bluuebunny/crossref_metadata_2025_split huggingface dataset:
Self-learning through the PhysioExTM 9.0 simulator as a teaching tool in Veterinary Physiology. The opinion of the students.
Authors: García Vázquez Francisco Alberto , Soriano Úbeda Cristina 
Published: July 2018

Self-learning has been proposed as an active and plausible methodology to promote the capability of students to reach assigned objectives. During the academic year of 2016-2017, the course of Veterinary Physiology (included in the degree of Veterinary Medicine, University of Murcia, Murcia, Spain) was given using a self-learning method through the computer simulator PhysioExTM 9.0. The practice consisted in solving 6 exercises, performing simulated laboratory actions, knowing the consequences of each of their actions and answering a series of questions that were discussed afterwards with their classmates. The objective of this learning methodology was to teach students to work independently as well as a team member, promoting their skills to solve problems that might appear later in their professional life. After the practice, the students completed a voluntary survey whose results showed a satisfying opinion about using this self-learning methodology, reaching an average score on the proposed statements (a total of 7) between 4.01 and 4.71 on a Likert scale from 1 to 5. Additionally, the students associated the practice with concepts as ‘classmates’, ‘doubts’, ‘dynamic’, ‘better’, ‘help’ and ‘knowledge’. In conclusion, this activity increased the collaborative learning process of students and enhanced dynamism in class.
On the Value of Pedagogical Assets
Authors: Serna Maria , Gabarro Joaquim 
Published: July 2018

University education is facing new strategical changes that will lead to deep structural changes. Course organization is evolving and the organizational decisions have an economical impact. We propose a method to measure the present value of a pedagogical asset under a return rate. We apply the method to three courses in the Computer Science curricula taught at the Facultat d’Informatica de Barcelona of the Universitat Politècnica de Catalunya, Barcelona Tech. A large, compulsory, first year course (PRO1), a medium size undergraduate course (ALG) and a small specialized master course (AGT). Our results highlight that the present value gets higher values as a function of the size of the course and it goes in a negative relationship with respect to the level of computer support involved in their teaching.
Enriching Online Education through Differentiated Learning
Authors: Montebello Matthew , Pinheiro Petrilson , Cope Bill , Kalantzis Mary , Haniya Samaa , Tzirides Anastasia Olga , Amina Tabassum , Searsmith Duane 
Published: July 2018

Online education has been going through numerous transformations as new and innovative technologies influence and shape new e-learning portals. Differentiated e-learning promises to add value and enhance the educational services provided by an academic institution. In this paper we present our online learning model that advocates and endorses differentiated learning as an e-learning affordance that has been facilitated through the development of new learning technologies. We demonstrate how the online portal enables and supports multiple instances whereby differentiated learning is applied and practiced, including through the use of a novel analytics tool that sums up the overall learner effort in one visual. The paper advances the notion of “productive diversity” in learning, replacing the templated sameness characterizing the communicative practices of “didactic pedagogy,” including textbooks, lectures, tests. Today’s computer-mediated, networked learning environments can support differentiated learning on a number of dimensions, where students are able to work at their own pace, choose their own topics within a general disciplinary rubric, and offer each other feedback in such a way that differences in perspective become a valuable resource for learning. The paper concludes by demonstrating a technology that attempts to translate these principles into practice—the CGScholar platform, including the high-level progress visualizations it offers in its learning analytics.
External Peer Review of Teaching (ExPeRT) Portfolios for Promotion
Authors: Partridge Lee , Chalmers Denise 
Published: July 2018

This paper focuses on the role and purpose of external expert peer review of teaching portfolios for promotion, using institutional criteria. This is grounded in the recognition that higher education institutions typically struggle to identify suitably experienced, expert reviewers of teaching portfolios for promotion purposes. It considers the feasibility of establishing a ‘College of Peers’ who are endorsed and trained teaching and learning experts to carry out the reviews. A model of training expert peer reviewers was trailed. While grounded in the Australian context, the issues and applications are international.
EFFECTIVENESS OF BITE-SIZED LECTURE ON STUDENT LEARNING OUTCOMES
Authors: KOH Noi Sian , GOTTIPATI Swapna , SHANKARARAMAN Venky 
Published: July 2018

