How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams

Digital video technologies offer a variety of functions for supporting collaborative learning in classrooms. Yet, for novice learners, such as school students, positive learning outcomes also depend centrally on effective social interactions. We present empirical evidence for the positive effects of instructive guidance on performance and on learning of students who use web-based video tools during a short collaborative-design task in their history lesson. In an experiment with 16-year old learners (N = 148) working on a history topic, we compared two contrasting types of guidance for student teams' collaboration processes (social-interaction-related vs. cognitive-task-related guidance). We also compared two types of advanced video tools. Both types of guidance and tools were aimed at supporting students' active, meaningful learning and critical analysis of a historical newsreel. Results indicated that social-interaction-related guidance was more effective in terms of learning outcomes (e.g., the students' history skills) than cognitive-task-related guidance. The different tools did not yield consistent results. The implications of these findings are discusse

Video clips for YouTube: Collaborative video creation as an educational concept for knowledge acquisition and attitude change related to obesity stigmatization

Mobile phones and advanced web-based video tools have pushed forward new paradigms for using video in education: Today, students can readily create and broadcast their own digital videos for others and create entirely new patterns of video-based information structures for modern online-communities and multimedia environments. This paradigm shift in video usage can be used for advanced learning about complex topics in higher education, for example, learning about socio-scientific or medical topics. Yet-technology aside-applicable educational concepts using collaborative video creation as a method need to be developed. In the present study, we investigate a specific concept designed to fight obesity stigmatization by developing knowledge using a learning-through-design-approach. We expected that creating videos can actually contribute to a deeper understanding of obesity and to a reduction in stigmatizing attitudes-when compared to a control condition. Dependent measures were based on the students' video products, obesity-related knowledge and attitudes. The course group assessed their own knowledge on causes of obesity and stigmatization because of obesity higher in the post-test than a control group who read a newspaper article on the topic. A corresponding significant reduction in stigmatizing attitudes was found. In sum, results indicate significant differences between students who produced YouTube videos and a control group of students. The results are interpreted as a confirmation of our initial assumptions and evidence indicating that the program is successfully applicable in higher education

Paternal history of depression or anxiety disorder and infant–father attachment

Paternal depression and anxiety are important risk factors for a problematic parent–child relationship and subsequent child development. We explored the association between paternal history of depression and anxiety disorder and infant–father attachment security, taking into account the possible mediating roles of sensitivity and perceived family stress. In a sample of 94 infant–father dyads, a structured diagnostic interview and a questionnaire on family stress were administered during pregnancy. Paternal sensitivity was observed using the Ainsworth coding scales, and infant–father attachment was observed in the strange situation procedure during a lab visit at 14 months. Linear regression models were used to examine the association of father's lifetime depression or anxiety with the continuous scales for infant–father attachment security and disorganization. Father's history of depression or anxiety disorder was not significantly related to infant–father attachment security in the total sample. Interestingly, daughters of fathers with a history of depression or anxiety had higher scores on attachment security than daughters of fathers without this diagnosis. Perceived family stress and paternal sensitivity were not significant mediators. We discuss these unexpected findings, suggesting alternative mechanisms for how paternal vulnerability to depression or anxiety may be associated with the infant–father attachment relationship. Highlights: We examine the association between paternal history of depression and anxiety disorder and infant-father attachment security. In 94 infant-father dyads, a structured diagnostic interview was administered and infant-father attachment was observed in the Strange Situation Procedure. Daughters of fathers with a psychiatric history had higher scores on attachment security. Mechanisms of paternal vulnerability are discussed

The search for translational pain outcomes to refine analgesic development: Where did we come from and where are we going?

Pain measures traditionally used in rodents record mere reflexes evoked by sensory stimuli; the results thus may not fully reflect the human pain phenotype. Alterations in physical and emotional functioning, pain-depressed behaviors and facial pain expressions were recently proposed as additional pain outcomes to provide a more accurate measure of clinical pain in rodents, and hence to potentially enhance analgesic drug development. We aimed to review how preclinical pain assessment has evolved since the development of the tail flick test in 1941, with a particular focus on a critical analysis of some nonstandard pain outcomes, and a consideration of how sex differences may affect the performance of these pain surrogates. We tracked original research articles in Medline for the following periods: 1973-1977, 1983-1987, 1993-1997, 2003-2007, and 2014-2018. We identified 606 research articles about alternative surrogate pain measures, 473 of which were published between 2014 and 2018. This indicates that preclinical pain assessment is moving toward the use of these measures, which may soon become standard procedures in preclinical pain laboratories.FPU grant from the Spanish Ministry of Education, Culture and SportsSpanish Ministry of Economy and Competitiveness (MINECO, grant SAF2016-80540-R)Ramón Areces FoundationJunta de Andalucía (grant CTS 109)Esteve PharmaceuticalsEuropean Regional Development Fund (ERDF

The Changing Landscape for Stroke\ua0Prevention in AF: Findings From the GLORIA-AF Registry Phase 2

