Machine learning-enabled multiplexed microfluidic sensors

High-throughput, cost-effective, and portable devices can enhance the performance of point-of-care tests. Such devices are able to acquire images from samples at a high rate in combination with microfluidic chips in point-of-care applications. However, interpreting and analyzing the large amount of acquired data is not only a labor-intensive and time-consuming process, but also prone to the bias of the user and low accuracy. Integrating machine learning (ML) with the image acquisition capability of smartphones as well as increasing computing power could address the need for high-throughput, accurate, and automatized detection, data processing, and quantification of results. Here, ML-supported diagnostic technologies are presented. These technologies include quantification of colorimetric tests, classification of biological samples (cells and sperms), soft sensors, assay type detection, and recognition of the fluid properties. Challenges regarding the implementation of ML methods, including the required number of data points, image acquisition prerequisites, and execution of data-limited experiments are also discussed.     

The experiences of sexual harassment in sport and education among European female sports science students

The study investigates whether sport is an especially risky environment for sexual harassment to occur. It explores female students’ experiences of sexual harassment in organized sport and compares them with their experiences in formal education, by addressing the following research questions: (1) Are there any differences in female sport students’ experiences of sexual harassment in sport and education? (2) Are there any differences in female sport students’ experiences of sexual harassment from coaches and teachers? (3) Are there any differences in female sport students’ experiences from peer students and peer athletes? A total of 616 female students from three different European countries, Czech Republic, Greece and Norway, answered a questionnaire. The results revealed that the students had experienced more sexual harassment in an educational setting than in a sport setting. Further analysis showed that this was primarily due to sexual harassment from peers in school. In Greece and Norway, there was no difference between occurrences from teachers and coaches, yet in Czech Republic coaches appear to harass more than teachers. The difference between sexual harassment occurring from peers in sport and in education is discussed in relation to whether the sense of belonging/camaraderie that a sport club member may experience might function as a barrier for sexual harassment to occur—because it embarrasses or hurts a teammate. In addition, sport clubs and teams are governed by their respective sport rules and possibly by additional club/team rules, which may also establish extra inside-club/team boundaries for acceptable and nonacceptable/harassing behaviors. This article concludes that greater emphasis ought to be placed on education; not only toward shaping safer teacher/coach behaviors, but also toward the student/athlete behaviors.     

Apprehending Mathematical Structure: A Case Study of Coming to Understand a Commutative Ring

Abstract algebra courses tend to take one of two pedagogical routes: from examples of mathematics structures through definitions to general theorems, or directly from definitions to general theorems. The former route seems to be based on the implicit pedagogical intention that students will use their understanding of particular examples of an algebraic structure to get a sense of those properties which form the basis of the fundamental definitions. We will explain the transition from examples to abstract algebra as a series of shifts of attention and in this paper we will use a case study to examine the initial shift, which we will call apprehending a structure, and examine how one student came to apprehend the structure of the commutative ring Z₉₉.     

Using Web-based Pedagogical Tools as Scaffolds for Self-regulated Learning

The purpose of the present study was to confirm previous research findings that different categories of Web-based pedagogical tools (WBPT) (e.g., collaborative and communication tools, content creation and delivery tools) supported different self-regulated learning (SRL) processes (e.g., goal setting, self-monitoring), and to further examine which WBPT were most effective in supporting student SRL while completing course assignments. The sample surveyed consisted of 65 students enrolled in three distributed courses. A mixed methods methodological approach was implemented. As expected, quantitative analyses confirmed that different WBPT supported different SRL processes. In addition, analyses of qualitative data collected revealed that WBPT were highly effective in activating the use of SRL processes necessary to support specific types of learning tasks required for completion of course assignments. Educational implications for using WBPT as scaffolds for SRL are discussed.     

Lingo软件在“初等数论”教学中的应用

“初等数论”是一门传统的数学基础理论课程,主要研究整数的性质,但也涉及不少计算的内容。在该课程中考虑如何借助计算机进行辅助计算将有利于提高学生的计算和应用能力。Lingo软件在初等数论的辅助计算上有一些不错的表现,因此,把该软件的使用融入教学将大有裨益。     

Assessing team-based instructional design problem solutions of hierarchical versus heterarchical Web-based hypermedia cases

For this study, we examined the cogency, comprehensiveness, and viability of team-based problem solutions of a Web-based hypermedia case designed to promote student understanding of the practice of instructional design. Participants were 14 students enrolled in a graduate course on advanced instructional design. The case was presented to students using two hypermedia structures, hierarchical (tree-like structure) and heterarchical (network-like structure). Results from analyses of four data sources revealed that problem solutions developed in response to the heterarchical case design were more cogent and convincing than problem solutions developed in response to the hierarchical case design. Specifically, the heterarchical case solutions provided evidence of a heuristic problem-solving process facilitating the identification of an expert-like solution to the case and the articulation of learners' understanding and application of grounded and engaging instructional designs.