Have disruptive innovations arrived at the gates of academia?

Disruptive technologies in education and particularly Massive Open Online Courses (MOOCs) continue to be one of the polarising and most controvertible topics in postsecondary education, as they have yet to deliver on their promises. Existing academic literature on MOOCs, the main example of disruptive technology of this thesis, is primarily concerned with student participation, persistence, completion rates and learning in MOOC platforms. There seems however to be very limited scholarly research in the UK investigating the democratising effects and impact of disruptive technologies in Higher Education, particularly the extent to which MOOCs might unlock the gates to accessibility and their impact on universities, teaching and academics, through the lens of critical theory. It is however crucial to evaluate their impact (s) to inform policy decision-making on technology enhanced-learning implementation at tertiary institutions and design of curricula. The Main Research Question (MRQ) and sub-question designed for this study were addressed by conducting eighteen semi-structured interviews (Skype and face-to-face) with participants (academic and senior administrators) from nine countries and nine institutions. The research methods used were primarily qualitative. This thesis contributes to the field of technology-enhanced learning by addressing the current pedagogical limitations of the MOOC format which seem to be the critical impediments that prevent MOOCs, as they are currently designed, from genuinely democratising Higher Education to those who most need it in developed and developing countries. My main original contribution to knowledge is an integrated and adaptive model with critical success factors that would influence the MOOC model’s effectiveness, which, to the best of the author’s knowledge, is unique in the published literature. The findings of this study indicate that MOOCs have democratised access to Higher Education to a certain degree but they are not considered comparable to an on-campus experience and not suitable, in their current form and design, to the needs of the underrepresented in higher education, in developed and developing countries. The findings also indicate that MOOCs are challenging the current economic, business and pedagogical models and delivery mechanisms of traditional Higher Education and these might have an important effect on the academic role and identity. Furthermore, this investigation finds that MOOCs have aroused institutions and academics’ interest in and exploration of technology-enhanced learning, particularly blended learning approaches. Finally, the findings of this study indicate that MOOCs have impelled institutions and academics to rethink the design of more engaging courses and programmes and refocus on student learning to improve online and face-to-face teaching and this added pressure might have created a schism between the educational conservatives and the advocates of reform

Cooperative Force Generation of KIF1A Brownian Motors

KIF1A is a kinesin motor protein that can work processively in a monomeric (single-headed) form by using a noise-driven ratchet mechanism. Here, we show that the combination of a passive diffusive state and finite-time kinetics of adenosine triphosphate hydrolysis provides a powerful mechanism of cooperative force generation, implying for instance that ~10 monomeric KIF1As can team up to become ~100 times stronger than a single one. Consequently, we propose that KIF1A could outperform conventional (double-headed) kinesin collectively and thus explain its specificity in axonal trafficking. We elucidate the cooperativity mechanism with a lattice model that includes multiparticle transitions.Peer ReviewedPostprint (published version

Cooperative action of KIF1A Brownian motors with finite dwell time

We study in detail the cooperative action of small groups of KIF1A motors in its monomeric (single-headed) form within an arrangement relevant to vesicle traffic or membrane tube extraction. It has been recently shown that under these circumstances, the presence of a finite dwell time in the motor cycle contributes to remarkably enhance collective force generation [D. Oriola and J. Casademunt, Phys. Rev. Lett. 111, 048103 (2013)]. We analyze this mechanism in detail by means of a two-state noise-driven ratchet model with hard-core repulsive interactions. We obtain staircase-shaped velocity-force curves and show that motors self-organize in clusters with a nontrivial force distribution that conveys a large part of the load to the central motors. Under heavy loads, large clusters adopt a synchronic mode of totally asymmetric steps. We also find a dramatic increase of the collective efficiency with the number of motors. Finally, we complete the study by addressing different interactions that impose spatial constraints such as rigid coupling and raft-induced confinement. Our results reinforce the hypothesis that the specificity of KIF1A to axonal vesicular transport may be deeply related to its high cooperativity.Peer ReviewedPostprint (published version

Cooperative force generation of KIF1A Brownian motors

KIF1A is a kinesin motor protein that can work processively in a monomeric (single-headed) form by using a noise-driven ratchet mechanism. Here, we show that the combination of a passive diffusive state and finite-time kinetics of adenosine triphosphate hydrolysis provides a powerful mechanism of cooperative force generation, implying for instance that ∼ 10 monomeric KIF1As can team up to become ∼ 100 times stronger than a single one. Consequently, we propose that KIF1A could outperform conventional (double-headed) kinesin collectively and thus explain its specificity in axonal trafficking. We elucidate the cooperativity mechanism with a lattice model that includes multiparticle transitions

TURKISH PRE-SERVICE TEACHERS’ PERCEPTIONS ON SOCIAL ENTREPRENEURSHIP THROUGH METAPHORS

The aim of this qualitative study is to examine and interpret Turkish pre-service teachers’ perceptions of social entrepreneurship through metaphors. Answers to the questions “How do pre-service teachers perceive and express social entrepreneurship through metaphors?” and “Under which conceptual categories could the metaphors be collected” were sought accordingly. The study group consisted of 130 pre-service teachers at Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi (Faculty of Education), Konya, Türkiye. Data were collected through semi-structured, individual interviews and were analysed by qualitative content analysis. 66 metaphors in relation to social entrepreneurship were categorized as ‘Personal characteristics’, ‘Social and solidarity characteristics’, ‘Innovative characteristics’, ‘Working, producing and functional characteristics’ and ‘Other’. Additionally, 57 positive features related to How to Become a Social Entrepreneur were classified into 4 categories: "Having Affective Characteristics", "Skills Needed as a Social Entrepreneur", "Social Relations, Social Environment and Team Building", "Entrepreneurial Process Planning and Implementation"