Bite-Sized Teaching approach uses relatively small learning units with short term focused activities. The paper presents the effectiveness of Bite-Sized lecture pedagogy on learning outcomes for an analytics course offered by the School of Information Technology at Nanyang Polytechnic. The methodology involves breaking a typical 1 hour lecture into 3 to 4 short lectures followed by related tutorial/practical exercises relevant to each respective short lecture. The results from the exercises show statistically significant improvements in the assessed learning outcomes for the Bite-Sized lecture over the traditional 1 hour lecture. 75% of the surveyed respondents agreed that the speed of the course materials presented in the Bite-Sized lecture was just right. Majority of the repondents agreed or strongly agreed that Bite-Sized lecture helped them to learn better. Although this paper is primarily based on education experiences made within an analytics module, the findings presented are applicable to any other computing related courses or even mathematics related courses in general.
Graphical enhancements of the Virtual Programming Lab
Authors: Mooney Aidan , Hegart Kelly Emlyn 
Published: July 2018

It is generally recognised that providing consistent, meaningful written feedback is not an easy task, especially when dealing with large classes. Feedback does needs to be effective, meaning it has to be appropriate and timely and needs to be individual, where possible. Automated feedback within Computer Science has been around since the 1960’s with the main goals in relation to computer programming being to implement an automatic assessment tool to provide consistent feedback and to alleviate examiners' workloads. The Virtual Programming Lab, a plugin for the Virtual Learning Environment Moodle, is one such tool that allows for Automated Feedback on computer code. This paper presents enhancements to the Virtual Programming that have been developed to make interacting with the tool more user-friendly and provide more graphical feedback to teachers. The enhancements developed provide in-depth graphical feedback on assessment grades within a class and also teacher focused graphical views which provide more in-depth analysis of assessment submissions. Discussed feedback shows that the enhancements developed were all positively received with feedback highlighting the benefits of each.
Integration of TED-Ed Lessons and TED and TEDx Talks to Enhance College Classroom Instruction
Authors: Lepervanche Valencia Jose G. 
Published: July 2018

Florida State College at Jacksonville (FSCJ) obtained a TEDx license to offer educational events and additional learning resources to enhance college classroom instruction. TEDxFSCJ has organized annual conferences and salons with selected faculty, graduates, and students as speakers. This work presents how TEDxFSCJ Talks and other TEDx and TED Talks have been used to create innovative TED Ed Lessons as tools to expand learning beyond course content and textbooks. Innovative learning experiences include video discussions and roundtables, workshops for faculty to learn how to create TED Ed Lessons, workshops and mentoring to TEDxFSCJ speakers to create their own TED Ed Lessons, combined online discussions in different courses using TED Ed platform, interactive TEDxFSCJ Salons, simulcasts, Learning Adventures, and integration of all TED resources in blogs and Learning Management Systems. TEDxFSCJ Learning Adventures have been used in Management courses during academic year to plan and deliver team projects using selected talks related to leadership, social responsibility and Sustainable Development Goals. Results show that new TED Ed Lessons can be created to follow up engagement. Additionally, team projects in other disciplines can be developed using this innovative methodology. TED resources offer global learning opportunities to build engagement.
Grading versus Reliability: how Academia perspectives evaluation on MOOCs
Authors: Moura Ana S. , Cordeiro M. Natália D.S. 
Published: July 2018

