A dynamic ubiquitous learning resource model with context and its effects on ubiquitous learning

Most ubiquitous learning researchers use resource recommendation and retrieving based on context to provide contextualized learning resources, but it is the kind of one-way context matching. Learners always obtain fixed digital learning resources, which present all learning contents in any context. This study proposed a dynamic ubiquitous learning resource model with context. The model has context information and a flexible content structure that allows contents to be adjusted dynamically in different contexts, thus providing learners the contextualized resources that best match their contexts. In order to verify the effects of the contextualized resources, a contrast experiment was carried out in a vocational school in China. The experimental results showed that the contextualized resources could better improve learners' learning achievement and efficiency, improve their self-learning efficiency while reducing their cognitive load. Learners thought the ubiquitous learning system which provided contextualized resources was more useful.     

A nanoliter microfluidic serial dilution bioreactor

Bacterial culture is a basic technique in both fundamental and applied microbiology. The excessive reagent consumption and laborious maintenance of bulk bioreactors for microbial culture have prompted the development of miniaturized on-chip bioreactors. With the minimal choice of two compartments (N = 2) and discrete time, periodic dilution steps, we realize a microfluidic bioreactor that mimics macroscopic serial dilution transfer culture. This device supports automated, long-term microbial cultures with a nanoliter-scale working volume and real-time monitoring of microbial populations at single-cell resolution. Because of the high surface-to-volume ratio, the device also operates as an effective biofilm-flow reactor to support cogrowth of planktonic and biofilm populations. We expect that such devices will open opportunities in many fields of microbiology.     

Effects of compression garments on surface EMG and physiological responses during and after distance running

BackgroundThe few previous studies that focused on the effects of compression garments (CG) on distance running performance have simultaneously measured electromyogram, physiological, and perceptual parameters. Therefore, this study investigated the effects of CG on muscle activation and median frequency during and after distance running, as well as blood-lactate concentration and rating of perceived exertion (RPE) during distance running.MethodsEight healthy male recreational runners were recruited to randomly perform two 40 min treadmill running trials, one with CG, and the other with control garment made of normal cloth. The RPE and the surface electromyography (EMG) of 5 lower extremity muscles including gluteus maximus (GM), rectus femoris (RF), semitendinosus (ST), tibialis anterior (TA), and gastrocnemius (GAS) were measured during the running trial. The blood-lactate levels before and after the running trial were measured.ResultsWearing CG led to significant lower muscle activation (p < 0.05) in the GM (decreased 7.40%–14.31%), RF (decreased 4.39%–4.76%), and ST (decreased 3.42%–7.20%) muscles; moreover, significant higher median frequency (p < 0.05) in the GM (increased 5.57%) and ST (increased 10.58%) muscles. Wearing CG did not alter the RPE values or the blood-lactate levels (p > 0.05).ConclusionWearing CG was associated with significantly lower muscle activation and higher median frequency in the running-related key muscles during distance running. This finding suggested that wearing CG may improve muscle function, which might enhance running performance and prevent muscle fatigue.     

Challenges to quality of English medium instruction degree programs in Taiwanese universities and the role of local accreditors: a perspective of non-English-speaking Asian country

As the numbers of international students have grown, higher education institutions in Asia have offered a growing range of English medium instruction (EMI) degree programs. But Asian governments and higher education institutions have not thought deeply about how to ensure quality of English medium instruction degree programs. At the same time, their accreditors have not been fully aware of how to establish an external quality assurance mechanism to measure the quality of these programs. This study’s main purpose is to put the quality of the EMI degree programs of Taiwan higher education institutions into the perspective of the Taiwan’s institutions and one local Taiwan accreditor. With both qualitative and quantitative approaches, a survey targeting Taiwan’s colleges and universities and interviews of Higher Education Evaluation & Accreditation Council of Taiwan international reviewers and Asian higher education experts are used to examine the challenges of EMI implementation in Taiwan universities and the role of local accreditors playing in reviewing the English medium instruction degree programs.     

Augmenting the effect of virtual labs with "teacher demonstration" and "student critique" instructional designs to scaffold the development of scientific literacy

Instructional Science - Virtual labs provide space for students to iteratively test, observe, and revise their understanding so as to improve their scientific literacy. However, one of the...     

Developing and validating technological pedagogical content knowledge‐practical (TPACK‐practical) through the Delphi survey technique

Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that teachers' practical experiences should also be critical to the development of those teachers' knowledge, this study invited a research panel (six researchers) and an expert panel (54 science‐related educators) to propose and validate the framework of TPACK‐practical. After two rounds of anonymous communications that followed Delphi survey techniques, a total of eight dimensions of TPACK‐practical and corresponding indicators were identified and rated as having high levels of importance. Among these knowledge dimensions, the knowledge of direct information and communication technology uses for enhancing teachers' professionalism and students' conceptual comprehension was rated with a high level of importance. Also, disciplinary differences were found to exist between the different groups of experts. Biology teachers showed significantly higher ratings across all knowledge dimensions, whereas physics teachers' ratings were comparatively low. Such findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences.