# ent

id: cord-020176-yc20rbml
type: WORK_OF_ART
entity:
  Understanding Rural Parents Behavioral Intention to Allow Their Children to Use Mobile Learning date 2020


id: cord-026732-2t4pu36i
type: DNA
entity:
  e modules Massive Open Online Courses research projects Jade talked about having to disguise her true motivation for studying psychology i e career


id: cord-292123-ko1pnree
type: ORG
entity:
  Traditional Instruction for Teaching Special Education Content Teacher Education and Special Education Practical Teaching Aids for Online Classes


id: cord-292123-ko1pnree
type: ORG
entity:
  the Public Health and Health Care Workforce Educational Technology Related Performance of Teaching Faculty in Higher Education Implications for eLearning Management Perceptions of the Effectiveness of Online Instruction in Terms of the Seven Principles of Effective Undergraduate Education Dialogue


id: cord-309201-c1awh48y
type: GGP
entity:
  ﻞ ﺍ ﻟ ﻤ ﻌ ﻀ ﻼ ﺕ ﻭ ﺍ ﻟ ﻨ ﺪ ﻭ ﺍ ﺕ ﻭ ﺣ ﻠ ﻘ ﺎ ﺕ ﺍ ﻟ ﻨ ﻘ ﺎ ﺵ ﻻ ﺣ ﻈ ﻨ ﺎ ﺯ ﻳ ﺎ ﺩ ﺓ ﺫ ﺍ ﺕ ﺩ ﻻ ﻟ ﺔ ﺇ ﺣ ﺼ ﺎ ﺋ ﻴ ﺔ ﻓ ﻲ ﻣ ﺘ ﻮ ﺳ ﻄ ﺪ ﺭ ﺟ ﺎ ﺕ ﺍ ﻟ ﻄ ﺎ ﻟ ﺒ ﺎ ﺕ ﺃ ﺛ ﻨ ﺎ ﺀ ﺍ ﻟ ﺠ ﻠ ﺴ ﺎ ﺕ ﺍ ﻹ ﻟ


id: cord-309201-c1awh48y
type: GGP
entity:
  ﻴ ﺔ ﻟ ﻠ ﺘ ﻌ ﻠ ﻢ ﺍ ﻟ ﻘ ﺎ ﺋ ﻢ ﻋ ﻠ ﻰ ﺣ ﻞ ﺍ ﻟ ﻤ ﻌ ﻀ ﻼ ﺕ ﻋ ﻜ ﺲ ﺃ ﻛ ﺜ ﺮ ﻋ ﺪ ﺩ ﻣ ﻤ ﻜ ﻦ ٥٢ ٨٢ ﻣ ﻦ ﻃ ﻼ ﺏ ﺍ ﻟ ﺴ ﻨ ﻮ ﺍ ﺕ ﺍ ﻷ ﺳ ﺎ ﺳ ﻴ ﺔ ﺑ ﺎ ﻹ ﺿ ﺎ ﻓ ﺔ ﺇ ﻟ ﻰ ﺃ ﻋ ﻀ ﺎ ﺀ ﻫ ﻴ ﺌ ﺔ ﺍ ﻟ ﺘ ﺪ ﺭ ﻳ ﺲ ﺍ ﻟ ﺮ ﺿ ﻰ ﺍ ﻟ ﻌ ﺎ ﻟ ﻲ ﺗ ﺠ ﺎ ﻩ ﺍ ﻟ ﻔ ﺼ ﻮ ﻝ ﺍ


id: cord-273005-kab6f157
type: ORG
entity:
  Lancaster University Medical School Peninsula College of Medicine and Dentistry and University of Limerick Medical School


id: cord-273005-kab6f157
type: ORG
entity:
  Health Surveillance Monitor Health Protection Surveillance Centre HTA Guidelines Filming or Photographing of Bodies or Body Parts


id: cord-329108-meqjy3p8
type: ORG
entity:
  University of Jordan Jordan University of Science and Technology Yarmouk University Hashemite University Mutah University


id: cord-303137-g2pe3ad8
type: CELL_LINE
entity:
  Open Source Edge Computing Raspberry Pi Based Clinical Screening System Improving coronavirus COVID 19


id: cord-354763-odzrco6q
type: GGP
entity:
  T c b 0 2b a 0 Still more models could be considered However we report below that the final epidemic size


id: cord-339440-qu913a8q
type: WORK_OF_ART
entity:
  Comput Simulating the Potential Impacts of COVID 19 School Closures on Schooling and Learning Outcomes


id: cord-339440-qu913a8q
type: ORG
entity:
  García Peñalvo FJ RoboSTEAM Project Systematic Mapping Challenge Based Learning and Robotics Robotics


id: cord-258269-ig8i9278
type: WORK_OF_ART
entity:
  A Literacy Pedagogy for Multimodal Composing Transforming Learning and Teaching Application of multimodal


id: cord-021206-4zyqqgs0
type: DNA
entity:
  complex ameloblastic fi bro odontoma calcifying odontogenic tumor Pindborg tumor odontogenic myxoma cementoblastoma


id: cord-021206-4zyqqgs0
type: CELL_TYPE
entity:
  plasmacytoma infl ammatory pseudotumor plasma cell granuloma Rosai Dorfman disease as well as metastatic carcinoma The


id: cord-021206-4zyqqgs0
type: PROTEIN
entity:
  64 channel multidetector CT P Sedati G Pelle M Telesca F Macrì A Napoli C Catalano R Passariello Rome IT psedati


id: cord-021206-4zyqqgs0
type: GGP
entity:
  Paget s disease brown tumor infl ammatory disease aggressive infantile fi bromatosis cleidocranial dysplasia fi brous dysplasia leukemia multiple myeloma maxillary sinus carcinoma juvenile angiofi broma and metastatic disease


id: cord-021206-4zyqqgs0
type: CL
entity:
  stem and basal ganglia Three of them had thalamic involvement too Proton spectroscopy revealed elevated lactate and a N acetylaspartate


id: cord-021206-4zyqqgs0
type: ORG
entity:
  the American Thoracic Society European Respiratory Society International Multidisciplinary Consensus Classifi


id: cord-021206-4zyqqgs0
type: DISEASE
entity:
  autoimmune diseases of liver biliary system and pancreas Background Autoimmune diseases of liver biliary system and pancreas


id: cord-021206-4zyqqgs0
type: DISEASE
entity:
  cirrhosis hepatocellular carcinoma cholangiocellular and cholangiocarcinoma biliary strictures cholestasis cholangitis cholelithiasis


id: cord-021206-4zyqqgs0
type: DISEASE
entity:
  breast lesions F Pediconi E Moriconi F Altomari A Roselli S Padula V Dominelli C Catalano R Passariello


id: cord-021206-4zyqqgs0
type: DISEASE
entity:
  impairment of the diaphragmatic motion after lung resection Tubes lines and catheters in plain chest fi lms An abc guide


id: cord-021206-4zyqqgs0
type: DISEASE
entity:
  Hodgkin s breast cancer oesophageal cancer mesothelioma sarcoma thymoma angiosarcoma leiomyosarcoma chondrosarcoma ganglioneuroblastoma malignant


id: cord-021206-4zyqqgs0
type: CHEMICAL
entity:
  N Chalazonitis 1 G Tsimitselis 2 J Tzovara 1 V Nikolaou 1 A Kontogiannis 1 N Ptohis 1 1 Athens GR 2 Larissa GR


id: cord-021206-4zyqqgs0
type: DISEASE
entity:
  intestinal hemorrhage infectious enterocolitis vasculitis Henoch Schönlein purpura lupus erythematosus radiation enterocolitis


id: cord-021206-4zyqqgs0
type: DISEASE
entity:
  infectious infl ammatory neoplastic and vascular The morphological changes in this anatomical region


id: cord-021206-4zyqqgs0
type: DISEASE
entity:
  primary extra nodal lymphoma Thoracic lung 7 and pleural 2 Abdominal gastrointestinal tract 10 abdominal viscera 6 urologic and genital tract 5 peritoneum 1 Musculoskeletal bone 3 muscle 2 skin B D E F A G


id: cord-021206-4zyqqgs0
type: DISEASE
entity:
  odontoma calcifying odontogenic tumor Pindborg tumor odontogenic myxoma cementoblastoma cementoma ameloblastoma odontogenic keratocyst


id: cord-021206-4zyqqgs0
type: CHEMICAL
entity:
  acrania n 3 encephalocele n 3 iniencephaly n 1 spina bifi da n 8 diastomatomyelia n 1 hemivertebra n 3 kyphoscoliosis n 2 amniotic band syndrome n 1 osseous dysplasia


id: cord-021206-4zyqqgs0
type: DISEASE
entity:
  intratubular refl ux polycystic kidney diseases mainly autosomal recessive polycystic disease renal candidiasis sickle cell anemia


id: cord-021206-4zyqqgs0
type: DISEASE
entity:
  diseases of the musculoskeletal system vascular system respiratory system digestive system urinary tract and nervous system MTF


id: cord-021087-n4epxwn9
type: PROTEIN
entity:
  X ray mammograms K Murase 1 N Tanki 1 M Iinuma 1 H Kubota 1 M Nagao 2 1 Osaka JP 2 Matsuyama JP Purpose


id: cord-021087-n4epxwn9
type: CELL_TYPE
entity:
  gastric varices T Ninoi 1 K Nakamura 1 N Nishida 1 Y Sakai 1 T Kitayama 1 M Hamuro 1 R Yamada 1 Y Inoue 1 T Kaminou 2 1 Osaka JP 2 Yonago JP Purpose


