Scaffolding a Culminating Assignment Within a Community and Task-based MOOC

We aim to understand the impact of scaffolds within a digital workbook to facilitate self-directed learning for learners completing a final project within a community and task-based MOOC. Optional reflection and articulation prompts were embedded in the tool support assignment development. Workbook use was prevalent, with 65% of learners using it to some extent. Our qualitative analysis revealed that assignment responses associated with substantial workbook use were A) informally written and loosely connected to assignment objectives (36%), or B) well-articulated and connected to assignment objectives (29%). Responses associated with little to no workbook use were C) superficial or uncontextualized (29%), or D) consistent with type “B” responses (6%). We discuss implications for instructors and learning designers in scaffolding complex projects in MOOCs

An Ensemble-based Machine Learning Model for Investigating Children Interaction with Robots in Childhood Education

"Investing in children's well-being and supporting high-quality pre-school education is a significant component of its promotion (ECE). All children have the right to participate. ECE teachers' thoughts about children's participation were examined to see if they were linked to children's perceptions of their participation. On the other hand, current studies focus on a single categorization method with lower overall accuracy. The findings of this study provided the basis for the development of an ensemble machine learning (ML) approach for measuring the participation of children with learning disabilities in educational situations that were specifically developed for them. Visual and auditory data are collected and analyzed to determine whether or not the youngster is engaged during the robot-child interaction in this manner. It is proposed that an ensemble ML technique (Enhanced Deep Neural Network (EDNN), Modified Extreme Gradient Boost Classifier, and Logistic Regression) be used to judge whether or not a youngster is actively engaged in the learning process. Children's participation in ECE courses depends on both the quantitative and qualitative characteristics of the classroom, according to this research.

Factorial Equivalence of the Social Skills Scale in the Lambayeque University Context According to Sex

This study aimed to show whether the theoretical model of the social skills construct, proposed by Gismero (2000), is invariant in male and female samples of Peruvian university students from Lambayeque. In order to meet the proposed objective, a non-experimental, cross-sectional, comparative psychometric design by hierarchical confirmatory procedures was chosen. Two samples of university students were used, one of 1,084 female students and the other of 1,043 male students. Both groups were applied the self-report of social skills (EHS). With the data obtained, a confirmatory factor analysis of the first-order factor structure of the social skills construct was performed in each group, based on the polychoric correlation matrix. The invariance of the scale according to sex was evaluated on the basis of the second-order factor structure, by means of multigroup confirmatory factor analysis of nested models. No significant differences in the fit to the data were found between the two-factor second-order factor structure and the alternative one-factor model. Consecutive tests of configurational invariance, disturbance, and first- and second-order metrics gave evidence, respectively, that the model structure, second-order factor errors, and first- and second-order loadings are equivalent in the two study samples. With the data from the study, it is concluded that the structure of the EHS scale is invariant to the sex variable in the Lambayeque context

Quaternary structure of a G-protein coupled receptor heterotetramer in complex with Gi and Gs

Background: G-protein-coupled receptors (GPCRs), in the form of monomers or homodimers that bind heterotrimeric G proteins, are fundamental in the transfer of extracellular stimuli to intracellular signaling pathways. Different GPCRs may also interact to form heteromers that are novel signaling units. Despite the exponential growth in the number of solved GPCR crystal structures, the structural properties of heteromers remain unknown. Results: We used single-particle tracking experiments in cells expressing functional adenosine A1-A2A receptors fused to fluorescent proteins to show the loss of Brownian movement of the A1 receptor in the presence of the A2A receptor, and a preponderance of cell surface 2:2 receptor heteromers (dimer of dimers). Using computer modeling, aided by bioluminescence resonance energy transfer assays to monitor receptor homomerization and heteromerization and G-protein coupling, we predict the interacting interfaces and propose a quaternary structure of the GPCR tetramer in complex with two G proteins. Conclusions: The combination of results points to a molecular architecture formed by a rhombus-shaped heterotetramer, which is bound to two different interacting heterotrimeric G proteins (Gi and Gs). These novel results constitute an important advance in understanding the molecular intricacies involved in GPCR function

Desarrollo de la práctica preprofesional en el contexto no presencial: experiencias en educación inicial

The research systematized the development of pedagogical practice in the initial education career, during the first stage of the Covid-19 pandemic. For this purpose, a qualitative study was carried out, aligned to a design for the systematization of experiences method; reflecting on the evolution of the corresponding subject, with the participation of 23 students, each in charge of 20 children and their families (n = 460), with the guidance of the university professor. The results were; application of didactic-pedagogical strategies of the processes in the remote context; use of enhanced digital resources creating contextualized materials for interaction and; the approach to the unavoidable emotional accompaniment in the face of childhood vulnerability. At the end of the study, it is concluded that it is impossible to unlink educational technology from affective aspects, which were well assumed, translating into learning achievement, collective efforts in consensual work of schools, families and universities.La investigación sistematizó el desarrollo de la práctica pedagógica en la carrera de educación inicial, durante la primera etapa de la pandemia Covid-19. En ese propósito, se realizó un estudio cualitativo, alineado a un diseño para el método sistematización de experiencias; reflexionándose sobre la evolución de la asignatura correspondiente, con la participación de 23 estudiantes, cada una a cargo de 20 niños y sus familias (n=460), con el acompañamiento de la docente universitaria. Los resultados fueron; aplicación de estrategias didáctico-pedagógicas de los procesos en el contexto remoto; empleo de recursos digitales potenciados creando materiales contextualizados para la interacción y; el abordaje del acompañamiento emocional ineludible frente a la vulnerabilidad de la infancia. Al término del estudio se concluye que, es imposible desvincular la tecnología educacional, de los aspectos afectivos, que bien fueron asumidos traduciendo en logro de aprendizaje, los esfuerzos colectivos en trabajo consensuado de escuelas, familias y universidad

