Hierarchical Needs of MOOCs Intercultural Learning: Multiple Reconstruction of Cultural Identities

In the open 3.0 era which aims to reshape globalization, MOOCs provides learners with the globalized multiple exchanges and learning platform. Intercultural learning is becoming the main form of MOOCs learning. The hierarchy of MOOCs intercultural learning needs is established based on the observation, investigation and research in the platform Futurelearn. Its essence is the multivariate refactoring of learners’ cultural identity. The hierarchy and the cultural identity multivariate refactoring both include four aspects: the need for safety (impact on cultural identity), the need for belonging (personal cultural identity), the need for participation (group cultural identity) and the self-actualization (collaborative development of personal and group identities). For learners, they are not cultural immigrants, but they should insist their original culture and then be able to view and understand the diversity of other cultures. The strong confidence on native culture can help learners make better on intercultural learning. For the course providers, multiple designing is essential which can help learners to achieve multivariate refactoring of cultural identity rapidly and improve the performance of intercultural learning

Multimedia interactive eBooks in laboratory science education

Bioscience students in the UK higher education system are making increasing use of technology to support their learning within taught classes and during private study. This experimental study was designed to assess the role for multimedia interactive eBooks in bioscience laboratory classes, delivered using a blended learning approach. Thirty-nine second-year students on a Biomedical Science undergraduate course in a UK university were grouped using an experimental design into alternating trial and control groups and provided with pre-configured iPad tablet devices containing multimedia interactive eBooks. Data collection involved weekly surveys including quantitative and qualitative responses, and analysis of summative assessment marks. Analysis of the results using descriptive statistics methods showed that students made extensive use of eBooks in practical classes and over 70% of students agreed that the eBooks were beneficial for learning. However, less than 40% of students indicated a preference for eBooks over traditional paper protocols for practical-based classes. Although the eBooks were well used by students, they had no statistically significant effect on assessment marks. Overall, the study highlighted the positive feedback from students relating to multimedia interactive eBooks for supporting students’ learning, but illustrated that there are other factors affecting adoption of new technologies

Blended learning approaches enhance student academic performance

Blended learning, or technology enhanced learning, is increasingly becoming an expectation for higher education students. Blended learning allows for the enhancement of face-to-face interaction between tutors and students, using internet or computer based tools. In this paper, a range of case studies are described which illustrate methods to engage students with technology enhanced learning and improve academic performance and student satisfaction. In the first case study, first year undergraduate students were provided with short video lectures and formative assessment opportunities in addition to face-to-face lectures, and the impact on examination performance was analysed. Results showed that students in multiple cohorts performed significantly better on multiple choice questions that were supported by online blended learning resources. Student usage of the resources was also analysed, and revealed that the majority of students engaged with the online resources after the live teaching event. In the second case study, students were provided with podcasts of lectures with mobile assessments (completed via SMS on mobile telephones) to assess the effect on examination performance and the results showed a significant improvement in academic performance. In the final case study, students have been issued with personal response system handsets to increase interactivity and feedback in teaching sessions. The results of these case studies provide evidence for the use of blended learning approaches to improve students’ academic performance in higher education courses, as well as enhancing student satisfaction

Mineral maturity and crystallinity index are distinct characteristics of bone mineral

The purpose of this study was to test the hypothesis that mineral maturity and crystallinity index are two different characteristics of bone mineral. To this end, Fourier transform infrared microspectroscopy (FTIRM) was used. To test our hypothesis, synthetic apatites and human bone samples were used for the validation of the two parameters using FTIRM. Iliac crest samples from seven human controls and two with skeletal fluorosis were analyzed at the bone structural unit (BSU) level by FTIRM on sections 2–4 lm thick. Mineral maturity and crystallinity index were highly correlated in synthetic apatites but poorly correlated in normal human bone. In skeletal fluorosis, crystallinity index was increased and maturity decreased, supporting the fact of separate measurement of these two parameters. Moreover, results obtained in fluorosis suggested that mineral characteristics can be modified independently of bone remodeling. In conclusion, mineral maturity and crystallinity index are two different parameters measured separately by FTIRM and offering new perspectives to assess bone mineral traits in osteoporosis

Statins are underused in recent-onset Parkinson's disease with increased vascular risk: findings from the UK Tracking Parkinson's and Oxford Parkinson's Disease Centre (OPDC) discovery cohorts.

