The Autophagy, Inflammation and Metabolism Center international eSymposium – an early-career investigators’ seminar series during the COVID-19 pandemic

2021 ◽  
Vol 134 (19) ◽  
Author(s):  
Jose L. Nieto-Torres ◽  
Joanne Durgan ◽  
Anais Franco-Romero ◽  
Paolo Grumati ◽  
Carlos M. Guardia ◽  
...  
Keyword(s):  
Learning Experience ◽  
Lessons Learned ◽  
Early Career ◽  
Virtual Meeting ◽  
Seminar Series ◽  
Pros And Cons ◽  
Virtual Meetings ◽  
Discussion Panel

ABSTRACT The Autophagy, Inflammation and Metabolism (AIM) Center organized a globally accessible, virtual eSymposium during the COVID-19 pandemic in 2020. The conference included presentations from scientific leaders, as well as a career discussion panel, and provided a much-needed platform for early-career investigators (ECIs) to showcase their research in autophagy. This Perspective summarizes the science presented by the ECIs during the event and discusses the lessons learned from a virtual meeting of this kind during the pandemic. The meeting was a learning experience for all involved, and the ECI participants herein offer their thoughts on the pros and cons of virtual meetings as a modality, either as standalone or hybrid events, with a view towards the post-pandemic world.

scholarly journals Ten simple rules for creating a brand-new virtual academic meeting (even amid a pandemic)

2020 ◽  
Vol 16 (12) ◽  
pp. e1008485
Author(s):  
Scott Rich ◽  
Andreea O. Diaconescu ◽  
John D. Griffiths ◽  
Milad Lankarany
Keyword(s):  
Computational Neuroscience ◽  
Word Of Mouth ◽  
Institutional Support ◽  
Lessons Learned ◽  
Early Career ◽  
Virtual Tools ◽  
Early Career Researchers ◽  
Virtual Meeting ◽  
Simple Rules ◽  
Early Proof

The increased democratization of the creation, implementation, and attendance of academic conferences has been a serendipitous benefit of the movement toward virtual meetings. The Coronavirus Disease 2019 (COVID-19) pandemic has accelerated the transition to online conferences and, in parallel, their democratization, by necessity. This manifests not just in the mitigation of barriers to attending traditional physical conferences but also in the presentation of new, and more importantly attainable, opportunities for young scientists to carve out a niche in the landscape of academic meetings. Here, we describe an early “proof of principle” of this democratizing power via our experience organizing the Canadian Computational Neuroscience Spotlight (CCNS; crowdcast.io/e/CCNS), a free 2-day virtual meeting that was built entirely amid the pandemic using only virtual tools. While our experience was unique considering the obstacles faced in creating a conference during a pandemic, this was not the only factor differentiating both our experience and the resulting meeting from other contemporary online conferences. Specifically, CCNS was crafted entirely by early career researchers (ECRs) without any sponsors or partners, advertised primarily using social media and “word of mouth,” and designed specifically to highlight and engage trainees. From this experience, we have distilled “10 simple rules” as a blueprint for the design of new virtual academic meetings, especially in the absence of institutional support or partnerships, in this unprecedented environment. By highlighting the lessons learned in implementing our meeting under these arduous circumstances, we hope to encourage other young scientists to embrace this challenge, which would serve as a critical next step in further democratizing academic meetings.

Using Multimodal Pedagogy to Teach Languages Online

2022 ◽  
pp. 247-268
Author(s):  
Lou Tolosa-Casadont
Keyword(s):  
Teacher Candidates ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Learning Experience ◽  
Lessons Learned ◽  
School Level ◽  
Face To Face ◽  
Multimodal Pedagogy ◽  
Hands On ◽  
Pros And Cons

The onset of the COVID-19 pandemic in March 2020 immediately exposed inequities among students and teachers in terms of technological access and pedagogical skill. Educators responded to this new reality by modifying their teaching and interactions with learners and by seeking opportunities for introspection, reflection, and transformation. The field of teacher education was also affected by the pandemic. This chapter presents the transformation of an in-school face-to-face pre-clinical language teaching and learning experience at the elementary school level into an innovative virtual hands-on online one-on-one language pre-clinical teaching and learning experience. It also includes how teacher candidates (TCs) participating in this program designed and taught highly engaging multimodal virtual lessons, the pros and cons of teaching in this type of setting, and the lessons learned though this experience.

