Course Of Development Research Articles

Building a valuable professional development course: instructor effort vs. perceived student value of activities in an online biotechnology course

Providing undergraduate and graduate students with the appropriate preparation for transitioning to careers in their field after graduation is a key goal of higher education institutions, with many programs employing professional development workshops or courses to assist students and provide hands-on skills in this area. Although a wide variety of activities could benefit students, instructor and career specialist time is limited. Here, we describe an online biotechnology professional development course for undergraduate and graduate students, covering career exploration and the job search process, and the students’ perceptions of the activities offered based on survey data. Overall response to the course was positive, with students at various stages of their education indicating appreciation of most of the course assignments. Interestingly, students ranked the activities that took the most instructor time, namely review of application materials, mock interviews, and career panels, as the most valuable for their personal development. The career exploration aspects of the course influenced students to be open to new possibilities. However, students struggled to make time to complete the assignments for a fully online, largely asynchronous course. Discussion of the value of the course activities, their relevance to social cognitive career theory and cognitive information processing, and suggestions for smooth implementation are provided.

Backward Design in Pre-Service Teacher Education to Enhance Curriculum Knowledge

This action research aimed to enhance the curriculum knowledge of 37 pre-service teachers in early-childhood education through backward design (BD) as an innovative framework. Participants enrolled in an online curriculum development course focusing on curriculum elements and underwent BD-based instruction for five weeks. Multiple data collection tools were employed, including pre- and post-achievement tests and curriculum literacy scales, digital learning journals, performance tasks, course observations, and interviews. The results showed a significant improvement in the curriculum knowledge of the pre-service teachers. This was evidenced by a notable increase in curriculum literacy scores, a moderate improvement in achievement test scores, and positive performance task outcomes. These findings highlight the effectiveness of BD-based instruction in enhancing the curriculum knowledge of pre-service teachers. This study provides valuable insights for teacher educators to effectively tailor their instructional approaches. Further research is needed to validate these results and advance instructional practices in pre-service teacher education.

ANALYSIS OF OPTICAL COHERENCE TOMOGRAPHY DATA IN PATIENTS WITH VARIOUS VARIANTS OF THE GLAUCOMA PROCESS

Today, about 537 million people in the world aged 20 to 79 suffer from diabetes mellitus, in 3% of cases neovascular glaucoma is diagnosed, threatening vision loss. Neovascular glaucoma is one of the most aggressive forms of secondary glaucomas and is often refractory to standard treatment methods. In domestic and foreign literature, there is no single standard for choosing the tactics of surgical treatment of patients with neovascular glaucoma against the background of diabetic retinopathy. In this regard, studies aimed at studying the morphofunctional parameters of eyes with neovascular glaucoma against the background of diabetic retinopathy acquire not only theoretical but also obvious practical interest. In the course of further development of methods for complex effects on eye structures to reduce intraocular pressure and progression of the glaucoma process. An analysis of optical coherence tomography images of 51 patients (51 eyes) was conducted, and the main aspects were identified for further use in choosing the tactics of surgical intervention.

Evaluation of the Effects of Electrical and Carbon Dioxide Stunning Methods on Quality Attributes of Pork Meat

In our experiment, the effect of electrical and CO2 stunning on pork meat quality attributes was studied. A total of thirty PIC337 female pigs were allocated to two equal groups which were stunned electrically (50 Hz, 210 V, 2.6 A, 15 s) or by CO2 (85 V% CO2, 15 V% O2, 90 s) and slaughtered at a commercial slaughterhouse. For 24 h post mortem, the carcass m. gluteus medius (GM) was used to evaluate meat quality attributes such as pH, color, hardness, water holding capacity (WHC), and total pigment content, and meat classification was also carried out. The CO2 stunning resulted in muscle with significantly lower pH (p < 0.01) and poorer water holding capacity (p < 0.05) compared to electrical stunning. The GM of pigs stunned electrically showed significantly increased lightness (L*) and redness (a*) (p < 0.05) compared to CO2-stunned. The time course of development of rigor mortis was similar for both stunning methods. Pale, soft, exudative (PSE) or dark, firm, dry (DFD) meat defects were not observed. Based on total pigment content, stunning methods did not significantly affect the amount of removable blood.