id: cord-021087-n4epxwn9
type: PROTEIN
entity:
  T2FSE 18 33 p 0 002 and PD T2 11 33 p 0 000 Reduced hippocampal size 28 33 atrophy of hippocampus 22 33


id: cord-021087-n4epxwn9
type: DNA
entity:
  X ray imaging P Monnin 1 R Meuli 1 J Hoszowska 2 J F Valley 1 F R Verdun 1 1 Lausanne CH 2 Grenoble FR Purpose


id: cord-021087-n4epxwn9
type: GGP
entity:
  K S Cho Y Jung S Kim J Kim Seoul KR Learning Objectives To discuss the role and findings of US CT and MRI


id: cord-021087-n4epxwn9
type: GGP
entity:
  K Steinke 1 K S Haghighi 2 K K Hazratwala 2 D L Morris 2 1 Basle CH 2 Sydney AU Purpose To evaluate the effect of vessel size on radiofrequency lesion creation in the lung with respect to potential for perfusion mediated heat sink effect and for vascular and bronchial injury Methodology Radiofrequency lesions targeted to tissue encompassing a variety of vessels were created in vivo in the lung of 10 cross bred sheep The access was either open after thoracotomy along the 5 th intercostal space


id: cord-021087-n4epxwn9
type: GGP
entity:
  Hashimoto 1 T Kaminou 1 P Haage 2 Y Ohuchi 1 K Nakamura 1 K Sugiura 1 Y Noishiki 3 R W Günther 2 T Ogawa 1 1


id: cord-021087-n4epxwn9
type: GGP
entity:
  serum ICAM 1 p 0 0001 and p 0 0001 respectively and VCAM 1 p 0 0001 and p 0 0001 respectively levels IMT


id: cord-021087-n4epxwn9
type: FAC
entity:
  A Miquel 1 E Dion 2 C Graef 2 Y Menu 1 P Grenier 2 J D Laredo 2 1 Le Kremlin Bicêtre FR 2 Paris FR Learning Objectives


id: cord-021087-n4epxwn9
type: ORG
entity:
  Conventional Radiography Digital Subtraction Angiography Computed Tomography Ultrasound Magnetic Resonance Imaging


id: cord-021087-n4epxwn9
type: PRODUCT
entity:
  G S Karlsdottir T Aspelund S Sigurdsson G Eiriksdottir L Launer T Harris V Gudnason R Detrano Kopavogur


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  cystic echinococcosis CE W P Hosch G W Kauffmann T Junghanss Heidelberg DE Learning Objects The new WHO classification provides for the first time a standardized sonomorphological staging of echinococcal cysts


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  KS 6 cervical cancers 8 leukaemias 3 testicular 2 larynx 3 lung 2 breast 2 esophagus 2 stomach 3 liver 4 kidney and 4 adrenal carcinomas


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  paraganglioma epidermoid cyst cystic teratoma tailgut cyst mucocele of appendix perianal mucinous adenocarcinoma cystic change


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  abnormal chest X rays and this influenced change in clinical management In the group where chest signs symptoms


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  airway and lung diseases A L Brun C Beigelman Aubry Y Badachi P A Grenier Paris FR Learning Objectives


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  lymphatic obstruction pulmonary manifestations lymphangitic carcinomatosis pulmonary metastases endobronchial metastases neoplastic


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  metastases in the extrahepatic abdominal solid organs bone central nervous system and abdominal wall


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  temporomandibular joint effusion F Tognini 1 D Manfredini 1 V Zampa 1 G Tognini 2 M Bosco 1 1 Pisa IT 2 Parma IT


id: cord-021087-n4epxwn9
type: CHEMICAL
entity:
  L E Bacigalupo 2 R Podestà 2 G Succio 2 F Pugliese 2 S Bianchi 3 C Martinoli 2 1 Siena IT 2 Genoa IT 3 Geneva CH Learning


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  breast and penile prostheses ventriculo peritoneal shunts intra ocular lens cardiac pacemakers and valves will


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  bone lesions 1 cervical adenopathy 2 abdominal involvement 2 abdominal and lung 1 pituitary gland 1 middle ears 1


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  inherited neurometabolic disorders A pictorial review S P Prabhu S A Barnard N Stoodley S A Renowden Bristol UK Learning Objectives


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  arachnoid cyst colloid cyst epidermoid cyst dermoid cyst pineal cyst Rathke cleft cyst choroid plexus cyst


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  skeletal dysplasias achondroplasia thanatophoric dwarfism chondrodysplasia punctata spondyloepiphyseal dysplasia


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  Meckel s diverticulum n 9 small bowel tumour n 2 duplication enteric cyst n 1 postoperative n 6 and bowel wall hemorrhage


id: cord-021087-n4epxwn9
type: CHEMICAL
entity:
  Özsarlak O D Archambeau F Delrue P M Parizel Antwerp BE Learning Objectives Thoracic outlet syndrome PAT


id: cord-021087-n4epxwn9
type: DISEASE
entity:
  inferior mesenteric renal intercostal lumbar right and left hepatic and anterior and posterior pancreaticoduodenal arteries


# bib

id: cord-011971-h78639ld
author: Wood, D. Brian
date: 2020-07-03
txt: ./txt/cord-011971-h78639ld.txt
cache: ./cache/cord-011971-h78639ld.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7390555/
doi: 10.5811/westjem.2020.5.46762
summary:
  title: Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors This paper offers expert guidelines for didactic instruction from members of the Council of Emergency Medicine Residency Directors Best Practices Subcommittee, based on best available evidence. Authors also recommend following the Model of Clinical Practice of Emergency Medicine when developing content, while incorporating sessions dedicated to morbidity and mortality, research methodology, journal article review, administration, wellness, and professionalism. 30, 31 To date, there are no objective data evaluating training level-specific didactics on learning outcomes; however, faculty and residents have been shown to view this targeted instruction positively. 66 This has been demonstrated to be an effective educational model that is positively viewed by trainees and can improve access and attendance at didactic offerings for both residents and faculty.

title:
  Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

abstract:
  Emergency medicine residency programs around the country develop didactic conferences to prepare residents for board exams and independent practice. To our knowledge, there is not currently an evidence-based set of guidelines for programs to follow to ensure maximal benefit of didactics for learners. This paper offers expert guidelines for didactic instruction from members of the Council of Emergency Medicine Residency Directors Best Practices Subcommittee, based on best available evidence. Programs can use these recommendations to further optimize their resident conference structure and content. Recommendations in this manuscript include best practices in formatting didactics, selection of facilitators and instructors, and duration of individual sessions. Authors also recommend following the Model of Clinical Practice of Emergency Medicine when developing content, while incorporating sessions dedicated to morbidity and mortality, research methodology, journal article review, administration, wellness, and professionalism.


id: cord-013381-aagbb1ip
title: Artificial Intelligence and Health in Nepal
author: van Teijlingen, Alexander
date: 2020-09-30
txt: ./txt/cord-013381-aagbb1ip.txt
cache: ./cache/cord-013381-aagbb1ip.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7538016/
doi: 10.3126/nje.v10i3.31649
summary:
  Often, such systems need a mixture of hardware and software to acquire and apply knowledge in an "intelligent" way and have the capabilities of perception, reasoning, learning, and making inferences from existing information. Other traditional AI and machine learning algorithms have also been applied to various diagnosis areas including breast cancer, drug discovery, therapy selection, and stratified care delivery. Ubenwa, a mobile phone app is being developed and tested in Nigeria which provides a machine learning algorithm (support vector classifier) which classifies new-born cries to identify asphyxia, this diagnostic tool provides the diagnosis with 20 seconds and allows an earlier intervention with only the requirement of a mobile phone, a tool rapidly growing in circulation within low income countries [6] . In conclusion, there will be many AI solutions in health care currently under development or already in use elsewhere that can be applied to low-income countries.

abstract:
  The growth in information technology and computer capacity has opened up opportunities to deal with much and much larger data sets than even a decade ago. There has been a technological revolution of big data and Artificial Intelligence (AI). Perhaps many readers would immediately think about robotic surgery or self-driving cars, but there is much more to AI. This Short Communication starts with an overview of the key terms, including AI, machine learning, deep learning and Big Data. This Short Communication highlights so developments of AI in health that could benefit a low-income country like Nepal and stresses the need for Nepal’s health and education systems to track such developments and apply them locally. Moreover, Nepal needs to start growing its own AI expertise to help develop national or South Asian solutions. This would require investing in local resources such as access to computer power/capacity as well as training young Nepali to work in AI.


id: cord-018038-gqdylj6n
title: Our World as a Learning System: A Communities-of-Practice Approach
author: Snyder, William M.
date: 2010
txt: ./txt/cord-018038-gqdylj6n.txt
cache: ./cache/cord-018038-gqdylj6n.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7122803/
doi: 10.1007/978-1-84996-133-2_7
summary:
  Civic development is essentially a social process of action learning, in which practitioners from diverse sectors, disciplines, and organisations work together to share ideas and best practices, create new approaches, and build new capabilities. Rather, sponsors and community leaders must be ready to engage in an evolutionary design process whereby the organisation fosters the development of communities among practitioners, creates structures that provide support and sponsorship for these communities, and finds ways to involve them in the conduct of the business. One way to assess the level of civic stewardship in any city or region is to map the prevalence, inclusiveness, and effectiveness of civic communities of practice (also known as coalitions, associations, partnerships, and alliances, among other terms) who take responsibility for clusters of issues related to particular civic domains, such as education, economic development, health, housing, public safety, infrastructure, culture, recreation, and the environment. A discipline that promotes the development of strategic social learning systems to steward civic practices at local, national, and global levels.

