Understanding the Roles of Personalization and Social Learning in a Language MOOC Through Learning Analytics

In the last decade, there has been a great deal of interest in language MOOCs (LMOOCs) and their potential to offer learning opportunities for large audiences, including those in disadvantaged communities. However, experiences and research have shown MOOCs to suffer from several challenges. Chief among these have been low participation and completion rates, which are often attributed to limitations in how opportunities for personalisation and social interaction are implemented. For the current study, a dedicated LMOOC was designed and implemented, called the “Social and Personal Online Language Course (SPOLC).” This language learning environment incorporates a recommendation system and emphasizes personalisation and social interaction. The study identified the types of learning behaviour that were related to course completion and observed how 270 learners in the LMOOC used the various course features. The data were collected using learning analytical methods and analysed using binary logistic regression and feature extraction prediction model. The results demonstrated that working in groups and creating a learning plan were important factors associated with course completion, while interacting with other learners online was not. We conclude with several suggestions and implications for future LMOOC design, implementation, and research.

Clinical case of SARS-CoV-2-associated multisystem inflammatory syndrome

The clinical course, features of diagnostic examinations and difficulties in verification of the new nosology of multisystem inflammatory syndrome associated with SARS-CoV-2 in 15-year-old girls are described. The girl was taken to the Kyiv Regional Children's Hospital No. 2 with complaints of fever, intoxication syndrome, general weakness, dizziness, vertigo, lack of urine during the day. The child was examined by a consilium of doctors, examined in the laboratory and instrumentally, after a carefully collected epidemiological history revealed possible contact with a patient with coronavirus infection at the place of study and identified a probable case of multisystem inflammatory syndrome associated with SARS-CoV-2. According to the results of our own observations during the pandemic, this nosology was found in patients who relapsed into coronavirus infection in clinical or subclinical form and for the period of hospitalization had a clinical symptom complex of Kawasaki with similar symptoms. This disease is new today, has a variety of clinical manifestations and pathological features that are a problem for clinicians. After all, at present there are no unified protocols for the diagnosis and treatment of MIS-C (multisystem inflammatory syndrome) and each doctor relies on their own experience and previously described cases. This case of multisystem inflammatory syndrome will help practicing clinicians in the early stages to diagnose the disease and provide qualified care to patients. The research was carried out in accordance with the principles of the Helsinki declaration. The study protocol was approved by the Local ethics committee of all participating institution. The informed consent of the patient was obtained for conducting the studies. No conflict of interest was declared by the author. Key words: multisystem used for setting fire syndrome, 15-year-old girl, kawasaky-like symptoms, SARS-CoV-2, intravenous immunoprotein, acetophene, glucocorticosteroids.

The role of viral infection in the development of community-acquired pneumonia

This article discusses viral pneumonia of various etiologies (influenza, adenovirus, parainfluenza, bocavirus, coronavirus, polyomavirus, metapneumovirus, RSV), which has a decisive impact on the severity, course features and complications. The issues of epidemiology in the Russian Federation and in the world, pathogenesis, clinical picture, laboratory and instrumental diagnostics of this group of pathology are touched upon.

COVID-19 as a new risk factor for the development of acute vascular diseases of the optic nerve and retina

The new coronavirus disease (COVID-19) is a viral respiratory infection accompanied by systemic endotheliitis. COVID-19 patients usually encounter changes related to hypercoagulability, hypofibrinolysis, and increased intravascular platelet aggregation. There is also a vascular wall thromboresistance decrease and impaired vasomotor function, which significantly increase the risk of thromboembolic complications. Currently, pathogenic aspects of the relationship between COVID-19 and vascular and inflammatory conditions of the optic nerve and retina are actively investigated. One of the triggers of impaired blood flow in ocular vessels may be a perfusion pressure decrease, observed in the acute period of the infectious process. This is related to both COVID-19 clinical course features and to resuscitation specificity as well. Secondary autoimmune inflammation is being considered as a mechanism of damage to the vascular wall in the post-infectious period. In this publication, possible pathogenic links of these diseases are considered for the first time in a specific context of the example of ischemic optic neuropathy associated with coronavirus infection.

Educating PhD students for knowledge-driven society

Universities educate students for working in knowledge-driven societies. Whereas subject-related knowledge is part of every curriculum, institutions of higher education fail to teach systematically how to utilize and benefit from today’s variety of digital tools. Students and researchers are mostly unaware of what they lack to work more effectively and efficiently and to benefit from existing knowledge. Since this lack of awareness is not obvious to students and researchers (unknown unknowns; you cannot miss something that you do not know), it is difficult to convince them that there is a gap that needs to be filled. In 2014, we decided to tackle this problem by creating and developing the course “Scientific Information Retrieval & Management in Life Sciences and Chemistry”. The unique 2 ECTS course features a multi-level approach to obtain and employ scientific information and to get students information savvy. On one hand, the course demonstrates the bigger picture: We discuss the aspects of scientific writing and publishing, critical choice of data sources, patents, visualisation and design, text mining and data pipelining, knowledge generation, outreach and impact of publications. On the other hand, we highlight an extensive list of field-proven tools that can assist researchers in their daily activities. We also wanted to foster a lasting impact on how students utilize databases, tools, software,and web services. Thus, at the end of the course students have to write an essay describing their current information workflow or their (un)met information needs. These essays confirm and explain how the students changed their information use, and which parts of the course they may have not understood. Moreover, essays that describe unmet information needs allow us to explore possible solutions and to work with our vendors. In our talk, we will share the concept for the course and report on our experiences.

Teaching World Music

For teaching musicians and music educators who work in elementary, secondary, and tertiary teacher education programs, questions of cultural diversity and social justice have triggered the development of teaching models, methods, and movements. One such program is the week-long intensive course in World Music Pedagogy by the University of Washington in partnership with Smithsonian Folkways Recordings, a Smithsonian Institution nonprofit record label that documents music from across the world. The course features an examination of audio, video, print, electronic, and human resources, with the aim of learning as well as developing an understanding of ways to teach music of the world’s cultures. Attention is given to learning cultural heritage through songs, movement and dance experiences, instrumental music, and contextualized cultural components. Musical experiences are tailored for use at various levels, including in classes for children, youth, and adults in university and community settings. Going on ten years of development, the course has succeeded in offering pathways to teaching world music at all levels. It has also been a labor of love for those in education and ethnomusicology who have fashioned it, and who have lived the challenges of connecting ethnomusicological principles to classroom practice. This essay tells the story of a “two steps forward and one step back” in shaping music education practices that center on diversity, equity, and inclusion in the design, delivery, and full facilitation of lessons in music of the world’s cultures.