Impact of basic artificial intelligence (AI) course on understanding concepts, literacy, and empowerment in the field of AI among students

AbstractWith the development of information technologies and information processing methods, it is important to provide high‐quality education in the field of artificial intelligence (AI). The study aims to investigate the impact of an educational course on AI on the comprehension of concepts, literacy, and empowerment in the field of AI among students of higher educational institutions. The experiment involved 125 students from Hohai University in China. As a result of taking the training course, students were able to improve their understanding of concepts (increasing their average score from 6.33 to 9.69), literacy (from 2.94 to 3.99), and empowerment (from 3.90 to 4.04) in AI. The resulting data statistically confirmed the effectiveness of the developed course for improving confidence in the field of AI. The training module can be applied to improve confidence in the field of AI for students in various careers, as information competence is important these days and increases the success of graduates in employment. When it comes to further research, the encouraging results of this study suggest opportunities for promoting this training program among a diverse group of participants. To confirm the effectiveness of the developed course, it can be conducted among students in schools and other educational institutions, reducing it to even more basic if necessary.

Exploring EFL Students' Creativity and Engagement with AI Chatbot in Web-Based English Course

This research explores the role of AI-based chatbot tools in promoting creativity and engagement among English as a Foreign Language (EFL) students in web-based English material development course. A qualitative research design was employed, involving in-depth interviews and observation checklists. The research was conducted at the English Education Faculty in Parangtambung of Universitas Negeri Makassar, with data collection spanning from May 12, 2024, to June 9, 2024. Participants included five undergraduate students from the 6th semester based on their familiarity with AI chatbots. The subjects of this research were undergraduate students enrolled in the English web-based material development course. Specifically, five students with prior experience or familiarity with AI chatbots were chosen to provide detailed insights through interviews and observations. The findings indicate that AI chatbots significantly encourage creativity among EFL students by providing a safe space for language experimentation and immediate feedback. Students reported increased engagement and enjoyment in their learning process. The research concludes that while AI chatbots can effectively foster creativity and engagement, careful integration and continuous monitoring are necessary to maximize their educational benefits.

Development of a New Media Marketing and Planning Course Based on Project-Based Learning combined with Outcome-Based Education Concept to enhance Problem-Solving Ability in Advertising at Xi'an University

Background and aim: At present, the phenomenon of insufficient problem-solving ability of college students in China is more prominent. The project-based learning（PBL) combined with the outcome-based education (OBE) concept provides new ideas and methods for addressing the problem of insufficient problem-solving ability among college students. The PBL combined with OBE teaching offers effective ways and means to enhance problem-solving ability. Outcome-based education concept (OBE) emphasizes student learning outcomes and focuses on the ability and qualities students acquire during the learning process. While project-based learning (PBL) enables students to participate in solving actual projects, clarifying their learning goals and outcomes, and enhancing their learning motivation and enthusiasm. This teaching model emphasizes practical ability. It focuses on cultivating students' practical ability by having them apply learned knowledge and ability in actual projects, thus improving their problem-solving and practical operation ability, which aligns with the requirements for practical ability in the advertising field. It promotes cooperation and innovation. PBL usually requires students to complete projects in groups, helping to cultivate their cooperation ability and team spirit. At the same time, during the project implementation process, students need to continuously propose innovative solutions, which also helps cultivate their innovation consciousness and innovation ability. This study aims to develop and evaluate the effectiveness of a new media marketing and planning course based on PBL combined with OBE teaching to enhance problem-solving ability in advertising students. Materials and approaches: The study employed a three-phase research design involving phase 1 was studying the background information through reviewing documents and interviewing experts and students, phase 2 was constructing and verifying the developed course by 5 experts, and phase 3 was implementing the course with the sample of 40 junior Advertising students at Xi'an University which were derived by cluster random sampling. The research instruments used to collect data in this phase were as follows:1) scoring rubric of students' problem-solving ability with reliability of 0.84. 2) questionnaire for students' satisfaction with the reliability of 0.75. Data collection was relevant to test papers and scales, and data were analyzed by using statistics including; means, standard deviations, t-test for dependent samples, and one sample t-test. Results: After implementation of a new media marketing and planning course based on project-based learning combined with outcome-based education concept, it revealed that 1) posttest scores of students' problem-solving ability is greater than pretest at.01 levels of statistical significance (t39= 16.01, p = 0.001). 2) students' satisfaction after implementing the course was statistically greater than the criterion of 70% at a.01 level of statistical significance (t39 =19.51, p = 0.001). Conclusion: The PBL combined with OBE teaching provides effective ways and methods for improving college students' problem-solving abilities. By clarifying learning outcomes, emphasizing practical ability, and promoting cooperation and innovation, the PBL teaching methods model can better meet the requirements for problem-solving ability in modern education and the advertising field.

Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective

ABSTRACT The primary aim of this study was to investigate the construct validity of a survey focussing on the use of technology and teaching techniques to promote religious moderation, employing exploratory factor analysis (EFA). A total of 116 educators, who teach character development courses, were recruited to participate in the study. The developed instrument is based on the Technology Pedagogical Content Knowledge (TPACK) framework and has been validated through expert and cognitive interviews with religious education lecturers. The study’s results demonstrate that participants were able to discern conceptual distinctions between TPACK domains. Four factors were identified: TPACK, Pedagogical Content Knowledge (PCK), Technological Knowledge (TK), and Pedagogical Knowledge (PK). TPACK encompasses both Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK), while PCK includes Content Knowledge (CK). Additionally, Rasch statistical analysis was employed to determine that the instrument measures a single latent variable, namely religiously moderated TPACK, with high reliability based on the fit of the scale to the Rasch model. The statistical data from the EFA and Rasch analyses suggest that this survey can serve as a valuable tool for researchers and educators interested in exploring TPACK within the context of religious moderation.

Enhancing productivity with custom GPTs to support curriculum development

At the Centre for Digital Transformation of Health, we develop a range of postgraduate and professional development courses designed to upskill the healthcare workforce in digital transformation. Our course development is informed by the ADDIE framework (Branch, 2009). During the design stage, we leverage the Understanding by Design (UbD) framework by Wiggins and McTighe (2005). UbD uses a backwards design process that starts with the outcomes in mind that constructively align with the assessment and learning activities. This process can be challenging for subject matter experts (SMEs) with little pedagogical training (Cho and Trent, 2005; Michael and Libarkin, 2016), particularly in designing topic-level learning outcomes using Bloom’s Taxonomy (Bloom et al., 1956); outlining key understandings, the big ideas and their practical applications (Wiggins & McTighe, 2005); and separating what learners should know from how that knowledge will be applied. Consequently, substantial hours are dedicated to 1:1 coaching sessions to ensure effective development of learning outcomes and content. Our driving research question is how can generative AI improve our efficiency of working with SMEs with little pedagogical knowledge? We therefore integrated ChatGPT into the curriculum design process (Conrad and Hall, 2024). However, instead of using a standard instance of ChatGPT that relies on effective prompt engineering by the user, we iteratively developed two custom GPTs (Bloomify and UnderstandMe), using OpenAI’s GPTbuilder. These GPTs constrain and customise ChatGPT’s output without requiring coding knowledge. The build process starts by explaining to the GPTbuilder what you would like your custom GPT to help with, followed by iterative prompting about specific functions, behaviours, and additional materials to constrain the GPT’s responses. Bloomify translates unrefined topic aims from SMEs into three bloomified learning outcomes across three Bloom’s levels for the SME to consider, iterate and improve upon. UnderstandMe uses the topic outcome created by Bloomify and helps the SME conceptualise the big ideas, key understandings, and the practical application of the knowledge they will learn in the topic. This approach keeps the SME at the centre of the process, rather than offloading the entire curriculum design process to ChatGPT, which was described by Conrad & Hall (2024). Early results of implementing the GPTs are promising. We observed a significant boost in efficiency, enabling us to complete twice as many UbD templates per hour of coaching. This suggests that GPTs could offer a substantial improvement in time efficiency and offer a simple way of reducing the cognitive burden of the backwards design process for SMEs and learning designers. These time savings are then reallocated to other aspects of the course development process providing the opportunity for richer collaboration between SME and learning designer. We have provided links to both GPTs, both of which are discipline-agnostic, to support the broader learning design and academic community through the backwards design process within their respective disciplines. Further evaluation of these tools will focus SME perspectives of using the GPT during collaborative course development and to investigate how these tools will influence the social norms of course design in the future.

Оrgаnizing Science Lessоns Bаsed оn the Inquiry-Bаsed 5E Mоdel

This article explores the implementation of the 5E inquiry-based teaching model to enhance science lessons, focusing on engaging students actively in learning through exploration, experimentation, and reflection. The study uses a structured approach based on cognitive psychology and constructivist learning theory to guide teachers in applying the 5E model's phases: Engage, Explore, Explain, Elaborate, and Evaluate. Teachers participated in professional development courses to strengthen their lesson-planning skills for inquiry-based education. The results show that the 5E model effectively improves students' scientific understanding and promotes higher engagement by aligning lessons with students’ interests and prior knowledge. Findings support the integration of inquiry-based learning as a core method in science education reforms, advocating for further training to improve instructional quality. This research underscores the potential of the 5E model to modernize science education, making it more interactive and student-centered.