Rethinking embryology in vitro: A synergy between engineering, data science and theory

Pluripotent stem cells, in the recent years, have been demonstrated to mimic different aspects of metazoan embryonic development in vitro. This has led to the establishment of synthetic embryology: a field that makes use of in vitro stem cell models to investigate developmental processes that would be otherwise inaccessible in vivo. Currently, a plethora of engineering-inspired techniques, including microfluidic devices and bioreactors, exist to generate and culture organoids at high throughput. Similarly, data analysis and deep learning-based techniques, that were established in in vivo models, are now being used to extract quantitative information from synthetic systems. Finally, theory and data-driven in silico modeling are starting to provide a system-level understanding of organoids and make predictions to be tested with further experiments. Here, we discuss our vision of how engineering, data science and theoretical modeling will synergize to offer an unprecedented view of embryonic development. For every one of these three scientific domains, we discuss examples from in vivo and in vitro systems that we think will pave the way to future developments of synthetic embryology.Peer ReviewedPostprint (published version

Nonlinear amplitude dynamics in flagellar beating

The physical basis of flagellar and ciliary beating is a major problem in biology which is still far from completely understood. The fundamental cytoskeleton structure of cilia and flagella is the axoneme, a cylindrical array of microtubule doublets connected by passive cross-linkers and dynein motor proteins. The complex interplay of these elements leads to the generation of self-organized bending waves. Although many mathematical models have been proposed to understand this process, few attempts have been made to assess the role of dyneins on the nonlinear nature of the axoneme. Here, we investigate the nonlinear dynamics of flagella by considering an axonemal sliding control mechanism for dynein activity. This approach unveils the nonlinear selection of the oscillation amplitudes, which are typically either missed or prescribed in mathematical models. The explicit set of nonlinear equations are derived and solved numerically. Our analysis reveals the spatio-temporal dynamics of dynein populations and flagellum shape for different regimes of motor activity, medium viscosity and flagellum elasticity. Unstable modes saturate via the coupling of dynein kinetics and flagellum shape without the need of invoking a nonlinear axonemal response. Hence, our work reveals a novel mechanism for the saturation of unstable modes in axonemal beating

Fluidization and active thinning by molecular kinetics in active gels

We derive the constitutive equations of an active polar gel from a model for the dynamics of elastic molecules that link polar elements. Molecular binding kinetics induces the fluidization of the material, giving rise to Maxwell viscoelasticity and, provided that detailed balance is broken, to the generation of active stresses. We give explicit expressions for the transport coefficients of active gels in terms of molecular properties, including nonlinear contributions on the departure from equilibrium. In particular, when activity favors linker unbinding, we predict a decrease of viscosity with activity active thinning of kinetic origin, which could explain some experimental results on the cell cortex. By bridging the molecular and hydrodynamic scales, our results could help understand the interplay between molecular perturbations and the mechanics of cells and tissues

Formation of helical membrane tubes around microtubules by single-headed kinesin KIF1A

The kinesin-3 motor KIF1A is in charge of vesicular transport in neuronal axons. Its single-headed form is known to be very inefficient due to the presence of a diffusive state in the mechanochemical cycle. However, recent theoretical studies have suggested that these motors could largely enhance force generation by working in teams. Here we test this prediction by challenging single-headed KIF1A to extract membrane tubes from giant vesicles along microtubule filaments in a minimal in vitro system. Remarkably, not only KIF1A motors are able to extract tubes but they feature a novel phenomenon: tubes are wound around microtubules forming tubular helices. This finding reveals an unforeseen combination of cooperative force generation and self-organized manoeuvreing capability, suggesting that the diffusive state may be a key ingredient for collective motor performance under demanding traffic conditions. Hence, we conclude that KIF1A is a genuinely cooperative motor, possibly explaining its specificity to axonal trafficking.Peer ReviewedPostprint (published version

Promoting Long-lasting Learning Through Instructional Design

Passively listening to a lecture (deWinstanley & Bjork, 2002), skimming a textbook chapter, or googling for an answer to a homework problem is not conducive to deep and lasting high-order learning. At the same time, presenting complex concepts in problem-based classes might overload students’ working memory capacity. Effective student learning necessitates students to process information in their working memories, as well as storing information, facts and skills, in their long-term memories. Students must then be able to retrieve this information into their working memory in the future, in order to apply the information to new situations. That is, students must be able to recognize the characteristics of a future situation or problem and correctly retrieve the appropriate information stored in their long-term memory (Kirschner, Sweller, & Clark, 2006) to tackle the issue. Using the framework of Cognitive Load Theory, this article proposes an instructional model that promotes five strategies for learning and teaching; i.e. spacing, retrieval practice, elaboration, interleaving, and concrete examples, to effectively help students store and retrieve information from their long-term memory