abstract:
  We live in a small world, where a rural Chinese butcher who contracts a new type of deadly flu virus can infect a visiting international traveller, who later infects attendees at a conference in a Hong Kong hotel, who within weeks spread the disease to Vietnam, Singapore, Canada, and Ireland. Fortunately, the virulence of the Severe Acute Respiratory Syndrome (SARS) was matched by the passion and skill of a worldwide community of scientists, health care workers, and institutional leaders who stewarded a highly successful campaign to quarantine and treat those who were infected while identifying the causes of the disease and ways to prevent its spread. In such a world, we depend on expert practitioners to connect and collaborate on a global scale to solve problems like this one – and to prevent future ones.


id: cord-020176-yc20rbml
title: Understanding Rural Parents’ Behavioral Intention to Allow Their Children to Use Mobile Learning
author: Mutambara, David
date: 2020-03-06
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7134283/
doi: 10.1007/978-3-030-44999-5_43
abstract:
  Faced with many challenges resulting in learners’ poor performance at the matriculation level, emphasis on Science, Technology, Engineering and Mathematics (STEM) education is in its infancy in South African’s high schools. However, studies have shown that mobile learning (m-learning) can be used to mitigate the challenges of STEM education. Despite, the benefits of mobile learning to rural STEM learners, its full potential has not been realized because the adoption of m-learning depends on users’ acceptance. Prior studies focused on teachers’ and learners’ acceptance of mobile learning. However, little is known about parents’ acceptance of m-learning, especially in rural areas. This study explores the acceptance of m-learning by parents of rural high school STEM learners. The study proposes the parents’ acceptance of m-learning model, which extends the technology acceptance model by introducing perceived social influence and perceived resources. Stratified random sampling was used to select 200 parents in the survey. Partial least squares structural equation modeling (PSL-SEM) was used to analyze data from 129 valid questionnaires. The proposed model explained 41% of the variance in parents’ acceptance of mobile learning. Attitude towards the use was found to be the best predictor and the only factor that have a direct effect on behavioral intention to use mobile learning. However, all other factors have an indirect influence on behavioral intention. The findings revealed that for mobile learning to be successfully implemented in rural areas, resources need to be provided.


id: cord-021087-n4epxwn9
title: ECR – Final Programme: Scientific and Educational Exhibits
author: nan
date: 2004
txt: ./txt/cord-021087-n4epxwn9.txt
cache: ./cache/cord-021087-n4epxwn9.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7149010/
doi: 10.1007/s10406-005-0142-5
abstract: nan
summary:
  Conclusions: MRI is useful to identify tumor response to Imatinib Mesylate in advanced GIST as from the early months of therapy with the following indicators of treatment activity: A) Size of lesions; B) signal intensity; C) vascularization; D) amount of degenerative tissue or necrosis; E) presence of peritoneal fluid. Materials and Methods: 34 patients (13 female, 21 male) from two centres with proven myocardial infarction by ECG, clinical and echo criteria underwent stress/ rest Tc99 sestamibi Gated SPECT scanning with a dual headed gamma camera and late contract enhanced MRI on identical 1.5 Tesla scanners in each centre using a protocol which imaged 15 minutes after injection of 0.1 mmol/kg IV gadolinium. These preliminary results illustrate the ability of MRI to assess the integrity of the TFCC and suggests its use as the first imaging method following plain radiography in the evaluation of patients with chronic posttraumatic pain on the ulnar side of the wrist.


id: cord-021206-4zyqqgs0
title: Scientific and Educational Exhibits
author: nan
date: 2007
txt: ./txt/cord-021206-4zyqqgs0.txt
cache: ./cache/cord-021206-4zyqqgs0.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7149153/
doi: 10.1007/s10406-007-0215-8
abstract: nan
summary:
  Purpose: To analyze the clinical and imaging fi ndings of BI-RADS category 3 breast lesions by mammographic and ultrasonographic (US) assessment ultimately diagnosed as malignancy in retrospect Methods and Materials: Of 3,207 cases of US-guided core needle biopsy for 4 years, category 3 was given after biopsy, based on mammographic and sonographic evaluation, in 1,099 lesions (41.7%) that were composed of 462 palpable and 637 nonpalpable lesions. Background: Regional kinesis alteration of IVS is associated with different cardiac conditions which may have both pathological and physiological meanings of which the most important are the following: a) left bundle branch block that may determine intra-left ventricular asynchrony and may represent an independent predictor of severe cardiac events in heart failure patients; b) pulmonary embolism that increase right ventricle pressure; c) constrictive pericarditis; d) restrictive cardiomyopathies; e) post-operative cardiac surgery.


id: cord-024503-f4ibgn9i
title: Self-supervised Learning for Semi-supervised Time Series Classification
author: Jawed, Shayan
date: 2020-04-17
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7206263/
doi: 10.1007/978-3-030-47426-3_39
abstract:
  Self-supervised learning is a promising new technique for learning representative features in the absence of manual annotations. It is particularly efficient in cases where labeling the training data is expensive and tedious, naturally linking it to the semi-supervised learning paradigm. In this work, we propose a new semi-supervised time series classification model that leverages features learned from the self-supervised task on unlabeled data. The idea is to exploit the unlabeled training data with a forecasting task which provides a strong surrogate supervision signal for feature learning. We draw from established multi-task learning approaches and model forecasting as an auxiliary task to be optimized jointly with the main task of classification. We evaluate our proposed method on benchmark time series classification datasets in semi-supervised setting and are able to show that it significantly outperforms the state-of-the-art baselines.


id: cord-026732-2t4pu36i
title: Learners’ perceptions and experiences of studying psychology online
author: Garip, Gulcan
date: 2020-06-13
txt: ./txt/cord-026732-2t4pu36i.txt
cache: ./cache/cord-026732-2t4pu36i.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7293431/
doi: 10.1007/s40692-020-00167-4
summary:
  This highlights the need for educators and researchers to examine practical and evidence-based models that support the development of online courses that foster self-regulated learning. This study is notable for its detailed examination of the lived experiences of online psychology students from varied backgrounds, which builds on previous research that has identified the importance of human factors when considering self-regulated learning in online platforms (Wong et al. For example, online educators can provide students with resources and activities that facilitate and help overcome barriers to behaviours associated with self-regulated learning (e.g. asking students to identify and reflect on their motivations for studying psychology). The present study successfully demonstrates the potential of COM-B model in guiding the development of strategies to facilitate mature psychology students in achieving or maintaining self-regulated online learner status.

abstract:
  This study aimed to explore the lived experiences of six international and mature online learners studying on an undergraduate psychology course to identify barriers and facilitators to studying online. A secondary aim was to deductively explore the applicability of the Capability, Opportunity, Motivation, and Behaviour model to participants' narratives related to self-regulated online learning. Online interviews with six demographically diverse participants were conducted and analysed using Interpretative Phenomenological Analysis. The overarching theme was 'the balancing act of online learners', which consisted of three major themes (and respective subthemes): (1) 'identity as an online learner' ('in today's world, we're all very busy'), (2) 'access to resources' ('importance of location' and 'comparing online to on-campus teaching and learning'), and (3) 'changing nature of social interactions' ('tutors as a crutch' and 'peer-to-peer interactions'). A number of facilitators and barriers related to these themes were identified, which are applicable to the COM-B model. The COM-B model offers a novel approach in designing and delivering learning materials and activities that may instil or help maintain self-regulated learning in online psychology students.


id: cord-029031-jtdc9a7w
title: A Tool for Supporting the Evaluation of Active Learning Activities
author: Jirapanthong, Waraporn
date: 2020-06-22
txt: ./txt/cord-029031-jtdc9a7w.txt
cache: ./cache/cord-029031-jtdc9a7w.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7354775/
doi: 10.1007/978-3-030-53956-6_43
summary:
  In particular, a prototype tool is designed and developed in order to facilitate the evaluation of activities based on an active learning class. Two scenarios of active learning classrooms are created in order to evaluate the prototype tool. The researchers introduced engaging activities throughout traditional lectures as they stimulate learning and retention, improve students'' attitudes regarding education, and enhances academic achievement [1] [2] [3] [4] [5] . Therefore, in a time when individuals need to be critical thinkers and problem-solvers, Active Learning provides students with the necessary tools to develop those life skills that were not necessarily on the forefront with traditional education methods. The steps to execute the program are: i) provide photos capturing the activities in the classroom in the images folder. To work with the program, an instructor has to capture photos during activities of active learning in a classroom.

abstract:
  Active learning becomes a strategical approach for an educational principle. The student engagement become a wider concern. Many researches have been proposed to support the approach. However, one of issues is how to effectively evaluate the performance and progress of students’ learning. Although, having student engagement in a classroom is vital, the evaluation of students’ performance is more important. However, keeping up the details or records of students’ progress is a difficult task. We therefore propose a support for instructors to evaluate the performance of their students. In particular, a prototype tool is designed and developed in order to facilitate the evaluation of activities based on an active learning class. The tool also encompasses the web service for a function of face feature recognition. Two scenarios of active learning classrooms are created in order to evaluate the prototype tool. We also plan to create a larger number of scenarios which involve different class objectives. The results show that the tool can detect and determine students with high precision values. However, the prototype tool takes a long time to be processed depending on the size and number of photos.


id: cord-030613-i4rdhipz
title: Guideposts for Assessment During COVID‐19
author: Jankowski, Natasha A.
date: 2020-08-03
txt: ./txt/cord-030613-i4rdhipz.txt
cache: ./cache/cord-030613-i4rdhipz.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7436407/
doi: 10.1002/au.30222
abstract: nan
summary:
  With questions of the quality of the educational experience in view (Eaton 2020a) , the role of student learning outcomes assessment is more crucial than ever to counteract future concerns over transfer, quality of degree completion, and alignment with quality standards. What are the appropriate norms for assessment when remote instruction will be carried out into the fall or longer and while students, faculty, and staff live, learn, and work in a global pandemic? Best practices imply that courses have been intentionally designed with clear alignment between learning outcomes, content, assessments, and activities-all led by faculty members fluent in the online system and clear on their role as learning support. Faculty who taught courses that were intentionally designed from clear learning outcomes-with alignment between learning outcomes, assignments/assessments, and evaluative criteria-were in a better position to make the abrupt shift to remote instruction.


