Twitter in the collaborative classroom: micro-blogging for in-class collaborative discussions

While small group discussion during undergraduate classes is an important pedagogic strategy, there are two primary concerns for instructors how to monitor the conversation that goes on within groups, and how to ensure that ideas that emerge within the groups become part of the classroom discourse. In this paper, we describe a design-experiment conducted in two sections of the same undergraduate education class, exploring the use of Twitter, and a shared display of the Twitter-chat, to address these issues. We describe three iterations of the use of Twitter in the classes, and our reflections on how it influenced the teaching experience. Data from student surveys indicates that students had minimal experience using Twitter for academic activities prior to participation in this class and that they felt Twitter was a valuable tool to support their in-class learning activities. The teaching team found that the use of Twitter kept students on task and focused on the activity, but expressed some concern about the depth of engagement with ideas during the task

Learning in the Liminal Space: A Semiotic Approach to Threshold Concepts

The threshold concepts approach to student learning and curriculum design now informs an empirical research base comprising over 170 disciplinary and professional contexts. It draws extensively on the notion of troublesomeness in a ‘liminal’ space of learning. The latter is a transformative state in the process of learning in which there is a reformulation of the learner’s meaning frame and an accompanying shift in the learner’s ontology or subjectivity. Within the extensive literature on threshold concepts, however, the notion of liminal space has remained relatively ill-defined. This paper explores this spatial metaphor to help clarify the difficulties that some teachers observe in the classroom in regard to their students’ understanding. It employs a novel and distinctive approach drawn from semiotic theory to to provide some explanatory insight into learning within the liminal space and render it more open to analysis. The paper develops its argument through four distinct phases. Firstly it explores the spatial metaphor of liminality to gain further purchase on the nature of this transformative space. The second section introduces semiotic theory and indicates how this will be used through a series of graphical and visual devices to render the liminal space more open to analysis. The third section then employs semiotic analysis to nine dimensions of pedagogical content knowledge to gain further insight into what may characterise student conceptual difficulty within the liminal state. The fourth and concluding section emphasises the role of context in conceptual discrimination before advocating a transactional curriculum inquiry approach to future research in this field

Visual BFI: an Exploratory Study for Image-based Personality Test

This paper positions and explores the topic of image-based personality test. Instead of responding to text-based questions, the subjects will be provided a set of "choose-your-favorite-image" visual questions. With the image options of each question belonging to the same concept, the subjects' personality traits are estimated by observing their preferences of images under several unique concepts. The solution to design such an image-based personality test consists of concept-question identification and image-option selection. We have presented a preliminary framework to regularize these two steps in this exploratory study. A demo version of the designed image-based personality test is available at http://www.visualbfi.org/. Subjective as well as objective evaluations have demonstrated the feasibility of image-based personality test in limited questions

Cytotoxicity and toxicoproteomics analysis of thiazolidinedione exposure in human-derived cardiomyocytes

Thiazolidinediones (TZDs) (e.g., pioglitazone and rosiglitazone), known insulin sensitiser agents for type II diabetes mellitus, exhibit controversial effects on cardiac tissue. Despite consensus on their association with increased heart failure risk, limiting TZD use in diabetes management, the underlying mechanisms remain uncharacterised. Herein, we report a comprehensive in vitro investigation utilising a novel toxicoproteomics pipeline coupled with cytotoxicity assays in human adult cardiomyocytes to elucidate mechanistic insights into TZD cardiotoxicity. The cytotoxicity assay findings showed a significant loss of mitochondrial adenosine triphosphate production upon exposure to either TZD agents, which may underpin TZD cardiotoxicity. Our toxicoproteomics analysis revealed that mitochondrial dysfunction primarily stems from oxidative phosphorylation impairment, with distinct signalling mechanisms observed for both agents. The type of cell death differed strikingly between the two agents, with rosiglitazone exhibiting features of caspase-dependent apoptosis and pioglitazone implicating mitochondrial-mediated necroptosis, as evidenced by the protein upregulation in the phosphoglycerate mutase family 5–dynamin-related protein 1 axis. Furthermore, our analysis revealed additional mechanistic aspects of cardiotoxicity, showcasing drug specificity. The downregulation of various proteins involved in protein machinery and protein processing in the endoplasmic reticulum was observed in rosiglitazone-treated cells, implicating proteostasis in the rosiglitazone cardiotoxicity. Regarding pioglitazone, the findings suggested the potential activation of the interplay between the complement and coagulation systems and the disruption of the cytoskeletal architecture, which was primarily mediated through the integrin-signalling pathways responsible for pioglitazone-induced myocardial contractile failure. Collectively, this study unlocks substantial mechanistic insight into TZD cardiotoxicity, providing the rationale for future optimisation of antidiabetic therapies

Optimisation of on-line principal component analysis

Different techniques, used to optimise on-line principal component analysis, are investigated by methods of statistical mechanics. These include local and global optimisation of node-dependent learning-rates which are shown to be very efficient in speeding up the learning process. They are investigated further for gaining insight into the learning rates' time-dependence, which is then employed for devising simple practical methods to improve training performance. Simulations demonstrate the benefit gained from using the new methods.Comment: 10 pages, 5 figure