Search

T cell receptor (TCR) stimulation and cytokine cues drive the differentiation of CD4+ naïve T cells into effector T cell populations with distinct pro-inflammatory or regulatory functions. Unlike adult naïve T cells, human fetal naïve CD4+ T cells preferentially differentiate into FOXP3+ regulatory T (Treg) cells upon TCR activation independent of exogenous cytokine signalling. This cell-intrinsic predisposition for Treg differentiation is implicated in generating tolerance in utero; however, the underlying mechanisms remain largely unknown. Here, we reveal FOXP3-independent transcriptional and epigenetic programs shared between fetal naive T cells and committed adult Treg cells that are inactive in adult naive T cells. We further demonstrate that these transcriptional programs are retained upon Treg cell differentiation only in fetal-derived, but not adult-derived induced Treg (iTreg) cells. We identify a subset of Treg-specific enhancers that are already active in fetal naive T cells, including two active super-enhancers at Helios, a signature thymic Treg gene. Helios is expressed in fetal naive T cells, but not in adult naïve T cells, and only fetal iTreg cells maintain Helios expression. Fetal, but not adult iTreg cells, have suppressed IL-2 production, which is regulated by Helios in committed Treg cells. CRISPR-Cas9 ablation of Helios in fetal naive T cells thus resulted in increased IL-2 production by fetal iTreg cells. Critically, Helios knockout in fetal naïve T cells impaired their subsequent differentiation into Treg cells upon TCR stimulation, reduced the upregulation of immunosuppressive genes such as IL10 in fetal iTreg cells, and resulted in the increased upregulation of pro-inflammatory genes including IFNG. Subsequently, Helios knockout fetal iTreg cells produced less IL-10 and more IFNγ cytokines. Taken together, our results indicate a dual role for Helios in enhancing the cell-intrinsic predisposition of fetal naïve T cells for Treg differentiation and fine-tuning eventual fetal Treg function through transcriptional modulation. The Treg-biased transcriptional and epigenetic programs within fetal naive T cells identified here could thus be utilized to engineer enhanced iTreg populations from adult naïve T cells for adoptive cellular therapies.

Online learning has been adapted throughout educational institution recently whereas adoption become inevitably especially during pandemic. Various methods have been adopted by educators with less experience in conducting online learning, thus it is unsurprising that its implementation seems to be a trial and error and has been criticized by various parties. In addition, educators are actually still unfamiliar with various technologies that are widely used in various learning methods. This situation become an obstacle in the application of learning methods since there are too many learning burdens that must be overcome by educators, namely mastery of a variety of methods. and various technological variations without the support of data about the most optimal methods and technologies to use. This study aims to provide an overview of the measurement of the effective usage of technology in various online learning methods associated with the ultimate goal of learning as an important insight for teaching staff in selecting technology and method to be mastered. Keywords: onlne, learning, technologies, effective Abstrak- Pembelajaran daring adalah wacana yang semakin kencang digaungkan, dan menjadi tidak terhindarkan khususnya pada saat pandemi. Berbagai metode diadopsi oleh pengajar yang mayoritas belum berpengalaman menyelenggarakan pembelajaran daring, karena itu tidak heran sistem pelaksanaannya terkesan trial and error dan banyak dikritisi oleh berbagai pihak. Selain itu, guru dan tenaga pengajar sebenarnya masih asing terhadap berbagai teknologi yang banyak dimanfaatkan dalam penerapan berbagai metode pembelajaran tersebut Hal ini menambahkan hambatan dalam penerapan metode pembelajaran karena dalam satu kesempatan ada terlalu banyak beban belajar yang harus diatasi oleh tenaga pengajar yaitu penguasaan berbagai variasi metode dan berbagai variasi teknologi tanpa didukung data mengenai metode dan teknologi yang paling optimal untuk dipergunakan. Penelitian ini bertujuan untuk memberikan gambaran pengukuran efektifitas pemanfaatan teknologi dalam berbagai metode pembelajaran daring yang dikaitkan dengan tujuan akhir belajar sebagai input penting bagi tenaga pengajar dalam pemilihan teknologi dan metode yang akan dikuasai. Kata kunci: pembelajaran, daring, teknologi, efektifitas