Massive Open Online Courses (MOOCs) have experienced in recent years a significant growth in courses'offer and the number of enrolled students. Nevertheless, the controversy regarding if its quality is reliable, namely in student evaluation and assessment, has not found closure. In this study, we aim at establishing an initial prospection of the academic teaching professionals' perspective regarding the quality of the most common/usual evaluation methods and tools used in MOOCs. After the elaboration of a questionnaire and its implementation to an international sample of academic professors, the analysis of the answers allows perceiving which MOOC grading methods are acceptable in presential Higher Education courses and its eventual acceptable weight in the final grade. Further, within certain constraints, a large percentage of the inquired academics presented no problem with the inclusion of MOOC grading methods on their non-online courses. Overall, within those constraints, the academics felt the quality of the academic orthodox courses was maintained, a perspective that can contribute to change eventual suspicious attitudes regarding MOOCs evaluation methodologies and their student assessment.
Developing career management skills within a flipped course in Managerial Communication
Authors: Johnstone Bruce Alexander 
Published: July 2018

This paper reports on research in progress to evaluate the effectiveness of strategies for developing career management skills (the processes involved in obtaining and maintaining work) in undergraduate university business students in Melbourne, Australia. These strategies are incorporated into a course in Managerial Communication - taught using blended-learning and a flipped-classroom approach. The course’s active learning workshops provide opportunities to rehearse the process of undertaking a job search, creating application documents and being interviewed. Students are also prepared for modern recruiting processes by going through an online video interview simulation and preparing an online Linkedin profile. Finally, the design of the workshops and the terminology and approach to project-based learning prepares students for workplaces that employ Agile methodology.
Decoding the Disciplines in higher education institutions
Authors: Chistolini Sandra 
Published: July 2018

Decoding the Disciplines is a methodology aimed to support teachers and students of University to tackle obstacles and difficulties in learning process. It is assumed that students come to classroom with different level of secondary school preparation and teachers are generally reinforcing the inequalities in principle deplored as form of injustice in our society. The question of giving tools that students need to succeed in our disciplines requires new strategies intend to make teaching effective in line with the development of the democratic vision of teaching. The methodology represents a dynamic sequence of steps based on the understanding of the content of discipline taught and learned. All disciplines are involved, humanities as well as sciences. Under the Erasmus Plus Programme some European Universities are collecting relevant evidences to understand what to teach about an academic discipline. Monitoring students' learning and motivation means to bring out the bottlenecks, which hinder the achievement of knowledge and slow down the learning process leading to failure. Presentation of initial results aims to share the benefits of this methodology able to guide students to master basic mental operations required in university courses. Decoding emerges as challenge and option for policy-makers of higher education.
A pedagogical response to the challenges of delivering collaborative probation education in online environments.
Authors: Martin Laura , Fowler Andrew 
Published: July 2018

This paper explores the challenges in delivering post graduate probation education in a predominately online environment. It discusses the key pedagogical theories underpinning the teaching approach, with a particular emphasis on social constructivism, communities of practice and enquiry based learning. The complexities of engaging students in the types of discursive and collegiate activities inherent within these approaches whilst learning at a distance are discussed. A case study exploring the facilitation of a colloborative enquiry based task into the role of emotion work in probation practice is used to demonstrate our response to the challenges identified. Whilst the context of this paper is probation education, it has relevance to those teaching other disciplines within online settings. Keywords: Technology Enhanced learning; Digital Pedagogy; Probation Education; Professional Qualification in Probation
Action Learning in the neighbourhood of Benicalap (Valencia): an innovative teaching and learning experience in an International Development Master
Authors: Pellicer-Sifres Victoria , Boni Alejandra , Leivas Vargas Monique , Wassel Antich Vania 
Published: July 2018

This article aims to analyze an innovative teaching and learning experience carried out by the “Development Cooperation Master’s Degree” taught at the Politechnical University of València (UPV), Spain. During two weeks, the students of the Master carried out an Action Learning process in the neighborhood of Benicalap (Valencia), with the aim to explore how the housing conditions in the neighborhood influence on the youth’s learning and aspirations. The process was developed with the participation of three local organization. As outputs of this research, some proposals for improving the neighbourhood were presented to several actors from Benicalap. University exercised then a part of its social responsibility, moving lessons from the classroom to the street. In turn, UPV students acquired social and technical skills for their personal and professional development.
Creativity in liberal education before and after study commencement
Authors: Van Goch Merel 
Published: July 2018