id: cord-032733-5v6kxgv4
title: Value creation programmes: lessons from an early-stage implementation
author: Bozward, D.
date: 2020-09-26
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7519853/
doi: 10.1007/s41959-020-00033-5
abstract:
  This paper explores the authors’ efforts to design and deliver a Venture Creation Programme (VCP) at the University of Worcester between 2015 and 2017. The purpose of the paper is to present critical insights into the manner in which learning can be facilitated through VCPs using our own experiences as an example. The paper begins with a discussion of the authors' methodology before moving to a literature review addressing VCP’s and related elements of entrepreneurial education best practice. It then shifts to a critical discussion of the authors' experiences based on insights, student and staff evaluations, and course data. In the process of conducting this review the authors found that good pedagogical design, in a VCP context, needs to focus on ensuring that academics promote constructive alignment between the curriculum that is ‘taught’, the teaching methods used, the learning environment chosen and the assessment procedures adopted. Only by minimising inconsistencies which link these factors will students’ experiences of venture creation be fully engaging, promoting more effective, experiential and entrepreneurial development. This paper provides educators with an original and experiential insight into the design of a VCP programme and the pedagogical developments required for their successful implementation. There is considerable value herein for higher education institutions which want to design a new VCP, especially with reference to the curriculum design, experiential learning activities, types and methods of assessments and online learning environments for entrepreneurial students.


id: cord-035388-n9hza6vm
title: Federated Learning for Healthcare Informatics
author: Xu, Jie
date: 2020-11-12
txt: ./txt/cord-035388-n9hza6vm.txt
cache: ./cache/cord-035388-n9hza6vm.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7659898/
doi: 10.1007/s41666-020-00082-4
summary:
  This creates a big barrier for developing effective analytical approaches that are generalizable, which need diverse, "big data." Federated learning, a mechanism of training a shared global model with a central server while keeping all the sensitive data in local institutions where the data belong, provides great promise to connect the fragmented healthcare data sources with privacy-preservation. For both provider (e.g., building a model for predicting the hospital readmission risk with patient Electronic Health Records (EHR) [71] ) and consumer (patient)-based applications (e.g., screening atrial fibrillation with electrocardiograms captured by smartwatch [79] ), the sensitive patient data can stay either in local institutions or with individual consumers without going out during the federated model learning process, which effectively protects the patient privacy. Federated learning is a problem of training a high-quality shared global model with a central server from decentralized data scattered among large number of different clients (Fig. 1) .

abstract:
  With the rapid development of computer software and hardware technologies, more and more healthcare data are becoming readily available from clinical institutions, patients, insurance companies, and pharmaceutical industries, among others. This access provides an unprecedented opportunity for data science technologies to derive data-driven insights and improve the quality of care delivery. Healthcare data, however, are usually fragmented and private making it difficult to generate robust results across populations. For example, different hospitals own the electronic health records (EHR) of different patient populations and these records are difficult to share across hospitals because of their sensitive nature. This creates a big barrier for developing effective analytical approaches that are generalizable, which need diverse, “big data.” Federated learning, a mechanism of training a shared global model with a central server while keeping all the sensitive data in local institutions where the data belong, provides great promise to connect the fragmented healthcare data sources with privacy-preservation. The goal of this survey is to provide a review for federated learning technologies, particularly within the biomedical space. In particular, we summarize the general solutions to the statistical challenges, system challenges, and privacy issues in federated learning, and point out the implications and potentials in healthcare.


id: cord-143033-88o1bazi
author: Peppler, Kylie
date: 2020-08-15
url: https://arxiv.org/pdf/2008.06610v1.pdf
doi: nan
title:
  Key principles for workforce upskilling via online learning: a learning analytics study of a professional course in additive manufacturing

abstract:
  Effective adoption of online platforms for teaching, learning, and skill development is essential to both academic institutions and workplaces. Adoption of online learning has been abruptly accelerated by COVID19 pandemic, drawing attention to research on pedagogy and practice for effective online instruction. Online learning requires a multitude of skills and resources spanning from learning management platforms to interactive assessment tools, combined with multimedia content, presenting challenges to instructors and organizations. This study focuses on ways that learning sciences and visual learning analytics can be used to design, and to improve, online workforce training in advanced manufacturing. Scholars and industry experts, educational researchers, and specialists in data analysis and visualization collaborated to study the performance of a cohort of 900 professionals enrolled in an online training course focused on additive manufacturing. The course was offered through MITxPro, MIT Open Learning is a professional learning organization which hosts in a dedicated instance of the edX platform. This study combines learning objective analysis and visual learning analytics to examine the relationships among learning trajectories, engagement, and performance. The results demonstrate how visual learning analytics was used for targeted course modification, and interpretation of learner engagement and performance, such as by more direct mapping of assessments to learning objectives, and to expected and actual time needed to complete each segment of the course. The study also emphasizes broader strategies for course designers and instructors to align course assignments, learning objectives, and assessment measures with learner needs and interests, and argues for a synchronized data infrastructure to facilitate effective just in time learning and continuous improvement of online courses.


id: cord-154587-qbmm5st9
author: Nguyen, Thanh Thi
date: 2020-07-30
url: https://arxiv.org/pdf/2008.07343v1.pdf
doi: nan
title:
  Artificial Intelligence in the Battle against Coronavirus (COVID-19): A Survey and Future Research Directions

abstract:
  Artificial intelligence (AI) has been applied widely in our daily lives in a variety of ways with numerous successful stories. AI has also contributed to dealing with the coronavirus disease (COVID-19) pandemic, which has been happening around the globe. This paper presents a survey of AI methods being used in various applications in the fight against the COVID-19 outbreak and outlines the crucial roles of AI research in this unprecedented battle. We touch on a number of areas where AI plays as an essential component, from medical image processing, data analytics, text mining and natural language processing, the Internet of Things, to computational biology and medicine. A summary of COVID-19 related data sources that are available for research purposes is also presented. Research directions on exploring the potentials of AI and enhancing its capabilities and power in the battle are thoroughly discussed. We highlight 13 groups of problems related to the COVID-19 pandemic and point out promising AI methods and tools that can be used to solve those problems. It is envisaged that this study will provide AI researchers and the wider community an overview of the current status of AI applications and motivate researchers in harnessing AI potentials in the fight against COVID-19.


id: cord-159103-dbgs2ado
title: The Future of Digital Health with Federated Learning
author: Rieke, Nicola
date: 2020-03-18
url: https://arxiv.org/pdf/2003.08119v1.pdf
doi: nan
abstract:
  Data-driven Machine Learning has emerged as a promising approach for building accurate and robust statistical models from medical data, which is collected in huge volumes by modern healthcare systems. Existing medical data is not fully exploited by ML primarily because it sits in data silos and privacy concerns restrict access to this data. However, without access to sufficient data, ML will be prevented from reaching its full potential and, ultimately, from making the transition from research to clinical practice. This paper considers key factors contributing to this issue, explores how Federated Learning (FL) may provide a solution for the future of digital health and highlights the challenges and considerations that need to be addressed.


id: cord-258269-ig8i9278
title: Multimodal teaching, learning and training in virtual reality: a review and case study
author: Philippe, Stéphanie
date: 2020-10-31
txt: ./txt/cord-258269-ig8i9278.txt
cache: ./cache/cord-258269-ig8i9278.txt
extension: .txt
mime: text/plain
url: https://www.sciencedirect.com/science/article/pii/S2096579620300711
doi: 10.1016/j.vrih.2020.07.008
summary:
  Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially when employed in highly interactive and immersive learning environments such as Virtual Reality (VR). This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed, mapped and visualized through distinct VR-design elements and features. The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied, situated and reflective praxis in spatial, emotional and temporal VR learning environments. For example, to mitigate VR sickness while students are interacting and manipulating 3D objects for designing a prototype or researching an object, a virtual locomotion technique [80] may be induced to offer natural, usable and efficient ways for multimodal driven activities to be navigated through and enacted in the VR environment.

abstract:
  It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings, spaces, processes, and teaching strategies for discerning a global perspective on constructing the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially when employed in highly interactive and immersive learning environments such as Virtual Reality (VR). VR environments may aid students' efforts to be active learners through consciously attending to, and reflecting on, critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change. This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed, mapped and visualized through distinct VR-design elements and features. The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied, situated and reflective praxis in spatial, emotional and temporal VR learning environments.


id: cord-258996-e2xagi27
title: Teaching online: foundational concepts of online learning and practical guidelines
author: Rhim, Hye Chang
date: 2020-09-01
txt: ./txt/cord-258996-e2xagi27.txt
cache: ./cache/cord-258996-e2xagi27.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32894921/
doi: 10.3946/kjme.2020.171
summary:
  By understanding the foundational concepts and applying these guidelines, the adoption of online learning in the medical school may supplement the traditional medical education or even provide additional benefits in the new normal after the COVID-19 pandemic. Therefore, the purpose of this review is to provide foundational concepts of online learning that can be historically traced back to distance education and discuss the practical guidelines for designing an effective online curriculum. There are three foundational concepts for effective distance education programs, which become the basis of instructional design of online learning and teaching practices: Transactional distance, Presence, and Independent learners. In this section, we will discuss the design of learning experiences by explaining five online pedagogical guidelines: design structure and flow to embrace experiential learning, accommodate both synchronous and asynchronous learning, design/ facilitate interactions, promote practice opportunities, and promote a learning community.