BACKGROUND: Cardiovascular disease (CVD) influences phenotypic variation in Parkinson's disease (PD), and is usually an indication for statin therapy. It is less clear whether cardiovascular risk factors influence PD phenotype, and if statins are prescribed appropriately. OBJECTIVES: To quantify vascular risk and statin use in recent-onset PD, and examine the relationship between vascular risk, PD severity and phenotype. METHODS: Cardiovascular risk was quantified using the QRISK2 calculator (high ≥20%, medium ≥10 and <20%, low risk <10%). Motor severity and phenotype were assessed using the Movement Disorder Society Unified PD Rating Scale (UPDRS) and cognition by the Montreal cognitive assessment. RESULTS: In 2909 individuals with recent-onset PD, the mean age was 67.5 years (SD 9.3), 63.5% were men and the mean disease duration was 1.3 years (SD 0.9). 33.8% of cases had high vascular risk, 28.7% medium risk, and 22.3% low risk, while 15.2% of cases had established CVD. Increasing vascular risk and CVD were associated with older age (p<0.001), worse motor score (p<0.001), more cognitive impairment (p<0.001) and worse motor phenotype (p=0.021). Statins were prescribed in 37.2% with high vascular risk, 15.1% with medium vascular risk and 6.5% with low vascular risk, which compared with statin usage in 75.3% of those with CVD. CONCLUSIONS: Over 60% of recent-onset PD patients have high or medium cardiovascular risk (meriting statin usage), which is associated with a worse motor and cognitive phenotype. Statins are underused in these patients, compared with those with vascular disease, which is a missed opportunity for preventive treatment. TRIAL REGISTRATION NUMBER: GN11NE062, NCT02881099

Measurement of the inclusive and dijet cross-sections of b-jets in pp collisions at sqrt(s) = 7 TeV with the ATLAS detector

The inclusive and dijet production cross-sections have been measured for jets containing b-hadrons (b-jets) in proton-proton collisions at a centre-of-mass energy of sqrt(s) = 7 TeV, using the ATLAS detector at the LHC. The measurements use data corresponding to an integrated luminosity of 34 pb^-1. The b-jets are identified using either a lifetime-based method, where secondary decay vertices of b-hadrons in jets are reconstructed using information from the tracking detectors, or a muon-based method where the presence of a muon is used to identify semileptonic decays of b-hadrons inside jets. The inclusive b-jet cross-section is measured as a function of transverse momentum in the range 20 < pT < 400 GeV and rapidity in the range |y| < 2.1. The bbbar-dijet cross-section is measured as a function of the dijet invariant mass in the range 110 < m_jj < 760 GeV, the azimuthal angle difference between the two jets and the angular variable chi in two dijet mass regions. The results are compared with next-to-leading-order QCD predictions. Good agreement is observed between the measured cross-sections and the predictions obtained using POWHEG + Pythia. MC@NLO + Herwig shows good agreement with the measured bbbar-dijet cross-section. However, it does not reproduce the measured inclusive cross-section well, particularly for central b-jets with large transverse momenta.Comment: 10 pages plus author list (21 pages total), 8 figures, 1 table, final version published in European Physical Journal

Search for direct pair production of the top squark in all-hadronic final states in proton-proton collisions at s√=8 TeV with the ATLAS detector