Staying the distance: Transforming Latin pedagogy at the Open University

2019 ◽  
Vol 18 (1-2) ◽  
pp. 101-128
Author(s):  
Mair E. Lloyd ◽  
James Robson
Keyword(s):  
Cultural Context ◽  
Learning Experience ◽  
New Technology ◽  
Significant Proportion ◽  
Lessons Learned ◽  
Future Research ◽  
Open University ◽  
Ancient Rome ◽  
Positive Effects ◽  
Pedagogical Changes

Abstract Between 2000 and 2013, over 8,000 students studied the module Reading Classical Latin at the Open University, the United Kingdom’s largest distance education provider. But while many learners attained high grades, a significant proportion withdrew from study or failed the module. In 2015, the original module was replaced with a completely new course, Classical Latin: The Language of Ancient Rome. This article details the innovative ways in which new technology and pedagogical theory from Modern Foreign Language (MFL) learning were drawn on by the team designing this new module, resulting in a learning experience which gives greater emphasis to elements such as spoken Latin, the intrinsic pleasure of reading, and cultural context. The (largely positive) effects of these pedagogical changes on student success and satisfaction are subsequently analysed using a rich mix of qualitative and quantitative data. Finally, the authors reflect on lessons learned and the possibilities for future research and enhancement.

scholarly journals Developing an Effective Mentoring Program for Early-career STEM Faculty: Lessons Learned from the First Three Years of an ADVANCE PAID Program

2015 ◽  
Author(s):  
Laila Guessous ◽  
Kathleen Moore ◽  
Julie Walters ◽  
Bradley Roth ◽  
Leanne DeVreugd ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Early Career ◽  
Mentoring Program ◽  
Stem Faculty

Meeting technologies and recordkeeping: a preliminary study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fiorella Foscarini ◽  
Madeleine Krucker ◽  
Danyse Golick
Keyword(s):  
Design Methodology ◽  
Records Management ◽  
Organizational Life ◽  
Contextual Data ◽  
Content Type ◽  
Business Meetings ◽  
Virtual Meeting ◽  
User Attention ◽  
Preliminary Study ◽  
Virtual Meetings

Purpose The purpose of this study is to raise awareness of the benefits and drawbacks involved in using digital technologies for business meetings, and identify key concerns. The shift from in-person to virtual meetings has multiple consequences, some of which impact recordkeeping. Design/methodology/approach Drawing on research from records management, anthropology, organizational theory and computer science, this study establishes the norms of physical meeting spaces and recordkeeping and explores how these norms are challenged as meetings become virtual. Findings Virtual meetings allow for collaboration to work across time and space and offer multiple affordances that do not exist in on-site meetings; however, they also involve the additional barrier of technical access and reduction in user attention. Virtual meetings also enable the creation, capture and sharing of increased contextual data, and this increased documentation challenges traditional recordkeeping models. Meeting technologies are also worryingly invasive. This study shows that concerns over privacy have been dismissed in the design of virtual meeting spaces, and therefore the authors recommend their more thorough consideration. Originality/value Meetings are a pervasive feature of organizational life whose significance has been overlooked in the recordkeeping literature. By bringing together research about in-person and virtual meetings in a novel and necessary way, the authors started to fill a gap and hope to inspire further studies.