abstract:
  Medical schools have been slowly adopting online learning into pedagogical methods for more than a decade. While some medical educators are reluctant to accept these changes, the ongoing coronavirus disease 2019 (COVID-19) pandemic poses a threat to the delivery of traditional medical education, which has accelerated the inevitable implementation of online learning. This sudden change may be a new challenge to medical educators who are new to this territory. Therefore, this review aims to provide foundational concepts of online learning and practical guidelines in the context of medical education. The authors first identify three foundational concepts, which are transactional distance, presence, and independent learners. In online learning, transactional distance, determined by dialogue and structure, becomes more important than physical distance. Furthermore, effective and successful online learning requires the achievement and accommodation of cognitive, social, and teaching presences. It is also crucial to recognize learners not as passive recipients of information predefined by a teacher, but as active, capable, and independent individuals. The authors, then, discuss the practical guidelines for designing an effective online curriculum. Five online pedagogical guidelines are laid out in this review: design structures and flows to embrace experiential learning, accommodate both synchronous and asynchronous learning, design/facilitate interactions, promote practice opportunities, and promote a learning community. By understanding the foundational concepts and applying these guidelines, the adoption of online learning in the medical school may supplement the traditional medical education or even provide additional benefits in the new normal after the COVID-19 pandemic.


id: cord-260167-3kjjjbp0
title: Steps to use artificial intelligence in echocardiography
author: Kusunose, Kenya
date: 2020-10-12
txt: ./txt/cord-260167-3kjjjbp0.txt
cache: ./cache/cord-260167-3kjjjbp0.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s12574-020-00496-4
doi: 10.1007/s12574-020-00496-4
summary:
  Such examples of this are AI-developed computed tomography and magnetic resonance image measurement of lumen diameter, recognition of coronary calcium score, recognition of obstructive coronary disease, automated acquisition, segmentation, and report generation [7] [8] [9] . This proposed approach could also be generalized to other images involving deep learning in the cardiovascular field, where there are frequent gaps in clinical labeling [16] . Recently, we reported on our newly developed view classification model, based on convolutional neural network using 17,000 images. Recently, our group developed an AI model for automated detection of RWMAs in myocardial infarction, using a deep learning algorithm including ResNet, DenseNet, Inception-ResNet, Inception, and Xception for a convolutional neural network [31] [32] [33] . A deep learning approach for assessment of regional wall motion abnormality from echocardiographic images Clinically feasible and accurate view classification of echocardiographic images using deep learning

abstract:
  Artificial intelligence (AI) has influenced every field of cardiovascular imaging in all phases from acquisition to reporting. Compared with computed tomography and magnetic resonance imaging, there is an issue of high observer variation in the interpretation of echocardiograms. Therefore, AI can help minimize the observer variation and provide accurate diagnosis in the field of echocardiography. In this review, we summarize the necessity for automated diagnosis in the echocardiographic field, and discuss the results of AI application to echocardiography and future perspectives. Currently, there are two roles for AI in cardiovascular imaging. One is the automation of tasks performed by humans, such as image segmentation, measurement of cardiac structural and functional parameters. The other is the discovery of clinically important insights. Most reported applications were focused on the automation of tasks. Moreover, algorithms that can obtain cardiac measurements are also being reported. In the next stage, AI can be expected to expand and enrich existing knowledge. With the continual evolution of technology, cardiologists should become well versed in this new knowledge of AI and be able to harness it as a tool. AI can be incorporated into everyday clinical practice and become a valuable aid for many healthcare professionals dealing with cardiovascular diseases. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s12574-020-00496-4) contains supplementary material, which is available to authorized users.


id: cord-265665-411rtt89
title: Online Education In A Hurry: Delivering Pediatric Graduate Medical Education During COVID-19
author: Teele, Sarah A.
date: 2020-11-04
url: https://www.sciencedirect.com/science/article/pii/S1058981320301892?v=s5
doi: 10.1016/j.ppedcard.2020.101320
abstract:
  In the setting of the coronavirus disease 2019 (COVID-19) pandemic, an emergency hospital-wide eWork policy was enacted at Boston Children’s Hospital on March 16, 2020. The number of clinicians on campus was restricted to only essential personnel, guidelines limited clinical care delivery to solely non-elective patients, and strict maximums were placed on the numbers of people allowed to congregate in the same physical space. With this abrupt transition to social distancing and electronic communication, the established approach to educating graduate medical trainees became obsolete overnight. Anticipating significant impact on trainee and faculty professional and personal lives, the importance of adaptive teaching strategies was evident. This document details one approach to redesigning the clinical learning system including a description of the learners and environment, the pedagogical principles that guided the approach, and technological tools used in implementation. Additionally, available literature pertinent to this topic is explored, assessment of the work to date is presented, and suggestions are provided regarding future directions related to online graduate medical education.


id: cord-265850-v83dwt6k
title: Education, the science of learning, and the COVID-19 crisis
author: Thomas, Michael S. C.
date: 2020-05-25
url: https://www.ncbi.nlm.nih.gov/pubmed/32836416/
doi: 10.1007/s11125-020-09468-z
abstract:
  In the COVID-19 crisis, the science of learning has two different responsibilities: first, to offer guidance about how best to deal with the impact of the current situation, including lockdown and home-schooling; and second, to consider bigger questions about what this large-scale educational experiment might mean for the future. The first part of this Viewpoint summarises advice for parents on mental health, and on becoming stand-in-teachers. The second part, taking the longer view, considers the potential negative impact of the COVID-19 crisis in increasing inequality in education; but also the potential positive impact of driving innovations in technology use for educating children.


id: cord-273005-kab6f157
author: Longhurst, Georga J.
date: 2020-05-09
txt: ./txt/cord-273005-kab6f157.txt
cache: ./cache/cord-273005-kab6f157.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1002/ase.1967
doi: 10.1002/ase.1967
summary:
  The seven questions that were selected focused around three themes: (1) location of university and size of anatomy team, (2) adaptations to teaching and resources used in lectures and practical sessions and (3) major challenges and opportunities (see Supporting Information 1). Universities identified other opportunities such as upskilling in new technologies (21%), incorporation of blended learning (14%), development of alternative examination methods (7%), and free access to online resources (7%) ( Table 4 ). One academic stated that that this was an "opportunity to improve staff awareness of online teaching methods and their confidence in using them." For anatomists, this is a unique opportunity to assess the educational benefits of this software, encouraged by free licenses offered by many companies during this time, such as "Visible Body" (Argosy Publishing, Inc., Newton, MA) and "Human Biodigital" (Biodigital Inc., Seoul, South Korea). She teaches anatomy to medical, dentistry and allied health students and her research interests include incorporation of technology in anatomical education.

title:
  Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid‐19 Pandemic

abstract:
  The Covid‐19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face‐to‐face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three‐dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.


id: cord-275622-v5o4uayk
title: The COVID-19 pandemic as disjuncture: Lifelong learning in a context of fear
author: Bjursell, Cecilia
date: 2020-10-30
txt: ./txt/cord-275622-v5o4uayk.txt
cache: ./cache/cord-275622-v5o4uayk.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33144741/
doi: 10.1007/s11159-020-09863-w
summary:
  These directives to change what was hitherto entirely "normal" behaviour among human beings has caused "disjuncture" in people''s lives; namely, a disharmony between the world as we knew it and the state of the world during the current pandemic. Footnote 2 (continued) practice of social distancing to ongoing, long-term changes in society; and (3) highlight certain risks and possibilities which need to be addressed if our goal is to support people''s engagement in the kind of learning that is directed towards achieving a better post-pandemic life and a better post-pandemic society. In view of the fact that social distancing can have serious negative effects on people and society, the next section provides an analysis of the COVID-19 pandemic as disjuncture and what this entails in terms of learning. Returning to "non-reflective learning", it is interesting to note that the COVID-19 pandemic and the recommendations and directives that have been issued with respect to social distancing have already changed the way in which we behave.

abstract:
  The COVID-19 pandemic has caused a number of fundamental changes in different societies, and can therefore be understood as creating “disjuncture” in our lives. Disjuncture is a concept proposed by adult educator Peter Jarvis to describe the phenomenon of what happens when an individual is confronted with an experience that conflicts with her/his previous understanding of the world. Faced with a situation that creates disjuncture, the person is compelled to find new knowledge and new ways of doing things; i.e., he/she must embark on a learning process. The recent introduction of social distancing as a measure aiming to reduce transmission of the COVID-19 virus has dramatically changed people’s behaviour, but this measure does not only have preventive and desirable effects. There is an associated risk for increased isolation among the older generations of the population, as well as a change in intergenerational relationships. Although the current pandemic (as disjuncture) may potentially initiate major learning processes in the human collective, we should remember that disjuncture is often theorised within neutral, or even positive, contexts. In a context of fear, however, learning may result in a narrowing of mindsets and a rejection of collective efforts and solidarity between generations. In terms of the types of learning triggered by the current pandemic (as disjuncture), one problem is non-reflective learning, which primarily occurs on a behavioural level. We need to recognise this and engage in reflective learning if we are to make the choices that will lead to a society that is worth living in for all generations. Our goal must be to learn to be a person in a post-pandemic society.