The results of a search for direct pair production of the scalar partner to the top quark using an integrated luminosity of 20.1fb−1 of proton–proton collision data at √s = 8 TeV recorded with the ATLAS detector at the LHC are reported. The top squark is assumed to decay via t˜→tχ˜01 or t˜→ bχ˜±1 →bW(∗)χ˜01 , where χ˜01 (χ˜±1 ) denotes the lightest neutralino (chargino) in supersymmetric models. The search targets a fully-hadronic final state in events with four or more jets and large missing transverse momentum. No significant excess over the Standard Model background prediction is observed, and exclusion limits are reported in terms of the top squark and neutralino masses and as a function of the branching fraction of t˜ → tχ˜01 . For a branching fraction of 100%, top squark masses in the range 270–645 GeV are excluded for χ˜01 masses below 30 GeV. For a branching fraction of 50% to either t˜ → tχ˜01 or t˜ → bχ˜±1 , and assuming the χ˜±1 mass to be twice the χ˜01 mass, top squark masses in the range 250–550 GeV are excluded for χ˜01 masses below 60 GeV

Search for new phenomena in final states with an energetic jet and large missing transverse momentum in pp collisions at √ s = 8 TeV with the ATLAS detector

Results of a search for new phenomena in final states with an energetic jet and large missing transverse momentum are reported. The search uses 20.3 fb−1 of √ s = 8 TeV data collected in 2012 with the ATLAS detector at the LHC. Events are required to have at least one jet with pT > 120 GeV and no leptons. Nine signal regions are considered with increasing missing transverse momentum requirements between Emiss T > 150 GeV and Emiss T > 700 GeV. Good agreement is observed between the number of events in data and Standard Model expectations. The results are translated into exclusion limits on models with either large extra spatial dimensions, pair production of weakly interacting dark matter candidates, or production of very light gravitinos in a gauge-mediated supersymmetric model. In addition, limits on the production of an invisibly decaying Higgs-like boson leading to similar topologies in the final state are presente

Observation of associated near-side and away-side long-range correlations in √sNN=5.02 TeV proton-lead collisions with the ATLAS detector

Two-particle correlations in relative azimuthal angle (Δϕ) and pseudorapidity (Δη) are measured in √sNN=5.02  TeV p+Pb collisions using the ATLAS detector at the LHC. The measurements are performed using approximately 1  μb-1 of data as a function of transverse momentum (pT) and the transverse energy (ΣETPb) summed over 3.1<η<4.9 in the direction of the Pb beam. The correlation function, constructed from charged particles, exhibits a long-range (2<|Δη|<5) “near-side” (Δϕ∼0) correlation that grows rapidly with increasing ΣETPb. A long-range “away-side” (Δϕ∼π) correlation, obtained by subtracting the expected contributions from recoiling dijets and other sources estimated using events with small ΣETPb, is found to match the near-side correlation in magnitude, shape (in Δη and Δϕ) and ΣETPb dependence. The resultant Δϕ correlation is approximately symmetric about π/2, and is consistent with a dominant cos⁡2Δϕ modulation for all ΣETPb ranges and particle pT

Look who’s talking: exploring instructors’ contributions to Massive Open Online Courses

© 2019 British Educational Research Association Previous research on xMOOC pedagogy has established that learner interactions in discussion forums play a fundamental role in learning. However, little is known about the extent to which MOOC instructors engage with learner conversations and the impact this has on learner engagement. Adopting a novel design, this study went beyond self-reported methods, and combined transcript analysis and in-depth interviews to examine the dynamics of learner-instructor interactions and to revisit the use of the Community of Inquiry framework (CoI) in MOOC context. The findings revealed that the majority of instructors’ contributions to learner conversations are social, followed by teaching and cognitive contributions. While all contribution types decreased over the duration of the MOOC, the relative importance of each type did not necessarily change. Furthermore, the analysis showed that learners engaged with 42% of instructor contributions by responding to or liking them or both. Considering the application of the CoI to massive and open online learning contexts, this study demonstrates that while the framework can unfold educational transactions in MOOCs, reoperationalisation and reconceptualisation of some indicators along with the introduction of new indicators are essential. The implications of this for theory and practice are discussed