Academic self-efficacy is an essential element for effective and engaging learning. In order to improve academic self-efficacy, students need to engage in regular and effective self-reflection to form realistic beliefs about their own academic capabilities. However, students may not be motivated to sustain effective self-reflection. Suitable tools are needed to assist students to self-reflect effectively. The objectives of this study were to determine the effect of writing personalized weekly e-learning journals on students��� academic self-efficacy, the perception of its usefulness, and how it has helped students improve their academic self-efficacy. Multiple data collection methods were used in order to provide data for better explanations on the causality of the dependent and independent variables. Fifty-four students studying a degree program wrote personalized weekly e-learning journals over a ten-week period. Pre-tests and post-tests on their academic self-efficacy were administered in study week one and eleven respectively. The personalized weekly e-learning journals contained personalized prompts. The purposes of these prompts were not only to scaffold students to self-evaluate and self-reflective effectively but also to collect weekly time series data on academic self-efficacy and perceived usefulness in writing these journals. The post-test scores and time series data showed that the academic self-efficacy and the perceived usefulness of writing e-learning journals over the intervention period have improved. Writing personalized weekly e-learning journals has motivated the students to self-evaluate regularly, sustain their self-reflection, and promote positive academic self-efficacy. This study highlighted the benefits of writing personalized e-learning journals. Key words: academic self-efficacy, learning journals, self-reflection, higher education, time series L'auto-efficacit�� acad��mique est un ��l��ment essentiel pour un apprentissage efficace et engageant. Afin d'am��liorer leur auto-efficacit�� acad��mique, les ��tudiants doivent s'engager dans une autor��flexion r��guli��re et efficace pour se forger des convictions r��alistes sur leurs propres capacit��s acad��miques. Cependant, les ��tudiants peuvent ne pas toujours ��tre motiv��s pour mener une r��flexion personnelle efficace. Des outils ad��quats sont n��cessaires pour aider les ��tudiants �� s���engager dans une autor��flexion efficace. Les objectifs de cette ��tude ��taient de d��terminer l'effet de la r��daction de journaux hebdomadaires personnalis��s d'apprentissage en ligne sur l'auto-efficacit�� acad��mique des ��tudiants, la perception de l���utilit�� de cet exercice et la mani��re dont elle a aid�� les ��tudiants �� am��liorer leur auto-efficacit�� acad��mique. Plusieurs m��thodes de collecte de donn��es ont ��t�� utilis��es afin de fournir des donn��es permettant de mieux expliquer la causalit�� des variables d��pendantes et ind��pendantes. Cinquante-quatre ��tudiants suivant un programme menant �� un dipl��me ont r��dig�� des journaux hebdomadaires d'apprentissage en ligne personnalis��s sur une p��riode de dix semaines. Des pr��-tests et des post-tests sur leur auto-efficacit�� acad��mique ont ��t�� administr��s respectivement lors de la premi��re et de la onzi��me semaine d'��tude. Les journaux hebdomadaires d'apprentissage en ligne personnalis��s contenaient des messages-guides personnalis��s. Ces messages avaient pour but non seulement d'aider les ��tudiants �� s'auto-��valuer et �� r��fl��chir efficacement, mais aussi de recueillir des donn��es hebdomadaires sur l'auto-efficacit�� scolaire et l'utilit�� per��ue de la r��daction de ces journaux. Les r��sultats du post-test et les donn��es chronologiques ont montr�� que l'auto-efficacit�� acad��mique et l'utilit�� per��ue de la r��daction de journaux d'apprentissage en ligne se sont am��lior��es pendant la p��riode d'intervention. La r��daction de journaux hebdomadaires d'apprentissage en ligne personnalis��s a motiv�� les ��tudiants �� s'auto-��valuer r��guli��rement, �� soutenir leur autor��flexion et �� promouvoir une auto-efficacit�� acad��mique positive. Cette ��tude a mis en ��vidence les avantages de la r��daction de journaux d'apprentissage en ligne personnalis��s. Mots cl��s : auto-efficacit�� acad��mique; journaux d'apprentissage; autor��flexion; enseignement sup��rieur; s��rie chronologique, Alberta Journal of Educational Research, Vol. 67 No. 4 (2021): Winter

My work has always arrived from a deeply personal place. During my undergraduate studies, my professor said my thesis project felt like an exorcism. I was trying to find a way to say something but not quite saying it, circling around painful experiences obliquely but not wanting to commit to putting it down on paper. So much left unsaid, so much weighed down. During my time here as a graduate student, I’ve found a way to find joy, and to let things go. It’s important to turn a painful or difficult personal experience into something that can fly, something that communicates the depths of any despair fully but that can also ultimately find a place of redemption and joy. It’s allowed me to make the kind of work that lives on and that I desire to revisit and continue.