id: cord-277650-llsgpyrm
title: Digital Pharmaceutical Sciences
author: Damiati, Safa A.
date: 2020-07-26
url: https://www.ncbi.nlm.nih.gov/pubmed/32715351/
doi: 10.1208/s12249-020-01747-4
abstract:
  Artificial intelligence (AI) and machine learning, in particular, have gained significant interest in many fields, including pharmaceutical sciences. The enormous growth of data from several sources, the recent advances in various analytical tools, and the continuous developments in machine learning algorithms have resulted in a rapid increase in new machine learning applications in different areas of pharmaceutical sciences. This review summarizes the past, present, and potential future impacts of machine learning technologies on different areas of pharmaceutical sciences, including drug design and discovery, preformulation, and formulation. The machine learning methods commonly used in pharmaceutical sciences are discussed, with a specific emphasis on artificial neural networks due to their capability to model the nonlinear relationships that are commonly encountered in pharmaceutical research. AI and machine learning technologies in common day-to-day pharma needs as well as industrial and regulatory insights are reviewed. Beyond traditional potentials of implementing digital technologies using machine learning in the development of more efficient, fast, and economical solutions in pharmaceutical sciences are also discussed.


id: cord-281745-jkscwdjh
title: “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19
author: Adarkwah, Michael Agyemang
date: 2020-09-16
url: https://www.ncbi.nlm.nih.gov/pubmed/32952435/
doi: 10.1007/s10639-020-10331-z
abstract:
  Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.


id: cord-286531-3syf6upw
title: Young Children’s Online Learning during COVID-19 Pandemic: Chinese Parents’ Beliefs and Attitudes
author: Dong, Chuanmei
date: 2020-09-08
txt: ./txt/cord-286531-3syf6upw.txt
cache: ./cache/cord-286531-3syf6upw.txt
extension: .txt
mime: text/plain
url: https://www.sciencedirect.com/science/article/pii/S019074092031224X?v=s5
doi: 10.1016/j.childyouth.2020.105440
summary:
  This study surveyed 3275 Chinese parents'' beliefs and attitudes around young children''s online learning during the lockdown of the COVID-19 pandemic. To fill this research gap, this study endeavors to understand how Chinese parents perceive their young children''s online learning during the COVID-19 lockdown through a large-scale online survey. Thus, it is of great theoretical importance to understand Chinese parental beliefs and attitudes around young children''s online learning during the lockdown as a unique study in terms of time and place. As the first exploration of Chinese parents'' beliefs and attitudes around online learning during the COVID-19 pandemic, this study has found that many young children had online learning experiences that were delivered by their kindergarten teachers or online learning apps at no or low cost.

abstract:
  Online learning has been widely promoted to replace traditional face-to-face learning during the COVID-19 pandemic to maintain young children’s learning and play at home. This study surveyed 3275 Chinese parents’ beliefs and attitudes around young children’s online learning during the lockdown of the COVID-19 pandemic. Most parents (92.7%) in the study reported that their children had online learning experiences during the pandemic, and many (84.6%) spent less than a half-hour each time. The parents generally had negative beliefs about the values and benefits of online learning and preferred traditional learning in early childhood settings. They tended to resist and even reject online learning for three key reasons: the shortcomings of online learning, young children’s inadequate self-regulation, and their lack of time and professional knowledge in supporting children’s online learning. Also, the hardship caused by the COVID-19 pandemic has made them suffering, thus more resistant to online learning at home. The results suggested that the implementation of online learning during the pandemic has been problematic and challenging for families. The Chinese parents were neither trained nor ready to embrace online learning. The paper concluded with implications for policymakers and teacher education.


id: cord-290394-fc6xnbju
title: The Neuropsychological Impact of E-learning on Children
author: Jha, Amrit Kumar
date: 2020-07-13
txt: ./txt/cord-290394-fc6xnbju.txt
cache: ./cache/cord-290394-fc6xnbju.txt
extension: .txt
mime: text/plain
url: https://api.elsevier.com/content/article/pii/S1876201820304184
doi: 10.1016/j.ajp.2020.102306
abstract: nan
summary:
  The COVID-19 pandemic has forced school closures worldwide leading nearly 1.95 billion children being out-of-classrooms or away from school in almost 195 countries (Tandon 2020a; UNESCO, 2020) . While neuroplasticity offers opportunity to adapt the sudden change in the modality of classroom transaction from face-to-face interaction to the technology mediated learning, it may wreak havoc for the growing brain of children. Additionally, searching, locating, and reading online content reduces the functional connectivity of regions around temporal gyrus, responsible for long-term memory formation and retrieval of learned material (Liu et al., 2018) . (2019) has indicated how functional changes impair attentional capacities, memory processes, and social cognition abilities in individuals. Cognitive overload, as a product of multi-method based learning and divided attention, impacts the quality of comprehension, prioritization, and deep-level processing of incoming information, which in turn, critically determines consolidation of memory into long-term memory (Carr, 2010) . The "online brain": how the internet may be changing our cognition


id: cord-292123-ko1pnree
author: Pikhart, Marcel
date: 2020-12-31
txt: ./txt/cord-292123-ko1pnree.txt
cache: ./cache/cord-292123-ko1pnree.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33042300/
doi: 10.1016/j.procs.2020.09.158
summary:
  eLearning and blended learning as teaching methodologies and practices have become ubiquitous in our higher education environment that nowadays it is almost impossible to imagine any educational process without the utilization of these modern trends [1] [2] [3] [4] [5] . The research has proved that the beneficial effects of the use of technology in the learning process are vast and the results of the students'' performance can be increased if used properly and adequately [18] [19] [20] [21] . Following the intention of a positive psychology perspective, the questionnaire focused on these items which were considered crucial to find out what the most important aspects of eLearning are for the users regarding their satisfaction with the course. The differences in the results clearly show that after the implementation of online learning into the course the individual satisfaction remained more or less the same, the difference is statistically negligible, however, positive feelings connected to the use of the course have dropped.

title:
  The use of technology in the learning environment for business communication: applied linguistics of business communication from the positive psychology perspective

abstract:
  The paper deals with implementation of a smart learning environment, namely Blackboard, into the course of business communication. The new approach was implemented into the course and the research was conducted into the subjective satisfaction of the users of the environment. The first research was conducted in 2018 into the users´ satisfaction with the course which was taught using traditional methods, and the second research was conducted in 2019 into the users´ satisfaction with the new online course. The idea of the creator of the online course was to keep the contents and the scope of the subject as much similar as possible to create two groups of users, i.e. the first, using the traditional approaches, and the second with the modern technology-enabled class. With this intention, the Blackboard class was created, and the users were taught by using blended learning methodology. The research focused merely on personal satisfaction with the course within the intention of positive psychology, i.e. focusing on potential issues regarding personal satisfaction. It did not focus on the differences in the performance of the students as there is a lot of research into this aspect. However, it focused on the individual satisfaction and personal feelings of the users while using blended learning platforms in the context of ubiquitous computing. The findings are that the users expressed their satisfaction regarding easily accessible materials and varied learning environment; however, the dissatisfaction was created by increased screen time and reduces social contacts. The findings are very important for educators who use various mobile platforms and eLearning environments as they should be aware of the reservations of the users of these tools.


id: cord-301035-dz8642qx
author: Rasheed, Jawad
date: 2020-10-10
url: https://www.ncbi.nlm.nih.gov/pubmed/33071481/
doi: 10.1016/j.chaos.2020.110337
title:
  A Survey on Artificial Intelligence Approaches in Supporting Frontline Workers and Decision Makers for COVID-19 Pandemic

abstract:
  While the world has experience with many different types of infectious diseases, the current crisis related to the spread of COVID-19 has challenged epidemiologists and public health experts alike, leading to a rapid search for, and development of, new and innovative solutions to combat its spread. The transmission of this virus has infected more than 18.92 million people as of August 6, 2020, with over half a million deaths across the globe; the World Health Organization (WHO) has declared this a global pandemic. A multidisciplinary approach needs to be followed for diagnosis, treatment and tracking, especially between medical and computer sciences, so, a common ground is available to facilitate the research work at a faster pace. With this in mind, this survey paper aimed to explore and understand how and which different technological tools and techniques have been used within the context of COVID-19. The primary contribution of this paper is in its collation of the current state-of-the-art technological approaches applied to the context of COVID-19, and doing this in a holistic way, covering multiple disciplines and different perspectives. The analysis is widened by investigating Artificial Intelligence (AI) approaches for the diagnosis, anticipate infection and mortality rate by tracing contacts and targeted drug designing. Moreover, the impact of different kinds of medical data used in diagnosis, prognosis and pandemic analysis is also provided. This review paper covers both medical and technological perspectives to facilitate the virologists, AI researchers and policymakers while in combating the COVID-19 outbreak.


id: cord-303137-g2pe3ad8
title: High Tech, High Risk: Tech Ethics Lessons for the COVID-19 Pandemic Response
author: Moss, Emanuel
date: 2020-10-09
txt: ./txt/cord-303137-g2pe3ad8.txt
cache: ./cache/cord-303137-g2pe3ad8.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.patter.2020.100102
doi: 10.1016/j.patter.2020.100102
summary:
  The tech companies that are driving the technological response to the COVID-19 pandemic have arranged their business models and organizational practices around building products that distribute upsides and downsides according to socio-historical patterns, as interpreted by machines, yet lack the capacity to ''''understand just how pervasively. Given the profound threat of COVID-19, it is crucial to consider how the application of machine learning to the social challenges of a global pandemic can produce and distribute risk across society. 61 Over the past 2 years, we have been studying how those inside of Silicon Valley tech companies, which build the machine learning models that are most likely to directly affect people, go about understanding the impacts of machine learning and developing organizational practices to manage the effect they have on how risk is distributed across society.

