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2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Seth Bush ◽  
Ashley Calloway ◽  
Emily Bush ◽  
Ed Himelblau

In the Learn By Doing Lab, STEM majors teach hands-on science to third- through eighth-grade students visiting the campus. Participants develop confidence in their ability to teach science and a more positive view of the teaching profession. Participants recognize that the experience builds 21st-century competencies.


Author(s):  
Nurshahrily Idura Ramli ◽  
Mohd Izani Mohamed Rawi ◽  
Fatin Nur Nabila Rebuan

Today, in the realm of Industry 4.0, vastly diverse Internet of Things (IoT) technology are integrated everywhere, not to mention included in academic programs in schools and universities. Domain ratio of the final year projects in Universiti Teknologi Mara exposes a staggering hype in IoT as compared to other domains despite not having IoT included in any of the courses. Meanwhile, to fulfill the needs of the student in exploring this technology, an integrated IoT learning platform is developed. It integrates an IoT smart home model and a web-based interface as a learning platform to inspire hands-on learning for the students. The raspberry pi, motion sensor, analog gas sensor, atmospheric sensor, ultrasonic proximity sensor, and rain detector sensor are integrated together in a Lego-built smart home model where its connectivity and readings are displayed in a simple web interface to enable and inspire learning. A manual to set up the entire model is also prepared as a guide for students to set up and further explore the functionalities and operabilities of “things”.


2022 ◽  
Vol 55 (1) ◽  
Author(s):  
Nico Graw ◽  
Dietmar Stalke

The ability to imagine symmetry and the spatial arrangement of atoms and molecules is crucial in chemistry in general. Teaching and understanding crystallography and the composition of the solid state therefore require understanding of symmetry elements and their relationships. To foster the student's spatial imagination, models representing a range of concepts from individual rotation axes to complete space groups have been designed and built. These models are robust and large enough to be presented and operated in a lecture hall, and they enable students to translate conventional 2D notations into 3D objects and vice versa. Tackling them hands-on means understanding them.


2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Rubina Dutta ◽  
Archana Mantri ◽  
Gurjinder Singh

AbstractThe education system evolves and transforms towards interactive and immersive learning tools in this digital age. Augmented reality has also evolved as a ubiquitous, robust, and effective technology for providing innovative educational tools. In engineering education, many abstract concepts require technological intervention for conceptual understanding and better instructional content. While learning through the immersive tools, system usability has great importance in terms of effectiveness, efficiency, and satisfaction. Effectiveness refers to users' accuracy and completeness in achieving defined goals; efficiency relates to expended resources about the precision and completeness with which users achieve their objectives; satisfaction deals with a positive attitude towards using the product. If the system fails to provide good usability, it may cause adverse effects such as increasing stress, lacking necessary features, increasing the users' cognitive load, and negatively impacting the student's motivation. In this study, two mobile augmented reality (MAR) applications were developed as an instructional tool to teach the students about Karnaugh maps in the digital electronics course. The first application is a Keypad-based MAR application that uses a keypad matrix for user interaction and the second application is a Marker-based MAR application that uses multiple markers to solve K-Map for producing an optimum solution of the given problem. An experimental study was conducted to determine the student's opinion of the developed MAR applications. The study was designed to determine the system usability of the two MAR applications using the System Usability Score (SUS) and Handheld Augmented Reality Usability Score (HARUS) models. 90 engineering students participated in the study, and they were randomly divided into two different groups: keypad-based group and Marker-based group. The keypad-based group included 47 students who had hands-on experience with a keypad-based MAR application, whereas the marker-based group included 43 students who had hands-on experience with multiple marker-based MAR applications. The experimental outcomes indicated that the keypad-based MAR application has better SUS and HARUS scores than the marker-based MAR application which suggests that the keypad-based MAR application has provided better user interaction.


Author(s):  
Kathleen Mead Vandiver ◽  
Esther Erdei ◽  
Amanda G. Mayer ◽  
Catherine Ricciardi ◽  
Marcia O’Leary ◽  
...  

This study addresses healthcare providers’ knowledge deficits in environmental health and genetics, and primarily focuses on student nurses and nurses serving marginalized, low-income communities frequently exposed to environmental toxicants. Our approach to improve public health is unique, combining hands-on modeling exercises with case-based lessons in addition to three targeted 40 min lectures on toxicology. These lectures included the team’s community-based environmental health research among Indigenous peoples of the U.S. The hands-on approach employed DNA and protein molecular models designed to demonstrate normal and dysfunctional molecules, as well as genetic variants in world populations. The models provided learners with visuals and an experience of “learning by doing.” Increased awareness of the effects of environmental toxicants is the first step toward improving health care for exposed communities. We measured knowledge gains by pre- and post-tests among student nurses and nurses serving Native Americans living both in urban and rural areas of the U.S. (n = 116). The modeling lessons illustrated genetic variants in liver proteins common in Native peoples and their resulting health vulnerabilities. Participants were engaged and enthusiastic; and pre- and post-test results reported substantial knowledge gains and a greater understanding of genetic susceptibility (p < 0.0001). Our study demonstrates the utility of this framework across diverse populations and remote communities.


Diagnostics ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 197
Author(s):  
Camille Gonzalez ◽  
Christian Moguet ◽  
Arnaud Chalin ◽  
Saoussen Oueslati ◽  
Laurent Dortet ◽  
...  

Rapid detection of expanded-spectrum cephalosporins (ESC) hydrolysing enzymes is crucial to implement infection control measures and antibiotic stewardship. Here, we have evaluated three biochemical ESC hydrolysis assays (ESBL NDP test, β-LACTA™ test, LFIA-CTX assay) and the NG-Test® CTX-M MULTI that detects CTX-M enzymes, on 93 well-characterized Gram-negative isolates, including 60 Enterobacterales, 21 Pseudomonas spp. and 12 Acinetobacter spp. The performances were good for all three hydrolysis assays, with the LFIA-CTX being slightly more sensitive and specific on the tested panel of isolates especially with Enterobacterales, without ambiguous results. This study showed that LFIA-CTX may be used for the detection of ESC hydrolysis as a competitive alternative to already available assays (β-LACTA™ test and ESBL NDP test) without any specific equipment and reduced hands-on-time. The lateral flow immunoassay NG-Test® CTX-M MULTI has proven to be a useful, easy, rapid, and reliable confirmatory test in Enterobacterales for detection of CTX-M-type ESBLs, which account for most of the resistance mechanisms leading to ESC resistance in Enterobacterales, but it misses rare ESC hydrolysing β-lactamases (AmpC, minor ESBLs, and carbapenemases). Combining it with the LFIA-CTX assay would yield an assay detecting the most frequently-encountered ESBLs (CTX-M-like β-lactamases) together with ESC hydrolysis.


2022 ◽  
Vol 6 (GROUP) ◽  
pp. 1-22
Author(s):  
Audrey Labrie ◽  
Terrance Mok ◽  
Anthony Tang ◽  
Michelle Lui ◽  
Lora Oehlberg ◽  
...  

Many instructors in computing and HCI disciplines use hands-on activities for teaching and training new skills. Beyond simply teaching hands-on skills like sketching and programming, instructors also use these activities so students can acquire tacit skills. Yet, current video-conferencing technologies may not effectively support hands-on activities in online teaching contexts. To develop an understanding of the inadequacies of current video-conferencing technologies for hands-on activities, we conducted 15 interviews with university-level instructors who had quickly pivoted their use of hands-on activities to an online context during the early part of the COVID-19 pandemic. Based on our analysis, we uncovered four pedagogical goals that instructors have when using hands-on activities online and how instructors were unable to adequately address them due to the technological limitations of current video-conferencing tools. Our work provides empirical data about the challenges that many instructors experienced, and in so doing, the pedagogical goals we identify provide new requirements for video-conferencing systems to better support hands-on activities.


2022 ◽  
pp. 159101992110686
Author(s):  
Tomotaka Ohshima ◽  
Megumi Koiwai ◽  
Naoki Matsuo ◽  
Shigeru Miyachi

The COVID-19 pandemic has demanded a change in learning modalities, which led us to develop a remote personal training system for clinicians performing neuroendovascular procedures. A portable vascular model designed for practicing catheter navigation guidance, thrombus retrieval, and intracranial aneurysm coil embolisation was established. We created an environment that enabled interactive dialogue and communication across long distances using the Internet. The instructor conducted approximately 2 h of hands-on training with two to four trainees at a time. Despite the restrictions enforced by the Government of Japan due to the COVID-19 pandemic, 17 online hands-on training were successfully conducted throughout Japan over 1 year for a total of 48 trainees. The developed remote training programme, to avoid the aggregation of a large number of trainees at a developed time, proved to be at par with the conventional learning system. The training was well-received since the operation time was longer and the question and answer sessions were more fulfilling compared to the conventional format in which a group of trainees had got a brief opportunity to receive actual hands-on experience.


2022 ◽  
Author(s):  
Fredericus HJ Van Loon ◽  
Harm J Scholten ◽  
Hendrikus HM Korsten ◽  
Angelique TM Dierick - van Daele ◽  
Arthur RA Bouwman

Aims: To lower the threshold for applying ultrasound (US) guidance during peripheral intravenous cannulation, nurses need to be trained and gain experience in using this technique. The primary outcome was to quantify the number of procedures novices require to perform before competency in US-guided peripheral intravenous cannulation was achieved. Materials and methods: A multicenter prospective observational study, divided into two phases after a theoretical training session: a hands-on training session and a supervised life-case training session. The number of US-guided peripheral intravenous cannulations a participant needed to perform in the life-case setting to become competent was the outcome of interest. Cusum analysis was used to determine the learning curve of each individual participant. Results: Forty-nine practitioners participated and performed 1855 procedures. First attempt cannulation success was 73% during the first procedure, but increased to 98% on the fortieth attempt (p<0.001). The overall first attempt success rate during this study was 93%. The cusum learning curve for each practitioner showed that a mean number of 34 procedures was required to achieve competency. Time needed to perform a procedure successfully decreased when more experience was achieved by the practitioner, from 14±3 minutes on first proce-dure to 3±1 minutes during the fortieth procedure (p<0.001). Conclusions: Competency in US-guided peripheral intravenous cannulation can be gained after following a fixed educational curriculum, resulting in an increased first attempt cannulation success as the number of performed procedures increased.


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