence of a pure eigenmode of a diffusion operator acting in the synchronized dimension(s). The decay has a time scale of about 4 days with no dependence on pitch angle. While flux at nearby energies and L* is also decaying exponentially, the decay time varies in those dimensions. This suggests the primary decay mechanism is elastic pitch angle scattering, which itself depends on energy and L *. We invert the shape of the observed eigenmode to obtain an approximate shape of the pitch angle diffusion coefficient and show excellent agreement with diffusion by plasmaspheric hiss. Our results suggest that empirically derived eigenmodes provide a powerful diagnostic of the dynamic processes behind exponential decays

A prediction of cell differentiation and proliferation within a collagen-glycosaminoglycan scaffold subjected to mechanical strain and perfusive fluid flow.

Mesenchymal stem cell (MSC) differentiation can be influenced by biophysical stimuli imparted by the host scaffold. Yet, causal relationships linking scaffold strain magnitudes and inlet fluid velocities to specific cell responses are thus far underdeveloped. This investigation attempted to simulate cell responses in a collagen-glycosaminoglycan (CG) scaffold within a bioreactor. CG scaffold deformation was simulated using micro-computed tomography (CT) and an in-house finite element solver (FEEBE/linear). Similarly, the internal fluid velocities were simulated using the afore-mentioned microCT dataset with a computational fluid dynamics solver (ANSYS/CFX). From the ensuing cell-level mechanics, albeit octahedral shear strain or fluid velocity, the proliferation and differentiation of the representative cells were predicted from deterministic functions. Cell proliferation patterns concurred with previous experiments. MSC differentiation was dependent on the level of CG scaffold strain and the inlet fluid velocity. Furthermore, MSC differentiation patterns indicated that specific combinations of scaffold strains and inlet fluid flows cause phenotype assemblies dominated by single cell types. Further to typical laboratory procedures, this predictive methodology demonstrated loading-specific differentiation lineages and proliferation patterns. It is hoped these results will enhance in-vitro tissue engineering procedures by providing a platform from which the scaffold loading applications can be tailored to suit the desired tissue

Bone-Associated Gene Evolution and the Origin of Flight in Birds

Background Bones have been subjected to considerable selective pressure throughout vertebrate evolution, such as occurred during the adaptations associated with the development of powered flight. Powered flight evolved independently in two extant clades of vertebrates, birds and bats. While this trait provided advantages such as in aerial foraging habits, escape from predators or long-distance travels, it also imposed great challenges, namely in the bone structure. Results We performed comparative genomic analyses of 89 bone-associated genes from 47 avian genomes (including 45 new), 39 mammalian, and 20 reptilian genomes, and demonstrate that birds, after correcting for multiple testing, have an almost two-fold increase in the number of bone-associated genes with evidence of positive selection (~52.8 %) compared with mammals (~30.3 %). Most of the positive-selected genes in birds are linked with bone regulation and remodeling and thirteen have been linked with functional pathways relevant to powered flight, including bone metabolism, bone fusion, muscle development and hyperglycemia levels. Genes encoding proteins involved in bone resorption, such as TPP1, had a high number of sites under Darwinian selection in birds. Conclusions Patterns of positive selection observed in bird ossification genes suggest that there was a period of intense selective pressure to improve flight efficiency that was closely linked with constraints on body size

Critical Thinking in Occupational Therapy Education: A Systematic Mapping Review

Critical thinking is a component of occupational therapy education that is often intertwined with professional reasoning, even though it is a distinct construct. While other professions have focused on describing and studying the disciplinary-specific importance of critical thinking, the small body of literature in occupational therapy education on critical thinking has not been systematically analyzed. Therefore, a systematic mapping review was conducted to examine, describe, and map existing scholarly work about critical thinking in occupational therapy education. Inclusion/exclusion criteria were set, database searches conducted, and 63 articles identified that met criteria for full review based on their abstracts. Thirty-five articles were excluded during full review, leaving 28 articles for analysis and coding using a data extraction tool. Eleven articles (39%) had a primary focus of critical thinking, and of those 11 articles, the majority were about instructional methods. Qualitative inquiry (n = 9) was the most frequently used method to examine critical thinking among the study full sample (N = 28). Four themes emerged: 1) critical thinking is a process with varied outcomes; 2) learner aptitude is essential for developing critical thinking; 3) critical thinking can be facilitated through various methods; and 4) critical thinking underpins other important constructs in occupational therapy. Needs that were identified were that critical thinking is best intentionally threaded across a curriculum with outcomes in mind; and more studies examining critical thinking in occupational therapy education, employing diverse designs, are needed

Writing projective representations over subfields

Let G=〈X〉be an absolutely irreducible subgroup of GL(d, K), and let F be a proper subfield of the finite field K. We present a practical algorithm to decide constructively whether or not G is conjugate to a subgroup of GL(d, F).K×, where K× denotes the centre of GL(d, K). If the derived group of G also acts absolutely irreducibly, then the algorithm is Las Vegas and costs O(|X|d3+d2log|F|) arithmetic operations in K. This work forms part of a recognition project based on Aschbacher’s classification of maximal subgroups of GL(d, K)