The influence of a metacognitive approach to cooperative pair problem-solving on self-direction in learning

Preparing students for self-directed learning has become an obligation of 21st century educational institutions. This study focused on developing students’ metacognitive awareness during cooperative pair problem-solving, with the aim of enhancing their levels of self-directed learning. The research involved a class of 33 second-year computer applications technology education students in a semester module. Quantitative data related to the students’ levels of self-directed learning and metacognitive awareness were gathered in a pre-test using Williamson’s self-rating scale of self-directed learning and an adapted version of Schraw and Dennison’s metacognitive awareness inventory, respectively. During the semester, the students implemented a set of metacognitive self-questions when doing cooperative pair problem-solving tasks. At the end of the semester, the same two questionnaires were used in a post-test. The results showed that students’ metacognitive knowledge and metacognitive control had increased, with both statistical and practical significance, especially with respect to procedural knowledge, planning and monitoring. The results further showed that the self-directed learning of students who initially scored moderate or low levels of self-directed learning had increased, with both statistical and practical significance in most areas of self-directed learning. Seven randomly-selected participants were then individually interviewed to collect qualitative data about their experiences and views of using the metacognitive self-questions during problem-solving in cooperative pairs, and how this influenced their self-directedness in learning. The results for the qualitative data correspond with what was found with the quantitative data. Based on these findings, we conclude that the use of the metacognitive self-questions during cooperative pair problem-solving positively influenced the students’ levels of self-directed learning

Self-directed multimodal learning in higher education

This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts. This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard

Self-directed multimodal learning in higher education

This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts. This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard

Self-Directed Learning

This book on self-directed learning (SDL) is devoted to original academic scholarship within the field of education, and is the 6th volume in the North-West University (NWU) SDL book series. In this book the authors explore how self-directed learning can be considered an imperative for education in a complex modern society. Although each chapter represents independent research in the field of self-directed learning, the chapters form a coherent contribution concerning the scholarship of self-directed learning, and specifically the effect of environmental and praxis contexts on the enhancement of self-directed learning in a complex society. The publication as a whole provides diverse perspectives on the importance of self-directed learning in varied contexts. Scholars working in a wide range of fields are drawn together in this scholarly work to present a comprehensive dialogue regarding self-directed learning and how this concept functions in a complex and dynamic higher education context. This book presents a combination of theory and practice, which reflects selected conceptual dimensions of self-directed learning in society, as well as research-based findings pertaining to current topical issues relating to implementing self-directed learning in the modern world. The varied methodologies provide the reader with different and balanced perspectives, as well as varied and innovative ideas on how to conduct research in the field of self-directed learning

Self-directed learning research and its impact on educational practice

This scholarly book is the third volume in an NWU book series on self-directed learning and is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector but includes all scholars in the field of teaching and learning in all education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, all chapters in the book are closely linked together around self-directed learning as a central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education) to form a rich knowledge bank of work on self-directed learning

Self-Directed Learning

This book on self-directed learning (SDL) is devoted to original academic scholarship within the field of education, and is the 6th volume in the North-West University (NWU) SDL book series. In this book the authors explore how self-directed learning can be considered an imperative for education in a complex modern society. Although each chapter represents independent research in the field of self-directed learning, the chapters form a coherent contribution concerning the scholarship of self-directed learning, and specifically the effect of environmental and praxis contexts on the enhancement of self-directed learning in a complex society. The publication as a whole provides diverse perspectives on the importance of self-directed learning in varied contexts. Scholars working in a wide range of fields are drawn together in this scholarly work to present a comprehensive dialogue regarding self-directed learning and how this concept functions in a complex and dynamic higher education context. This book presents a combination of theory and practice, which reflects selected conceptual dimensions of self-directed learning in society, as well as research-based findings pertaining to current topical issues relating to implementing self-directed learning in the modern world. The varied methodologies provide the reader with different and balanced perspectives, as well as varied and innovative ideas on how to conduct research in the field of self-directed learning

Imprinting regulates mammalian snoRNA-encoding chromatin decondensation and neuronal nucleolar size

