Learning Theories: ePedagogical Strategies for Massive Open Online Courses (MOOCs) in Higher Education

This chapter reviews various learning theories about e-pedagogical strategies for the effective use of massive open online courses (MOOCs) in higher education. E-pedagogical strategies refer to the various teaching methods or approaches used by educators when encouraging students to engage with online learning. An up-to-date broad knowledge of learning theories is required by educators to inform and inspire their teaching approaches. Before developing lesson plans, educators should have a clear idea of the learning outcomes which they hope the learners will achieve by engaging with the lessons, be they delivered on or off line. By knowing the desired learning outcomes in advance of developing the lesson plans, educators have the opportunity to consider various learning theories, teaching methods, and pedagogical strategies to select the most appropriate one(s) to use when creating course content for MOOCs. The chapter continues the discussion on ‘ePedagogy and interactive MOOCs’ from the perspective of addressing the topic of ‘ePedagogy and students’ use of HCI (integrating interactivity into asynchronous MOOCs)

Challenges Encountered in Creating Personalised Learning Activities to Suit Students Learning Preferences

This book chapter reviews some of the challenges encountered by educators in creating personalised e-learning activities to suit students learning preferences. Technology-enhanced learning (TEL) alternatively known as e-learning has not yet reached its full potential in higher education. There are still many potential uses as yet undiscovered and other discovered uses which are not yet realisable by many educators. TEL is still predominantly used for e-dissemination and e-administration. This chapter reviews the potential use of TEL to provide personalised learning activities to suit individual students learning preferences. In particular the challenges encountered by educators when trying to implement personalised learning activities based on individual students learning preferences

Academics\u27 Views on Personalised e-Learning in Higher Education

The challenges for academics in meeting the learning requirements of students are many and varied. This research focuses on the concept of personalised learning, where activities are specifically selected to suit the learning requirements of individual students. The creation of personalised learning activities to suit every student’s learning needs, are not easily achieved. A survey was conducted in June 2012 to determine academics awareness of, and views on, the ‘novel teaching approach’ of personalised e-learning in higher education. Forty academics participated in this study. 60% of academic respondents agreed with the statement: “There is a need to personalise e-learning to suit individual student’s learning requirements”. 85% of respondents agreed that e-learning can enhance the learning experience of students, and 70% were of the opinion that the use of personalised e- learning activities would enhance the learning experience of students. 43% of respondents agreed that they would use an authoring tool for personalising e-learning if one was available, and 43% did not know if they would use one or not. ‘Prior knowledge’ was perceived as the most important student characteristic on which to base personalisation and the easiest to achieve, and ‘web navigational behaviour’ was seen as the least important and most difficult to achieve. This study contributes to existing research into the development of authoring tools to facilitate the creation of personalised e-learning activities by non-technical authors

Personalised E-Learning: The Assessment of Students Prior Knowledge in Higher Education

Society’s use of mobile applications that instantaneously dynamically adapt to input has had the effect of users expecting immediate feedback from all applications based on their specific needs. The traditional concept of a one size fits all approach to managing an online learning environment could perhaps be improved by the inclusion of personalised learning experiences for students based on their prior knowledge. The purpose of personalised e-learning is to tailor learning content to the specific learning requirements of individual students. The focus of this chapter is to review the topic of personalised e-learning and discuss the issues and problems educators may encounter in assessing students’ prior knowledge. Information on students’ prior knowledge is required to inform the process to facilitate personalised e-learning experiences based on prior knowledge

Direct binding of phosphatidylglycerol at specific sites modulates desensitization of a ligand-gated ion channel

Pentameric ligand-gated ion channels (pLGICs) are essential determinants of synaptic transmission, and are modulated by specific lipids including anionic phospholipids. The exact modulatory effect of anionic phospholipids in pLGICs and the mechanism of this effect are not well understood. Using native mass spectrometry, coarse-grained molecular dynamics simulations and functional assays, we show that the anionic phospholipid, 1-palmitoyl-2-oleoyl phosphatidylglycerol (POPG), preferentially binds to and stabilizes the pLGIC, Erwinia ligand-gated ion channel (ELIC), and decreases ELIC desensitization. Mutations of five arginines located in the interfacial regions of the transmembrane domain (TMD) reduce POPG binding, and a subset of these mutations increase ELIC desensitization. In contrast, a mutation that decreases ELIC desensitization, increases POPG binding. The results support a mechanism by which POPG stabilizes the open state of ELIC relative to the desensitized state by direct binding at specific sites

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Local Absence of Secondary Structure Permits Translation of mRNAs that Lack Ribosome-Binding Sites

The initiation of translation is a fundamental and highly regulated process in gene expression. Translation initiation in prokaryotic systems usually requires interaction between the ribosome and an mRNA sequence upstream of the initiation codon, the so-called ribosome-binding site (Shine-Dalgarno sequence). However, a large number of genes do not possess Shine-Dalgarno sequences, and it is unknown how start codon recognition occurs in these mRNAs. We have performed genome-wide searches in various groups of prokaryotes in order to identify sequence elements and/or RNA secondary structural motifs that could mediate translation initiation in mRNAs lacking Shine-Dalgarno sequences. We find that mRNAs without a Shine-Dalgarno sequence are generally less structured in their translation initiation region and show a minimum of mRNA folding at the start codon. Using reporter gene constructs in bacteria, we also provide experimental support for local RNA unfoldedness determining start codon recognition in Shine-Dalgarno–independent translation. Consistent with this, we show that AUG start codons reside in single-stranded regions, whereas internal AUG codons are usually in structured regions of the mRNA. Taken together, our bioinformatics analyses and experimental data suggest that local absence of RNA secondary structure is necessary and sufficient to initiate Shine-Dalgarno–independent translation. Thus, our results provide a plausible mechanism for how the correct translation initiation site is recognized in the absence of a ribosome-binding site