abstract:
  The COVID-19 pandemic has, in a matter of a few short months, drastically reshaped society around the world. Because of the growing perception of machine learning as a technology capable of addressing large problems at scale, machine learning applications have been seen as desirable interventions in mitigating the risks of the pandemic disease. However, machine learning, like many tools of technocratic governance, is deeply implicated in the social production and distribution of risk and the role of machine learning in the production of risk must be considered as engineers and other technologists develop tools for the current crisis. This paper describes the coupling of machine learning and the social production of risk, generally, and in pandemic responses specifically. It goes on to describe the role of risk management in the effort to institutionalize ethics in the technology industry and how such efforts can benefit from a deeper understanding of the social production of risk through machine learning.


id: cord-303385-2jjg8qw6
title: Policy learning and Universal Health Coverage in low- and middle-income countries
author: Kiendrébéogo, Joël Arthur
date: 2020-07-21
txt: ./txt/cord-303385-2jjg8qw6.txt
cache: ./cache/cord-303385-2jjg8qw6.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1186/s12961-020-00591-z
doi: 10.1186/s12961-020-00591-z
summary:
  This article draws on an analytical framework proposed by Dunlop and Radaelli, whereby they identified four learning modes that can emerge according to the specific characteristics of the policy process: epistemic learning, learning in the shadow of hierarchy, learning through bargaining and reflexive learning. Epistemic learning takes several configurations in our ''collective action for UHC'' in LMICs. Epistemic learning encompasses situations such as (1) reading a policy-brief or even a scientific article, particularly a systematic review or a metaanalysis; (2) attending national, regional or international meetings or training workshops; (3) the release of conceptual or analytical frameworks to better understand the concept of UHC or its linkages with health system pillarsexamples include the health financing functions [50, 51] or the ''UHC cube'' [1] ; or (4) specialist agencies or researchers sharing lessons learned in other countries [3, 52] or developing policy guidance notes on how to move quickly towards UHC [53] [54] [55] .

abstract:
  Learning is increasingly seen as an essential component to spur progress towards universal health coverage (UHC) in low- and middle-income countries (LMICs). However, learning remains an elusive concept, with different understandings and uses that vary from one person or organisation to another. Specifically, it appears that ‘learning for UHC’ is dominated by the teacher mode — notably scientists and experts as ‘teachers’ conveying to local decision/policy-makers as ‘learners’ what to do. This article shows that, to meet countries’ needs, it is important to acknowledge that UHC learning situations are not restricted to the most visible epistemic learning approach practiced today. This article draws on an analytical framework proposed by Dunlop and Radaelli, whereby they identified four learning modes that can emerge according to the specific characteristics of the policy process: epistemic learning, learning in the shadow of hierarchy, learning through bargaining and reflexive learning. These learning modes look relevant to help widen the learning prospects that LMICs need to advance their UHC agenda. Actually, they open up new perspectives in a research field that, until now, has appeared scattered and relatively blurry.


id: cord-305226-9iedjcr6
author: Dua, Anisha B
date: 2020-10-16
url: https://doi.org/10.1007/s10067-020-05449-x
doi: 10.1007/s10067-020-05449-x
title:
  Challenges, collaboration, and innovation in rheumatology education during the COVID-19 pandemic: leveraging new ways to teach

abstract:
  The novel coronavirus disease (COVID-19) pandemic has significantly impacted the field of rheumatology, in both the delivery of clinical care and didactic education for our trainees. These changes have generated significant strain for program directors and clinical educators who have had to leverage technology and develop new systems to ensure continued trainee education and assessment. We aim to outline the impacts on formal education programs presented by these unprecedented disruptions, describe the development and deployment of online teaching, reflect on the challenges and opportunities for technology-enabled learning and use of social media for education, and give some international perspectives on impacts on postgraduate rheumatology training outside the USA. With the rapid dissolution of barriers in place during the pre-COVID-19 era, we have the opportunity to assess the efficacy of new methods of care and further integrate technology into teaching and assessment. We propose that a hybrid in-person and technology-enabled learning approach, so-called blended learning, is likely to remain the most desirable future model for supporting trainee learning.


id: cord-309201-c1awh48y
author: Elzainy, Ahmed
date: 2020-10-22
txt: ./txt/cord-309201-c1awh48y.txt
cache: ./cache/cord-309201-c1awh48y.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.jtumed.2020.09.005
doi: 10.1016/j.jtumed.2020.09.005
summary:
  14 The present study described the procedures performed to facilitate the urgent transition to e-learning and online assessment during the COVID-19 pandemic and to highlight its expected benefits and impact on student and staff satisfaction and performance. It also aimed to compare the scores of male and female students during both face-to-face and online PBL sessions, and to explore the expected challenges of this experience to sustain its future implementation after the COVID-19 pandemic. Weekly reports though the official learning management systemdBlackboarddregarding the number, duration, and modality of different educational activities including the live streaming sessions and students'' attendance rate were collected from the course organisers in coordination with the e-learning unit, phase coordination, and e-assessment committees. The items covered in the students'' survey included the following: the success of elearning in compensating for the urgent suspension of faceto-face teaching during the COVID-19 pandemic, efficiency of instructions announced before the online teaching, staff''s resistance and experience in e-learning requirements, and effectiveness of online assessment in testing their knowledge and skills levels.

title:
  Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University

abstract:
  OBJECTIVES: During the COVID-19 pandemic, academic institutions are promptly shifting all educational activities to the e-learning format. The present work describes concurrent procedures for online teaching and assessment performed at the College of Medicine, Qassim University, KSA. We also explored the impact of e-learning and assessment on the performance of students and faculty, and the challenges to their sustainability. METHODS: In this descriptive cross-sectional study, we recorded the number and duration of different online educational activities during the COVID-19 pandemic. Training sessions for various procedures of virtual classrooms and online assessments were organised for teachers and students. A newly established e-assessment committee arranged different online assessments. A comparison between the mean problem-based learning (PBL) grades of the same students was conducted either face-to-face or online. A student satisfaction survey and online staff focus group about the online learning experiences were conducted, and weekly staff perception reports were prepared. The results obtained were then analysed. RESULTS: A total of 620 virtual classrooms were successfully implemented over 994 h including theoretical lectures, PBL sessions, seminars, and tutorials. A significant increase in the mean PBL grades was observed for female students during the online sessions. Out of the basic year students and staff, 58.82% reflected their high satisfaction towards virtual classrooms, online assessment, and online workshops. CONCLUSION: The present study elaborates on the benefits of e-learning and assessment. We observed higher student achievements and promising staff perceptions with obvious improvement in their technological skills. These findings support the shift towards future implementation of more online medical courses.


id: cord-310553-qsk42zf7
title: Digitalization plan in medical education during COVID-19 lockdown
author: Alkhowailed, Mohammad S.
date: 2020-09-17
txt: ./txt/cord-310553-qsk42zf7.txt
cache: ./cache/cord-310553-qsk42zf7.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.imu.2020.100432
doi: 10.1016/j.imu.2020.100432
summary:
  The present descriptive cross-sectional study was conducted to reveal the different digital procedures implemented by the College of Medicine at Qassim University for better student performance and achievement. A committee was formed, which included faculty members of the College of Medicine and the task was given to digitalize the teaching activities through utilization of the available learning recourses required to provide effectual medical education. This successful application of distant learning and assessment motivated the College to construct efficient online procedures for other educational activities such as Team-Based Learning (TBL) and the digital learning tools facilitated the performance of the students and their peer sharing of knowledge. These could be overcome by developing and integrating informatics computer technologies in the field of medical education, collaboration with other universities having a good practice of distance-based teaching methods, and enhancement of digital literacy among students as well as faculty.

abstract:
  BACKGROUND: The COVID-19 pandemic has enhanced the adoption of virtual learning after the urgent suspension of traditional teaching. Different online learning strategies were established to face this learning crisis. The present descriptive cross-sectional study was conducted to reveal the different digital procedures implemented by the College of Medicine at Qassim University for better student performance and achievement. METHODS: The switch into distance-based learning was managed by the digitalization committee. Multiple online workshops were conducted to the staff and students about the value and procedures of such a shift. New procedures for online problem-based learning (PBL) sessions were designed. Students’ satisfaction was recorded regarding the efficiency of live streaming educational activities and online assessment. RESULTS: The students were satisfied with the overall shift into this collaborative e-learning environment and the new successful procedures of virtual PBL sessions. The digital learning tools facilitated the performance of the students and their peer sharing of knowledge. The role of informatics computer technologies was evident in promoting the students, research skills, and technical competencies. CONCLUSIONS: The present work elaborated on the procedures and privileges of the transformation into digitalized learning, particularly the PBL sessions, which were appreciated by the students and staff. It recommended the adoption of future online theoretical courses as well as the development of informatics computer technologies.