In today’s society, creativity is an important quality. Creativity is defined as the ability to produce something novel and valuable as defined within a social context and it involves skills such as divergent thinking, problem solving and perspective taking. This study assesses the creative potential of students before and after commencement of an interdisciplinary, liberal undergraduate program. In between measurements, students followed a course in connective thinking through creative reading and writing. The results showed that students’ creative potential developed over time. Implications for theory as well as practice are discussed.
Beta burns following radionuclide synovectomy
Authors: Chojnowski Marek Marcin , Płazińska Maria Teresa , Chojnowski Marek Sławomir , Królicki Leszek 
Published: July 2018

Radionuclide synovectomy (RSV) is a form of minimally invasive treatment of persistent joint inflammation. The procedure has a high safety profile and the occurrence of serious adverse events, such as full-thickness skin radiation necrosis, is rare. Less severe radiation events, while more common, are usually benign and self-limiting.<br />
We present two cases of low-grade beta burns that developed after RSV, despite proper injection technique. The potential long-term risk of such exposure is also discussed, with reference to historical radiation incidents. While low-grade beta burns after RSV usually pose little danger to the patient, any clinician involved in radionuclide treatment of arthritis should be aware of their existence and management
The effect of feeding with hemp and Camelina cakes on the fatty acid profile of duck muscles
Authors: Juodka Robertas , Juska Remigijus , Juskiene Violeta , Leikus Raimondas , Stankeviciene Daiva , Nainiene Rasa 
Published: July 2018

Abstract. Camelina (Camelina sativa L. Crantz) and hemp (Cannabis sativa L.) seed cakes are rich sources of n-3 polyunsaturated fatty acids (PUFAs). This study was carried out to investigate the effects of Camelina and hempseed cakes in the diet of ducks on the intramuscular fatty acid profile. Male ducks (n = 99) were randomly allocated to 3 dietary treatments: Control or C group (wheat–soybean-meal–barley-based diet with 15–20 % rapeseed cake), Experimental 1 or HEM group (with hempseed cake added at 15–20 % instead of rapeseed cake), and Experimental 2 or CAM group (with Camelina cake added at 15–20 % instead of rapeseed cake). All groups received the diets ad libitum. At 49 days of age, six ducks from each group were slaughtered for analysis of the fatty acid composition in the breast and leg muscles. Feeding ducks with the diet enriched with Camelina cake resulted in significantly higher amounts of n-3 α-linolenic fatty acid (ALA) (P≤0.01) and total n-3 PUFA (P≤0.01) in breast and leg muscles, while eicosatrienoic fatty acid (ETE) (P≤ 0.01) was higher in the leg muscle. The ratios of n-6 ∕ n-3 and linoleic ∕ α-linolenic fatty acids (P≤ 0.01) decreased significantly compared to the Control and HEM groups of ducks. Feeding ducks with the diet enriched with hempseed cake resulted in significantly higher amounts of linoleic (LA) (P≤ 0.01), total n-6 PUFA (P≤ 0.05–P≤ 0.01) and n-6 γ-linolenic (GLA) (P≤ 0.01) fatty acid. Our study showed that using Camelina cake as supplementation in duck diets opens a possibility to develop functional food, i.e. meat with a significantly higher content of ALA, total n-3 PUFA and the lowest ratios of n-6 ∕ n-3 fatty acids in ducks' muscles. A duck diet with hempseed cake produces exceptional-quality meat with an enriched content of n-6 GLA.
Contrasting interannual atmospheric CO2 variabilities and their terrestrial mechanisms for two types of El Niños
Authors: Wang Jun , Zeng Ning , Wang Meirong , Jiang Fei , Chen Jingming , Friedlingstein Pierre , Jain Atul K. , Jiang Ziqiang , Ju Weimin , Lienert Sebastian , Nabel Julia , Sitch Stephen , Viovy Nicolas , Wang Hengmao , Wiltshire Andrew J. 
Published: July 2018

