Differentiation of neurogenic tumours and pleomorphic adenomas in the parapharyngeal space based on texture analysis of T2WI

Abstract Background The purpose of this study was to identify neurogenic tumours and pleomorphic adenomas of the parapharyngeal space based on the texture characteristics of MRI-T2WI. Methods MR findings and pathological reports of 25 patients with benign tumours in the parapharyngeal space were reviewed retrospectively (13 cases with pleomorphic adenomas and 12 cases with neurogenic tumours). Using PyRadiomics, the texture of the region of interest in T2WI sketched by radiologists was analysed. By using independent sample t-tests and Mann‒Whitney U tests, the selected texture features of 36 Gray Level Co-Occurrence Matrix (GLCM) and Gray Level Dependence Matrix (GLDM) were tested. A set of parameters of texture features showed statistically significant differences between the two groups, which were selected, and the diagnostic efficiency was evaluated via the operating characteristic curve of the subjects. Results The differences in the three parameters – small dependence low level emphasis (SDLGLE), low level emphasis (LGLE) and difference variance (DV) of characteristics – between the two groups were statistically significant (P < 0.05). No significant difference was found in the other indices. ROC curves were drawn for the three parameters, with AUCs of 0.833, 0.795, and 0.744, respectively. Conclusions There is a difference in the texture characteristic parameters based on magnetic resonance T2WI images between neurogenic tumours and pleomorphic adenomas in the parapharyngeal space. For the differential diagnosis of these two kinds of tumours, texture analysis of significant importance is an objective and quantitative analytical tool

Progressive dialogue in computer-supported collaborative knowledge Building

Developing productive dialogue for creative knowledge work supported by digital technology is an important education goal in the knowledge era. This chapter examines the nature and development of productive dialogue using the theoretical perspective of Knowledge Building (KB) supported by Knowledge Forum®. The Knowledge Building model, developed by Scardamalia and Bereiter since the 1990s, examines how students engage in progressive dialogue, to pursue sustained collective inquiry, adding value to the class community, similar to the dialogic practice in scientific communities. This chapter examines theory, technology, analysis, and pedagogy related to promoting progressive dialogue, situating the Knowledge-Building model with other dialogical approaches. We first discuss why progressive dialogue is needed in the knowledge era and outline its characteristics, based on the theoretical underpinning of the KB model. We then discuss how Knowledge Forum affordances support advanced dialogic practice, highlighting the need to align technology with principles and pedagogy. We also present analyses of KB progressive dialogue, identifying productive online dialogic patterns and moves. Dialogic pedagogy in KB classroom and design principles for progressive dialogue are examined. Finally, research directions for examining dialogic approaches using the knowledge-building perspective for emerging methods and pedagogy are discussed