Desarrollo de la práctica preprofesional en el contexto no presencial: experiencias en educación inicial

The research systematized the development of pedagogical practice in the initial education career, during the first stage of the Covid-19 pandemic. For this purpose, a qualitative study was carried out, aligned to a design for the systematization of experiences method; reflecting on the evolution of the corresponding subject, with the participation of 23 students, each in charge of 20 children and their families (n = 460), with the guidance of the university professor. The results were; application of didactic-pedagogical strategies of the processes in the remote context; use of enhanced digital resources creating contextualized materials for interaction and; the approach to the unavoidable emotional accompaniment in the face of childhood vulnerability. At the end of the study, it is concluded that it is impossible to unlink educational technology from affective aspects, which were well assumed, translating into learning achievement, collective efforts in consensual work of schools, families and universities.La investigación sistematizó el desarrollo de la práctica pedagógica en la carrera de educación inicial, durante la primera etapa de la pandemia Covid-19. En ese propósito, se realizó un estudio cualitativo, alineado a un diseño para el método sistematización de experiencias; reflexionándose sobre la evolución de la asignatura correspondiente, con la participación de 23 estudiantes, cada una a cargo de 20 niños y sus familias (n=460), con el acompañamiento de la docente universitaria. Los resultados fueron; aplicación de estrategias didáctico-pedagógicas de los procesos en el contexto remoto; empleo de recursos digitales potenciados creando materiales contextualizados para la interacción y; el abordaje del acompañamiento emocional ineludible frente a la vulnerabilidad de la infancia. Al término del estudio se concluye que, es imposible desvincular la tecnología educacional, de los aspectos afectivos, que bien fueron asumidos traduciendo en logro de aprendizaje, los esfuerzos colectivos en trabajo consensuado de escuelas, familias y universidad

Molecular and functional interaction between GPR18 and cannabinoid CB2 G-protein-coupled receptors. Relevance in neurodegenerative diseases

GPR18, still considered an orphan receptor, may respond to endocannabinoids, whose canonical receptors are CB1 and CB2. GPR18 and CB2 receptors share a role in peripheral immune response regulation and are co-expressed in microglia, which are immunocompetent cells in the central nervous system (CNS). We aimed at identifying heteroreceptor complexes formed by GPR18 and CB1R or CB2R in resting and activated microglia. Receptor-receptor interaction was assessed using energy-transfer approaches, and receptor function by determining cAMP levels and ERK1/2 phosphorylation in heterologous cells and primary cultures of microglia. Heteroreceptor identification in primary cultures of microglia was achieved by in situ proximity ligation assays. Energy transfer results showed interaction of GPR18 with CB2R but not with CB1R. CB2-GPR18 heteroreceptor complexes displayed particular functional properties (heteromer prints) often consisting of negative cross-talk (activation of one receptor reduces signaling arising from the partner receptor) and cross-antagonism (the response of one of the receptors is blocked by a selective antagonist of the partner receptor). Activated microglia showed the heteromer print (negative cross-talk and bidirectional cross-antagonism) and increased expression of CB2R and GPR18. Due to the important role of CB2R in neuroprotection, we further investigated heteroreceptor occurrence in primary cultures of microglia from transgenic mice overexpressing human APPSw,Ind, an Alzheimer's disease model. Microglial cells from transgenic mice showed the heteromer print and functional interactions that were similar to those found in cells from wild-type animals that were activated by treatment with lipopolysaccharide and interferon-ɤ. Our results show that GPR18 and its heteromers may play important roles in neurodegenerative processes

Risk Assessment and Environmental Consequences of the Use of the Allium-derived Compound Propyl-propane Thiosulfonate (PTSO) in Agrifood Applications

The organosulfur compound propyl-propane thiosulfonate (PTSO), mainly found in Allium cepa, has a promising use in the agrifood industry. To confirm its safety for livestock, consumers, and environment, toxicological assessment is needed. In this regard, endocrine-disrupting chemicals (EDCs) are in the spotlight of research. Therefore, as part of the risk assessment of PTSO, in the present work, an in vivo study was performed in mice exposed to PTSO to investigate its potential reproductive toxicity considering fertility, genetic and endocrine endpoints. Five-weeks-old CD1 mice (80 males, 80 females) were exposed for 11 or 16 weeks (males or females, respectively) to different doses of PTSO (0, 14, 28 and 55 mg PTSO/kg b.w./day; 20 animals per group and sex) through the food pellets. No clinical observations or mortality and no changes in absolute organ weights and relative organ weights/body weight or brain ratios occurred during the study. The estrous cycle did not undergo any significant toxicologically relevant change. Most of the sex hormones displayed normal values. Some alterations in the expression of some genes related to reproduction is only observed in females, but they do not appear to have consequences in the development of sex organs. Docking results showed the impossibility of stable binding to estrogen and androgen receptors. Considering all the results obtained, the safe profile of PTSO can be confirmed for different agrifood applications at the conditions assayed.Junta de Andalucía P18-TP-2147Ministerio de Ciencia, Innovación y Universidades FPU2019-0124