Background GLORIA-AF (Global Registry on Long-Term Oral Antithrombotic Treatment in Patients with Atrial Fibrillation) is a prospective, global registry program describing antithrombotic treatment patterns in patients with newly diagnosed nonvalvular atrial fibrillation at risk of stroke. Phase 2 began when dabigatran, the first non\u2013vitamin K antagonist oral anticoagulant (NOAC), became available. Objectives This study sought to describe phase 2 baseline data and compare these with the pre-NOAC era collected during phase 1. Methods During phase 2, 15,641 consenting patients were enrolled (November 2011 to December 2014); 15,092 were eligible. This pre-specified cross-sectional analysis describes eligible patients\u2019 baseline characteristics. Atrial fibrillation disease characteristics, medical outcomes, and concomitant diseases and medications were collected. Data were analyzed using descriptive statistics. Results Of the total patients, 45.5% were female; median age was 71 (interquartile range: 64, 78) years. Patients were from Europe (47.1%), North America (22.5%), Asia (20.3%), Latin America (6.0%), and the Middle East/Africa (4.0%). Most had high stroke risk (CHA2DS2-VASc [Congestive heart failure, Hypertension, Age  6575 years, Diabetes mellitus, previous Stroke, Vascular disease, Age 65 to 74 years, Sex category] score  652; 86.1%); 13.9% had moderate risk (CHA2DS2-VASc = 1). Overall, 79.9% received oral anticoagulants, of whom 47.6% received NOAC and 32.3% vitamin K antagonists (VKA); 12.1% received antiplatelet agents; 7.8% received no antithrombotic treatment. For comparison, the proportion of phase 1 patients (of N = 1,063 all eligible) prescribed VKA was 32.8%, acetylsalicylic acid 41.7%, and no therapy 20.2%. In Europe in phase 2, treatment with NOAC was more common than VKA (52.3% and 37.8%, respectively); 6.0% of patients received antiplatelet treatment; and 3.8% received no antithrombotic treatment. In North America, 52.1%, 26.2%, and 14.0% of patients received NOAC, VKA, and antiplatelet drugs, respectively; 7.5% received no antithrombotic treatment. NOAC use was less common in Asia (27.7%), where 27.5% of patients received VKA, 25.0% antiplatelet drugs, and 19.8% no antithrombotic treatment. Conclusions The baseline data from GLORIA-AF phase 2 demonstrate that in newly diagnosed nonvalvular atrial fibrillation patients, NOAC have been highly adopted into practice, becoming more frequently prescribed than VKA in Europe and North America. Worldwide, however, a large proportion of patients remain undertreated, particularly in Asia and North America. (Global Registry on Long-Term Oral Antithrombotic Treatment in Patients With Atrial Fibrillation [GLORIA-AF]; NCT01468701

Differente Paradigmen digitalen Lernens als Grundlage für die Gestaltung akademischer Lehre

Was bedeutet Heterogenität von Studierenden im Hinblick auf die Nutzung digitaler Medien für das Lernen und Lehren an der Hochschule? Beziehen wir uns auf die Engführung des PONTS Projekts, so zeichnen sich nichttraditionell Studierende vor allem durch ein höheres Durchschnittsalter, komplexere Bildungsbiographien und durch mehr Praxiserfahrung bzw. unterschiedliche Berufserfahrung aus (hierzu auch Reinmann oder Nachtigall/ Smykalla im Band). Diese Studierenden bringen mit ihrem umfangreichen Erfahrungsschatz einerseits konkrete Zielvorstellungen darüber mit an die Hochschule, was Ihnen das Studium nach Abschluss für Ihre berufliche Entwicklung bringen wird (vgl. Trümpy 2008; Zimmer/Keim 2010). Andererseits können wir bezüglich ihrer digitalen Kompetenzen und medienbezogenen Lernziele davon ausgehen, dass diese ebenfalls auf Praxiserfahrungen (insbesondere aus der Mediennutzung im Arbeitsalltag und privaten Bereich) gegründet sind. Dies stellt Hochschullehrer_innen vor die spezifische Herausforderung, in der Lehre digitale Angebote für Studierende zu gestalten, deren Medienerfahrung, -kompetenzen und -erwartungen äußerst heterogen sind. (...) Ziel unseres Ansatzes ist eine flexible Nutzung neuer Medien in der Lehre vor dem Hintergrund der individuellen Ziele der unterschiedlichen Akteur_innen (Lernende, Lehrende, Hochschule) und der übergeordneten curricularen Ziele. Die entsprechende adaptive Expertise setzt neben den oben genannten Wissensinhalten auch metakognitive Kompetenzen zur Reflexion des eigenen Kenntnistandes und der eigenen Einstellungen als Lehrende im Hinblick auf die konkreten Anforderungen der Lehraufgabe voraus (vgl. Krauskopf et al. 2015). Vor dem Hintergrund dieser Überlegungen werden im folgenden Abschnitt drei aus unserer Sicht zentrale Paradigmen des digital unterstützten Lernens dargestellt. (DIPF/Orig.

Digital Video Tools in the Classroom: Empirical Studies on Constructivist Learning with Audio-visual Media in the Domain of History

Abstract: This paper presents empirical evidence concerning the application of digital video technologies for creating design-based learning environments for middle school students. In three studies we show how the affordances and constraints of digital video technology can support for students their (a) cognitive (b) action related and (c) socio-cognitive learning processes in the domain of history. We present both quantitative and qualitative data. We also present initial evidence for the role of complementary support by explicit instructional guidance. Results are discussed with regard to practical implications