id: cord-329108-meqjy3p8
author: Al-Balas, Mahmoud
date: 2020-10-02
url: https://www.ncbi.nlm.nih.gov/pubmed/33008392/
doi: 10.1186/s12909-020-02257-4
title:
  Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives

abstract:
  BACKGROUND: As COVID-19 has been declared as a pandemic disease by the WHO on March 11th, 2020, the global incidence of COVID-19 disease increased dramatically. In response to the COVID-19 situation, Jordan announced the emergency state on the 19th of March, followed by the curfew on 21 March. All educational institutions have been closed as well as educational activities including clinical medical education have been suspended on the 15th of March. As a result, Distance E-learning emerged as a new method of teaching to maintain the continuity of medical education during the COVID-19 pandemic related closure of educational institutions. Distance E-Learning is defined as using computer technology to deliver training, including technology-supported learning either online, offline, or both. Before this period, distance learning was not considered in Jordanian universities as a modality for education. This study aims to explore the situation of distance E-learning among medical students during their clinical years and to identify possible challenges, limitations, satisfaction as well as perspectives for this approach to learning. METHODS: This cross-sectional study is based on a questionnaire that was designed and delivered to medical students in their clinical years. For this study, the estimated sample size (n = 588) is derived from the online Raosoft sample size calculator. RESULTS: A total of 652 students have completed the questionnaire, among them, 538 students (82.5%) have participated in distance learning in their medical schools amid COVID-19 pandemic. The overall satisfaction rate in medical distance learning was 26.8%, and it was significantly higher in students with previous experience in distance learning in their medical schools as well as when instructors were actively participating in learning sessions, using multimedia and devoting adequate time for their sessions. The delivery of educational material using synchronous live streaming sessions represented the major modality of teaching and Internet streaming quality and coverage was the main challenge that was reported by 69.1% of students. CONCLUSION: With advances in technologies and social media, distance learning is a new and rapidly growing approach for undergraduate, postgraduate, and health care providers. It may represent an optimal solution to maintain learning processes in exceptional and emergency situations such as COVID-19 pandemic. Technical and infrastructural resources reported as a major challenge for implementing distance learning, so understanding technological, financial, institutional, educators, and student barriers are essential for the successful implementation of distance learning in medical education.


id: cord-339440-qu913a8q
title: New methods and technologies for enhancing usability and accessibility of educational data
author: Fonseca, David
date: 2020-10-26
txt: ./txt/cord-339440-qu913a8q.txt
cache: ./cache/cord-339440-qu913a8q.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33132798/
doi: 10.1007/s10209-020-00765-0
abstract: nan
summary:
  • The invited session entitled "Emerging interactive systems for education", in the thematic area "Learning and This special issue focuses on how to improve universal access to educational data, with emphasis on (a) new technologies and associated data in educational contexts: artificial intelligence systems [70] , robotics [71] [72] [73] , augmented [74] [75] [76] and virtual reality (VR) [77] [78] [79] [80] [81] , and educational data integration and management [82] ; (b) the role of data in the digital transformation and future of higher education: Personal Learning Environments (PLE) [83, 84] , mobile PLE [85, 86] , stealth assessment [87] , technology-supported collaboration and teamwork in educational environments [88] , and student''s engagement and interactions [89, 90] ; (c) user and case studies on ICTs in education [91, 92] ; (d) educational data in serious games and gamification: gamification design [93] [94] [95] [96] , serious game mechanics for education [97, 98] , ubiquitous/pervasive gaming [99] , and game-based learning and teaching programming [100, 101] ; and (e) educational data visualization and data mining [102] : learning analytics [103] , knowledge discovery [104] , user experience [105, 106] , social impact [107] , good practices [108] , and accessibility [109, 110] .


id: cord-346843-z82ikuqc
title: Parasitology education before and after the COVID-19 pandemic
author: Jabbar, Abdul
date: 2020-10-23
txt: ./txt/cord-346843-z82ikuqc.txt
cache: ./cache/cord-346843-z82ikuqc.txt
extension: .txt
mime: text/plain
url: https://api.elsevier.com/content/article/pii/S1471492220302944
doi: 10.1016/j.pt.2020.10.009
summary:
  Based on our experiences of online teaching and learning in the field of veterinary parasitology, we have proposed a toolkit (Box 1) for parasitology educators; our teaching J o u r n a l P r e -p r o o f Journal Pre-proof module received appreciation from students (supplemental Table S1 ) and academic peers alike. Subsequently, we held weekly flipped classroom [9] sessions (i.e. live question and answer (Q&A)) via Zoom iii and used polls iv to provide opportunities for cognitive, social and teaching presence for the online learning experience of students, as per the learning theory of Community of Inquiry [2] . We developed the 3-hour face-to-face practical classes into online modules using various asynchronous and synchronous teaching approaches to encourage deep learning, while promoting student engagement, the interaction between students and teachers and meta-connective pedagogy [12] .

abstract:
  The COVID-19 pandemic has disrupted parasitology curricula worldwide, which is expected to lead to the reshaping of parasitology education. Here, we share our experiences of remote teaching and learning of veterinary parasitology and discuss opportunities offered by remote teaching during COVID-19 lockdowns, enabling the development of interactive online parasitology courses.


id: cord-350256-tpu2oidi
author: Sajnani, Nisha
date: 2020-05-23
txt: ./txt/cord-350256-tpu2oidi.txt
cache: ./cache/cord-350256-tpu2oidi.txt
extension: .txt
mime: text/plain
url: https://api.elsevier.com/content/article/pii/S0197455620300411
doi: 10.1016/j.aip.2020.101668
summary:
  The authors contextualize this concept with examples of how attention to the use of aesthetic and multimedia strategies in the classroom and in the online learning environment may foster openness and connection, encourage flexibility, humor, critical thinking, and animate and facilitate conversations about emergent and emotionally difficult themes while increasing accessibility for different kinds of learners. The authors spent a significant part of their article articulating their use of a range of synchronous and asynchronous tools for teaching, discussion, and assignments, which may be helpful for others interested in developing or improving online and hybrid learning options for CATs. Blanc''s (2018) phenomenological pilot study explored more deeply this concept of embodied presence for DMT hybrid students, finding importance in artsbased responses and layered engagement between movement, other arts responses, and cognitive learning.

title:
  Aesthetic presence: The role of the arts in the education of creative arts therapists in the classroom and online

abstract:
  Literature about the integral role of the arts in learning is widely available, but much less has been written about how the arts and aesthetics support education in the creative arts therapies, particularly in the online learning environment. This article introduces the concept of aesthetic presence within the Community of Inquiry pedagogical model in line with values espoused within a Universal Design for Learning framework. The authors contextualize this concept with examples of how attention to the use of aesthetic and multimedia strategies in the classroom and in the online learning environment may foster openness and connection, encourage flexibility, humor, critical thinking, and animate and facilitate conversations about emergent and emotionally difficult themes while increasing accessibility for different kinds of learners.


id: cord-354763-odzrco6q
author: Drake, John M.
date: 2006-12-20
txt: ./txt/cord-354763-odzrco6q.txt
cache: ./cache/cord-354763-odzrco6q.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/17183647/
doi: 10.1371/journal.pone.0000020
summary:
  We estimated that if societal learning had occurred at half the actual rate, the expected final size of the outbreak would have reached nearly 800 cases, more than three times the observed number of infections. We also retrospectively explore the effect of societal learning during the 2003 outbreak of SARS in Singapore, using weekly data on the time between onset of symptoms and removal of infectious individuals. Finally, we discuss societal and epidemiological factors that might affect societal learning, we observe that a difficult task during the early stages of an outbreak is to estimate the learning rate and suggest that the rate estimated here might be used as prior information in future outbreaks, and we conclude by recommending rapid investment in research at the time of initial detection when actions taken to reduce disease spread can be most efficient and cost effective.

title:
  Societal Learning in Epidemics: Intervention Effectiveness during the 2003 SARS Outbreak in Singapore

abstract:
  BACKGROUND: Rapid response to outbreaks of emerging infectious diseases is impeded by uncertain diagnoses and delayed communication. Understanding the effect of inefficient response is a potentially important contribution of epidemic theory. To develop this understanding we studied societal learning during emerging outbreaks wherein patient removal accelerates as information is gathered and disseminated. METHODS AND FINDINGS: We developed an extension of a standard outbreak model, the simple stochastic epidemic, which accounts for societal learning. We obtained expressions for the expected outbreak size and the distribution of epidemic duration. We found that rapid learning noticeably affects the final outbreak size even when learning exhibits diminishing returns (relaxation). As an example, we estimated the learning rate for the 2003 outbreak of severe acute respiratory syndrome (SARS) in Singapore. Evidence for relaxation during the first eight weeks of the outbreak was inconclusive. We estimated that if societal learning had occurred at half the actual rate, the expected final size of the outbreak would have reached nearly 800 cases, more than three times the observed number of infections. By contrast, the expected outbreak size for societal learning twice as effective was 116 cases. CONCLUSION: These results show that the rate of societal learning can greatly affect the final size of disease outbreaks, justifying investment in early warning systems and attentiveness to disease outbreak by both government authorities and the public. We submit that the burden of emerging infections, including the risk of a global pandemic, could be efficiently reduced by improving procedures for rapid detection of outbreaks, alerting public health officials, and aggressively educating the public at the start of an outbreak.


id: cord-356353-e6jb0sex
title: Loops, ladders and links: the recursivity of social and machine learning
author: Fourcade, Marion
date: 2020-08-26
txt: ./txt/cord-356353-e6jb0sex.txt
cache: ./cache/cord-356353-e6jb0sex.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s11186-020-09409-x
doi: 10.1007/s11186-020-09409-x
summary:
  Both practices rely upon and reinforce a pervasive appetite for digital input or feedback that we characterize as "data hunger." They also share a propensity to assemble insight and make meaning accretively-a propensity that we denote here as "world or meaning accretion." Throughout this article, we probe the dynamic interaction of social and machine learning by drawing examples from one genre of online social contention and connection in which the pervasive influence of machine learning is evident: namely, that which occurs across social media channels and platforms. In such settings, the data accretion upon which machine learning depends for the development of granular insights-and, on social media platforms, associated auctioning and targeting of advertising-compounds the cumulative, sedimentary effect of social data, making negative impressions generated by "revenge porn," or by one''s online identity having been fraudulently coopted, hard to displace or renew.

abstract:
  Machine learning algorithms reshape how people communicate, exchange, and associate; how institutions sort them and slot them into social positions; and how they experience life, down to the most ordinary and intimate aspects. In this article, we draw on examples from the field of social media to review the commonalities, interactions, and contradictions between the dispositions of people and those of machines as they learn from and make sense of each other.