Virtual Advocacy Days for Science in Times of Crisis: Communications and Engagement Influencing Decision-Making

2021 ◽  
Author(s):  
Michael Villafranca ◽  
Brittany Webster ◽  
Elizabeth Landau
Keyword(s):  
Decision Making ◽  
Public Affairs ◽  
Lessons Learned ◽  
Time Constraints ◽  
Crisis Communications ◽  
Traditional Media ◽  
The Public ◽  
American Geophysical ◽  
Virtual Meetings ◽  
American Geophysical Union

<p>Communicating the value of science to policymakers has never been more importance, but how do you make a difference while adhering to new norms for physical distancing? Regardless of one’s level of technological aptitude, and no matter if time constraints exist, scientists can still effectively communicate the value of their science to policymakers through virtual means. The Public Affairs team from the American Geophysical Union will share lessons learned from several virtual advocacy events held in 2020 and will cover a few communications strategies for influencing policymakers through virtual science policy engagements—from virtual meetings with policymakers to social media to traditional media.</p>

Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

2017 ◽  
pp. 274-295
Author(s):  
Jacqueline A. Morris ◽  
Ayles-Anne Wilson
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Instructional Materials ◽  
Caribbean Students ◽  
Higher Level Thinking ◽  
Active Learning Strategies ◽  
The Caribbean ◽  
Context Of Learning

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

2017 ◽  
pp. 262-288
Author(s):  
Jacqueline A. Morris ◽  
Ayles-Anne Wilson
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Instructional Materials ◽  
Caribbean Students ◽  
Higher Level Thinking ◽  
Active Learning Strategies ◽  
The Caribbean ◽  
Context Of Learning

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

Strengthening Noncommunicable Disease Research Capacity and Chronic Disease Outcomes in Low- and Middle-Income Countries in South Asia: Implementation and Evaluation of the ASCEND Program

2019 ◽  
Vol 31 (6) ◽  
pp. 536-547
Author(s):  
Allison Byrnes ◽  
Tilahun Nigatu Haregu ◽  
Naanki Pasricha ◽  
Kavita Singh ◽  
Sathish Thirunavukkarasu ◽  
...  
Keyword(s):  
Online Learning ◽  
Communicable Disease ◽  
Research Capacity ◽  
Lessons Learned ◽  
Early Career ◽  
Noncommunicable Disease ◽  
Middle Income ◽  
Face To Face ◽  
Middle Income Countries ◽  
Low And Middle Income

This article describes the design, outcomes, challenges, and lessons learned from the ASian Collaboration for Excellence in Non-Communicable Disease (ASCEND) program, implemented between 2011 and 2015 in India, Sri Lanka, and Malaysia. The program involved a blended-delivery model, incorporating online and face-to-face training, mentoring, and supervision of trainees’ research projects. Evaluation data were collected at baseline, 6, 12, 18, and 24 months. Intended outcomes, lessons, and challenges were summarized using a logic model. During the program period, 48 participants were trained over 2 cohorts in June 2011 and 2012. The trainees published 83 peer-reviewed articles between 2011 and 2015. Additionally, 154 presentations were given by trainees at national and international conferences. Underutilization of the online learning management system was an important challenge. Utilizing a combination of intensive face-to-face and online learning and mentoring of early career researchers in low- and middle-income countries has great potential to enhance the research capacity, performance, and outputs.

Lessons Learned About Gamification in Software Engineering Education

2022 ◽  
pp. 1473-1496
Author(s):  
Beatriz Marín
Keyword(s):  
Risk Management ◽  
Software Engineering ◽  
Engineering Education ◽  
Learning Process ◽  
Learning Experience ◽  
Lessons Learned ◽  
Software Engineering Education ◽  
Functional Size Measurement ◽  
Class Diagrams ◽  
Improved Learning

Software engineering courses traditionally mix theoretical aspects with practical ones that are later used in the development of projects. Teaching software engineering courses is not easy because in many cases the students lack motivation to exercise the topics prior to project development. This chapter presents the application of gamification on some topics of a software engineering course to engage students and increase their motivation. The authors argue that with the proper motivation, the students can better exercise the topics and obtain stronger knowledge. The authors have created five games to help in the learning process of the software engineering course. The games are related to risk management, BPMN modeling, Scrum process, design and inspection of class diagrams, and COSMIC functional size measurement. Gamification has been applied during four years in the software engineering course, resulting in an improved learning experience for the students. Finally, lessons learned are presented and discussed.

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