Visualizing Escherichia coli Sub-Cellular Structure Using Sparse Deconvolution Spatial Light Interference Tomography

Studying the 3D sub-cellular structure of living cells is essential to our understanding of biological function. However, tomographic imaging of live cells is challenging mainly because they are transparent, i.e., weakly scattering structures. Therefore, this type of imaging has been implemented largely using fluorescence techniques. While confocal fluorescence imaging is a common approach to achieve sectioning, it requires fluorescence probes that are often harmful to the living specimen. On the other hand, by using the intrinsic contrast of the structures it is possible to study living cells in a non-invasive manner. One method that provides high-resolution quantitative information about nanoscale structures is a broadband interferometric technique known as Spatial Light Interference Microscopy (SLIM). In addition to rendering quantitative phase information, when combined with a high numerical aperture objective, SLIM also provides excellent depth sectioning capabilities. However, like in all linear optical systems, SLIM's resolution is limited by diffraction. Here we present a novel 3D field deconvolution algorithm that exploits the sparsity of phase images and renders images with resolution beyond the diffraction limit. We employ this label-free method, called deconvolution Spatial Light Interference Tomography (dSLIT), to visualize coiled sub-cellular structures in E. coli cells which are most likely the cytoskeletal MreB protein and the division site regulating MinCDE proteins. Previously these structures have only been observed using specialized strains and plasmids and fluorescence techniques. Our results indicate that dSLIT can be employed to study such structures in a practical and non-invasive manner

Framework for knowledge asset management in community projects in higher education institutions

Innovation in education encourages stakeholders to explore and apply different ways of looking at problems and solving them. Large-scale community projects (LSCPs) in a higher education institution (HEI), provide an ideal environment for combining curriculum outcomes, education innovation, real-world engagement and knowledge assets. However, current research that focuses on knowledge asset management in innovative learning is limited, and this study aims to contribute a holistic approach for managing knowledge assets in this context. In this study, we designed a knowledge asset management framework for LSCPs in higher education taking cognisance of innovative educational model characteristics. We applied the framework by mapping it to a community project module from an HEI using the elements of the framework as a guide. By using the knowledge asset management framework for LSCPs in higher education, an HEI can ensure that their community module enables strong support to the community, that students’ knowledge and skills are enhanced and that all new knowledge assets created during the project delivery, are captured and stored using innovative technology sets.http://link.springer.combookseries/558hj2020Informatic

Fostering geogaming pedagogical integration: a case study within a Portuguese School

This paper presents results emerged from the ENAbLE project. The project was focused on the development of a Geogaming app - the OriGami tool – with the intention of contributing to students’ spatial literacy. The app was developed by a multidisciplinary team (educational researchers, experts in technology, experts in Geography; and teachers and students from a Portuguese school. Following a case study, data was collected (2015 to 2017) in order to evaluate the usability of the OriGami tool and to identify the impact of the project (e.g., development of spatial literacy of students). Following a researchbased-design approach, teachers and students were involved in the evaluation process of the app. Potentials, constrains and suggestions for improvement of the OriGami tool emerged through the monitoring activities (e.g., usability tests, virtual meetings and teacher-training workshops with students and teachers). Results showed that the coordinator’ leadership, and the active involvement of project’s team, allowed to sustain the outcomes of the project (e.g., the involvement of teachers and students of this school in upcoming projects focused on the development of spatial literacy).publishe