Imprinting, non-coding RNA and chromatin organization are modes of epigenetic regulation that modulate gene expression and are necessary for mammalian neurodevelopment. The only two known mammalian clusters of genes encoding small nucleolar RNAs (snoRNAs), SNRPN through UBE3A(15q11–q13/7qC) and GTL2(14q32.2/12qF1), are neuronally expressed, localized to imprinted loci and involved in at least five neurodevelopmental disorders. Deficiency of the paternal 15q11–q13 snoRNA HBII-85 locus is necessary to cause the neurodevelopmental disorder Prader–Willi syndrome (PWS). Here we show epigenetically regulated chromatin decondensation at snoRNA clusters in human and mouse brain. An 8-fold allele-specific decondensation of snoRNA chromatin was developmentally regulated specifically in maturing neurons, correlating with HBII-85 nucleolar accumulation and increased nucleolar size. Reciprocal mouse models revealed a genetic and epigenetic requirement of the 35 kb imprinting center (IC) at the Snrpn–Ube3a locus for transcriptionally regulated chromatin decondensation. PWS human brain and IC deletion mouse Purkinje neurons showed significantly decreased nucleolar size, demonstrating the essential role of the 15q11–q13 HBII-85 locus in neuronal nucleolar maturation. These results are relevant to understanding the molecular pathogenesis of multiple human neurodevelopmental disorders, including PWS and some causes of autism

UK consensus guidelines for the delivery of unexpected news in obstetric ultrasound: The ASCKS framework

Background: Studies indicate there is a need to improve the delivery of unexpected news via obstetric ultrasound, but there have been few advances in this area. One factor preventing improvement has been a lack of consensus regarding the appropriate phrases and behaviours which sonographers and ultrasound practitioners should use in these situations. Aims: To develop consensus guidelines for unexpected news delivery in Early Pregnancy Unit and Fetal Anomaly Screening Programme NHS settings. Methods: A workshop was conducted to identify priorities and reach consensus on areas of contention. Contributors included interdisciplinary healthcare professionals, policy experts, representatives from third-sector organisations, lay experts and academic researchers (n = 28). Written and verbal feedback was used to draft initial guidance which was then circulated amongst the wider writing group (n = 39). Revisions were undertaken until consensus was reached. Results: Consensus guidelines were developed outlining the behaviours and phrases which should be used during scans where unexpected findings are identified. Specific recommendations included that: honest and clear communication should be prioritised, even with uncertain findings; technical terms should be used, but these should be written down together with their lay interpretations; unless expectant parents use other terminology (e.g. ‘foetus’), the term ‘baby’ should be used as a default, even in early pregnancy; at the initial news disclosure, communication should focus on information provision. Expectant parents should not be asked to make decisions during the scan. Conclusions: These recommendations can be used to develop and improve news delivery interventions in obstetric ultrasound settings. The full guidelines can be accessed online as supplemental material and at https://doi.org/10.5518/100/24

Exploring the symbiotic pangenome of the nitrogen-fixing bacterium Sinorhizobium meliloti

<p>Abstract</p> <p>Background</p> <p><it>Sinorhizobium meliloti </it>is a model system for the studies of symbiotic nitrogen fixation. An extensive polymorphism at the genetic and phenotypic level is present in natural populations of this species, especially in relation with symbiotic promotion of plant growth. AK83 and BL225C are two nodule-isolated strains with diverse symbiotic phenotypes; BL225C is more efficient in promoting growth of the <it>Medicago sativa </it>plants than strain AK83. In order to investigate the genetic determinants of the phenotypic diversification of <it>S. meliloti </it>strains AK83 and BL225C, we sequenced the complete genomes for these two strains.</p> <p>Results</p> <p>With sizes of 7.14 Mbp and 6.97 Mbp, respectively, the genomes of AK83 and BL225C are larger than the laboratory strain Rm1021. The core genome of Rm1021, AK83, BL225C strains included 5124 orthologous groups, while the accessory genome was composed by 2700 orthologous groups. While Rm1021 and BL225C have only three replicons (Chromosome, pSymA and pSymB), AK83 has also two plasmids, 260 and 70 Kbp long. We found 65 interesting orthologous groups of genes that were present only in the accessory genome, consequently responsible for phenotypic diversity and putatively involved in plant-bacterium interaction. Notably, the symbiosis inefficient AK83 lacked several genes required for microaerophilic growth inside nodules, while several genes for accessory functions related to competition, plant invasion and bacteroid tropism were identified only in AK83 and BL225C strains. Presence and extent of polymorphism in regulons of transcription factors involved in symbiotic interaction were also analyzed. Our results indicate that regulons are flexible, with a large number of accessory genes, suggesting that regulons polymorphism could also be a key determinant in the variability of symbiotic performances among the analyzed strains.</p> <p>Conclusions</p> <p>In conclusions, the extended comparative genomics approach revealed a variable subset of genes and regulons that may contribute to the symbiotic diversity.</p

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead