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This study aimed to clarify whether the pattern recognition involved in scoring proliferation fractions can be trained by abstract computerized images of virtual tissues. Twenty computer-generated images with randomly distributed blue or red dots were scored by 12 probands (all co-workers or collaborators of the Institute of Pathology, University of Bonn). Afterward, the probands underwent a training phase during which they received an immediate feedback on the actual rate of positivity after each image. Finally, the initial testing series was rescored. In a second round with 15 different probands, 20 Ki-67 immunohistochemistry images of tonsil tissue were scored, followed by the same training phase with computer-generated images, before the immunohistochemistry slides were scored again. Paired t-tests were used to compare the differences in mean rates pre- and post-training. Concerning computerized images, untrained probands scored the percentages of positive dots with a mean deviation from the true rates of 8.2%. Following training, the same testing series was scored significantly better with a mean deviation of 4.9% (mean improvement 3.3%, p

Purpose of the study: The primary purpose of this research study was to get detailed insights about numerous aspects of the online ELT for second language learners and teachers in Faisalabad. Methodology: Our study was based on an online survey. Respondents were students and teachers of the English department from different universities in Faisalabad. Data was collected and analyzed to find answers to our research questions. Other characteristics like focus, comfort, understanding, communication, and expense pinpoint the differences between online and physical ELT methods. Main Findings: We found that students and teachers most commonly faced internet connectivity and audio-visual issues. The overall opinion of students about teachers was encouraging. However, teachers claimed that students were not that much serious in online classes. Online ELT has improved the technical capabilities of respondents, and it has made them proficient in using smartphones, online storage, word processing, and computer troubleshooting. Faculty respondents showed interest in learning new tools despite the burden faced and psychological fears. Finally, social media and solution-oriented discussion forums can prove effective and efficient in addressing future pandemic outbreaks. Applications of this study: This study provided us with valuable insights that can help design an effective online educational framework for efficient and result-oriented English language learning. Novelty/Originality of this study: Our study explored faculty and students' psychological and technological readiness at postgraduate institutes to cope with future pandemics.

In modern times, technology has taken on a dominant role in many aspects of human life, and computeraided learning (CAL) is an educational tool that makes learning easier. By employing user interface (UI) design it is easy for students to access learning materials and relevant courses. UI design is an important factor for designing useful and usable CAL to appeal to a wide range of users by making the system flexible, attractive, interactive and easy to use.

Teaching learning process are interdependent on one another for an effective learning to take place an effective teaching is necessary similarly teaching cannot take place without an idea of learning. 1 With a focus to identify an effective teaching method comparison between the traditional teaching methods with computer aided learning this study was done. A total of 400 students studying in various nursing colleges formed the sample of this study. The students were divided into the experimental and control group and a self-prepared MCQ along with observation check list was used to assess the knowledge and skills of the nursing students. On analysis both the methods were found to be equally effective in enhancing the knowledge and skills of the students but lecture using PowerPoint was more effective than lecture cum demonstration. Keywords: Lecture, Demonstration, Power Point, Knowledge, Skill, Cranial nerve assessment.

In recent decades, the incipient technological development has generated a radical change in the way people access and transmit knowledge. Educational institutions must have a teaching staff adapted to new forms of consuming information. The purpose of this research is to know the media competence of Spanish teachers, from the perspective of families of schoolchildren in primary education. This analysis is based on the investigation published by 50 renowned international experts in media competence, which revolves around six major dimensions. In our analysis, we focused on the processes of interaction, production, and dissemination of content by teachers on YouTube. A questionnaire has been devised with a sample formed by 1228 families, a personal interview with a sample formed by 20 families, and a comparative analysis of the productions and interaction of amateur teachers on YouTube platform and of recognized “edutubers, ” as well as the use given to the dissemination of content on social networks. In the results obtained, the profile of a teaching staff that is increasingly disseminating and producing on social networks stands out, becoming content creators through their own YouTube channels, which also proposes tools for an interaction adapted to the centennial generation, using different digital communication tools. Differences were found comparing the three dimensions involved in this analysis, with teachers obtaining more positive evaluations as producers and as interactors in private schools than in subsidized and public schools. Likewise, differences were found between nano-influencers and macro-influencers in the use of aesthetic elements that make up the videos analyzed among the “edutubers.”. © 2022 by the author(s); licensee Cogitatio (Lisbon, Portugal).

Taking the notion of health as a leitmotif, this paper discusses some conceptual boundaries for using machine learning⁠ - a data-driven, statistical, and computational technique in the field of artificial intelligence⁠ - for epistemic purposes and for generating knowledge about the world based solely on the statistical correlations found in data (i.e., the "End of Theory" view⁠).The thrust of the argument is that prior theoretical conceptions, subjectivity, and values would - because of their normative power⁠ - inevitably blight any effort at knowledge-making that seeks to be exclusively driven by data and nothing else. The conclusion suggests that machine learning will neither resolve nor mitigate⁠ the serious internal contradictions found in the "biostatistical theory" of health⁠ - the most well-discussed data-driven theory of health. The definition of notions such as these is an ongoing and fraught societal dialogue where the discussion is not only about what is, but also about what should be. This dialogical engagement is a question of ethics and politics ⁠and not one of mathematics.

La incorporación de un ambiente virtual de aprendizaje colaborativo en la enseñanza de la educación vial y construcción de la ciudadanía surgió como iniciativa para contrarrestar los altos índices de accidentalidad de los ciudadanos en etapa escolar. Su diseño se realizó mediante la técnica de secuenciación de los contenidos de enseñanza. Metodológicamente la investigación se adelantó desde el enfoque cualitativo, mediante un estudio centrado en la investigación acción, teniendo como punto de partida las bases del modelo de constructivismo virtual y sociocultural para el aprendizaje en red. El proyecto se desarrolló en 4 fases: revisión, producción, implementación y pos implementación. Durante estas, se aplicaron instrumentos de recolección de información: evaluación de contenidos, la encuesta diagnóstica, la entrevista semi-estructurada y la observación participante. Esta información fue codificada, clasificada y categorizada a partir del análisis crítico de discurso y análisis descriptivo. Posterior a la implementación del proyecto, se pudo evidenciar que los estudiantes aumentaron su nivel de conocimientos acerca de la educación vial y construcción de la ciudadanía. Además, se generó la expectativa en los docentes sobre la técnica de análisis de contenidos, los cuales contribuyeron a la construcción de un ambiente de aprendizaje colaborativo transversal mediante la integración de diferentes áreas., The incorporation of a virtual collaborative learning environment in the education of road education and citizenship construction arose as an initiative to counteractthe high accident rates of citizens in school. Its design was made through the technique of sequencing the teaching contents. Methodologically the research was advanced from the qualitative approach, through a study focused on action research, taking as astarting point the bases of the virtual and sociocultural constructivism model for online learning. The project was developed in 4 phases: review, production, implementation and post implementation. During these, information gathering instruments were applied: content evaluation, the diagnostic survey, the semi-structured interview and the participant observation. This information was coded, classified and categorized based on the critical analysis of discourse and descriptive analysis. After the implementation of the project, it was possible to show that the students increased their level of knowledge about road safety education and construction of citizenship. In addition, the expectation was generated in the teachers about the technique of content analysis, which contributed to the construction of a transversal collaborative learning environment through the integration of different areas., Facultad de Informática

This article presents a study in which we explored the effect of a social robot on the explanatory behavior of children (aged 6--10) while working on an inquiry learning task. In a comparative experiment, we offered children either a baseline Computer Aided Learning (CAL) system or the same CAL system that was supplemented with a social robot to verbally explain their thoughts to. Results indicate that when children made observations in an inquiry learning context, the robot was better able to trigger elaborate explanatory behavior. First, this is shown by a longer duration of explanatory utterances by children who worked with the robot compared to the baseline CAL system. Second, a content analysis of the explanations indicated that children who worked with the robot included more relevant utterances about the task in their explanation. Third, the content analysis shows that children made more logical associations between relevant facets in their explanations when they explained to a robot compared to a baseline CAL system. These results show that social robots that are used as extensions to CAL systems may be beneficial for triggering explanatory behavior in children, which is associated with deeper learning.

This paper describes a longitudinal study in which children could interact unsupervised and at their own initiative with a fully autonomous computer aided learning (CAL) system situated in their classroom. The focus of this study was to investigate how the mindset of children is affected when delivering effort-related praise through a social robot. We deployed two versions: a CAL system that delivered praise through headphones only, and an otherwise identical CAL system that was extended with a social robot to deliver the praise. A total of 44 children interacted repeatedly with the CAL system in two consecutive learning tasks over the course of approximately four months. Overall, the results show that the participating children experienced a significant change in mindset. The effort-related praise that was delivered by a social robot seemed to have had a positive effect on children’s mindset, compared to the regular CAL system where we did not see a significant effect.

In this article we discuss the contribution of digitalisation for equal participation in higher education. Its potential is often postulated, but accessibility is seldom examined in this context. Despite the challenges and difficulties created in the summer term of 2020, this semester has provided a great opportunity to collect data on digital teaching, as face‐to‐face teaching needed to be transformed into digital teaching. Based on two surveys conducted in the summer of 2020, current practices and students’ needs regarding accessibility are outlined. Despite the circumstances, it can be derived from the surveys that digital teaching generally provides a variety of advantages for students with disabilities, although some tools and platforms remain not fully accessible to them. Additionally, the results indicate that not only students with sensory impairments benefit from the principles of the Web Content Accessibility Guidelines (2018). In particular, the principles ‘operable’ and ‘understandable’ are beneficial for students with mental health difficulties. Regarding the assessment of accessibility features, the study shows that the perception of students with and without impairments is very similar.

People use the computer; most of these are young people who love to play games on the computer. The computer does not only give information or search for an answer to our questions; it also provides pleasure that can be seen while using the computer, just like a television equipped with a keyboard and mouse. This study focuses on the utilization of computers as learning aide for children from grades 1-3, which includes those levels that have the minimal reading ability as the system is interactive and the graphical user interface suits the primary end users’ needs. The system includes learning modules adapted to the school’s curriculum and resources, educational games, learning assessments and function for generation of progress reports.

To improve student performance and retention rates, higher institutions of learning are constantly researching on the approaches, tools and techniques to use. In recent times, concepts such as mobile learning, electronic learning, collaborative learning, flipped classroom and deep learning have emerged. These describe the different approaches that institutions are using to improve student performance and retention rates. However, the successful implementation of an approach largely depends on the willingness of the users (learners and educators) to use. Even the best approaches or techniques cannot yield fruitful results if the users are not willing to use them. This paper assesses the willing of students at Copperbelt University to use mobile application-aided collaborative learning in their studies.

The “Greek/English Writing to Braille” translation software helps users during the conversion of every Greek writing (either toneless or polytonic) to Braille, as well as British or Ancient Greek writing to Braille. The translation is completed automatically, eliminating the mistakes risk even for an experienced Braille user. Software’s operators can also print the translated Braille texts, using the appropriate Braille machinery. There also the potential of self-learning, which concerns the second part of the software, by learning Greek and English writing to Braille using a PC instead of the manual typewriter that has been used up till now. The operator works out the Greek or English scripts on the software textboxes, typing a variety of combinations of Braille writing, while the software automatically displays the text directly to Braille form. The software also offers the ability to type Braille combinations and automatically appears Greek text. Finally, it is proposed for a self-teaching practice for the Braille writing, SUBMITTED: AUGUST 2018, REVISION SUBMITTED: SEPTEMBER 2018, ACCEPTED: OCTOBER 2018, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 19 OCTOBER 2018

In this study we examine the introduction of online homework in a first-semester engineering mathematics course at a German university of applied sciences. The aim of the study was to find out whether students in general and students with low incoming mathematics skills in particular benefit from graded online homework. We found a high correlation between the number of online homework problems correctly solved and exam results, but also between placement test scores and exam results. Furthermore, we found that students with high placement test scores were more likely to use online homework regularly. We conclude that although online homework can promote successful student learning, further efforts are necessary to ensure completion of homework especially by students with low placement test scores.