Abstract. El Niño has two different flavors, eastern Pacific (EP) and central Pacific (CP) El Niños, with different global teleconnections. However, their different impacts on the interannual carbon cycle variability remain unclear. Here we compared the behaviors of interannual atmospheric CO2 variability and analyzed their terrestrial mechanisms during these two types of El Niños, based on the Mauna Loa (MLO) CO2 growth rate (CGR) and the Dynamic Global Vegetation Model's (DGVM) historical simulations. The composite analysis showed that evolution of the MLO CGR anomaly during EP and CP El Niños had three clear differences: (1) negative or neutral precursors in the boreal spring during an El Niño developing year (denoted as yr0), (2) strong or weak amplitudes, and (3) durations of the peak from December (yr0) to April during an El Niño decaying year (denoted as yr1) compared to October (yr0) to January (yr1) for a CP El Niño, respectively. The global land–atmosphere carbon flux (FTA) simulated by multi-models was able to capture the essentials of these characteristics. We further found that the gross primary productivity (GPP) over the tropics and the extratropical Southern Hemisphere (Trop + SH) generally dominated the global FTA variations during both El Niño types. Regional analysis showed that during EP El Niño events significant anomalous carbon uptake caused by increased precipitation and colder temperatures, corresponding to the negative precursor, occurred between 30° S and 20° N from January (yr0) to June (yr0). The strongest anomalous carbon releases, largely due to the reduced GPP induced by low precipitation and warm temperatures, occurred between the equator and 20° N from February (yr1) to August (yr1). In contrast, during CP El Niño events, clear carbon releases existed between 10° N and 20° S from September (yr0) to September (yr1), resulting from the widespread dry and warm climate conditions. Different spatial patterns of land temperatures and precipitation in different seasons associated with EP and CP El Niños accounted for the evolutionary characteristics of GPP, terrestrial ecosystem respiration (TER), and the resultant FTA. Understanding these different behaviors of interannual atmospheric CO2 variability, along with their terrestrial mechanisms during EP and CP El Niños, is important because the CP El Niño occurrence rate might increase under global warming.
Assimilation of river discharge in a land surface model to improve estimates of the continental water cycles
Authors: Wang Fuxing , Polcher Jan , Peylin Philippe , Bastrikov Vladislav 
Published: July 2018

Abstract. River discharge plays an important role in earth's water cycle, but it is
difficult to estimate due to un-gauged rivers, human activities and
measurement errors. One approach is based on the observed flux and a simple
annual water balance model (ignoring human processes) for un-gauged rivers,
but it only provides annual mean values which is insufficient for oceanic
modelings. Another way is by forcing a land surface model (LSM) with
atmospheric conditions. It provides daily values but with uncertainties
associated with the models. We use data assimilation techniques by merging the modeled river discharges
by the ORCHIDEE (without human processes currently) LSM and the observations from
the Global Runoff Data Centre (GRDC) to obtain optimized discharges over the
entire basin. The “model systematic errors” and “human impacts”
(dam operation, irrigation, etc.) are taken into account by an optimization
parameter x (with annual variation), which is applied to correct model
intermediate variable runoff and drainage over each sub-watershed. The
method is illustrated over the Iberian Peninsula with 27 GRDC stations over
the period 1979–1989. ORCHIDEE represents a realistic discharge over the north
of the Iberian Peninsula with small model systematic errors, while the model
overestimates discharges by 30–150 % over the south and northeast
regions where the blue water footprint is large. The normalized bias has been
significantly reduced to less than 30 % after assimilation, and the
assimilation result is not sensitive to assimilation strategies. This method
also corrects the discharge bias for the basins without observations
assimilated by extrapolating the correction from adjacent basins. The
“correction” increases the interannual variability in river discharge
because of the fluctuation of water usage. The E (P−E) of GLEAM (Global
Land Evaporation Amsterdam Model, v3.1a) is lower (higher) than the bias-corrected value,
which could be due to the different P forcing and
probably the missing processes in the GLEAM model.