Development of gout in people with asymptomatic hyperuricemia: study protocol for a 5-year prospective cohort

IntroductionThe central biochemical cause of gout is hyperuricemia (elevated serum urate levels). Ultrasound features of monosodium urate (MSU) crystal deposition are common in people with asymptomatic hyperuricemia. However, it is...

Research on the Construction of Applied Talent Cultivation System of New Undergraduate Colleges

Cultivating undergraduate applied talents is the main task of new undergraduate colleges and universities, but at present, the phenomenon of applying the academic talents cultivation mode still exists to varying degrees. For this reason, this paper explains the basic contents and requirements of the theoretical teaching, practical teaching and quality development course system which focuses on the cultivation of application ability, and bases on the local cultivation of application-oriented talents, it is necessary to build the system of cultivating application-oriented talents, optimize the structure of cultivating talents, build the mode of cultivating application-oriented talents, allocate the resources and set up the supporting management system.

On the formation of digital competencies of the population at the regional level as a social innovation: the case of the Pskov oblast

In the article the author analyzes the current state of digital competencies of the population of the Pskov Oblast based on the results of interviews on the following topics: information security, digital skills, trust and fears on the Internet, educational opportunities and professional development. It is revealed that with a high self-assessment of digital skills respondents possess only basic digital competencies, most interviewees lack knowledge about information security, many do not follow copyright laws. To solve the problems, the article offers recommendations on the format of digital competence development courses that meet the principles of social innovation.

Teaching agile: A case study approach with an optional game

Learning Agile philosophy is essential for system analysis and design or software development courses. Organizations operate in highly dynamic environments, constantly needing to adapt, change, or create innovative Information Systems. Agile provides guiding values and principles that enable systems analysts to support organizations in responding to change and developing, modifying, or updating information systems. By learning Scrum, an Agile-inspired framework, students can assume the role of systems analyst, organizing activities and working in teams iteratively to solve complex problems using Agile principles. This hands-on approach helps students understand the importance of stakeholder involvement, constant scrutiny, and adjustment to achieve frequent system updates. Hence, this case study immerses students in a scenario where they apply the Scrum framework, with an optional puzzle game to introduce students to agile philosophy through its manifesto. Learning by doing has proven effective for complex or dry topics, with students responding positively to this method. Interview data collected at the end of the activity showed high student satisfaction and a strong sense of knowledge acquisition while enjoying the class. Additionally, integrating a game to internalize agile concepts with a teaching case to apply concepts presents a rich educational approach that can be adapted to other Information Systems topics.

Zygotic activin a is dispensable for the mouse preimplantation embryo development and for the derivation and pluripotency of embryonic stem cells†.

In this work, we aimed to determine the role of activin A during crucial events of mouse embryogenesis and distinguish the function of the protein of zygotic origin and the one secreted by the maternal reproductive tract. To this end, we recorded the progression of development and phenotype of Inhba knockout embryos and compared them with the heterozygotes and wild-type embryos using time-lapse imaging and detection of lineage-specific markers. We revealed that the zygotic activin A deficiency does not impair the course and rate of development of embryos to the blastocyst stage. Inhba knockout embryos form functional epiblast, as evidenced by their ability to give rise to embryonic stem cells. Our study is the first to show that derivation, maintenance in culture, and pluripotency of embryo-derived embryonic stem cells are exogenous and endogenous activin A-independent. However, the implantation competence of activin A-deficient embryos may be compromised as indicated in the outgrowth assay.

University students’ attitudes towards the values of physical culture and sport as indicators of their social development

Introduction. Physical culture and sports activities play a crucial role in the socialisation and personal development of individuals. Understanding students’ attitudes towards the social values of sports is essential for creating an effective system of physical education and social development at a university. Aim. The present research aimed to examine the relationship between university students’ attitudes towards various values of sports and their social responsibility, psychosocial well-being, commitment to moral norms, and social values as indicators of social development. Methodology and research methods. The study utilised various frameworks, including the psychology of sports concerning moral norms and values, the theory of physical education related to the social development of students through physical culture and sports, and social psychology focusing on indicators of social development. Psychodiagnostic methods employed included the Spirit of Sport (SOS) scale, Social Responsibility Scale, Portrait Value Questionnaire, Moral Foundations Questionnaire, and Subjective Well-Being Scale. The collected data were analysed using descriptive statistics, correlation and regression analysis, the Mann – Whitney U test, and the Friedman test. The research involved 323 university students aged 18 to 23 years. Results and scientific novelty. The research conducted has demonstrated that, in the realm of sports, students exhibit a greater commitment to the values of health, ethics, and respect for their opponents. The findings reveal that students’ orientation towards the sports values of respect and education serves as a predictor of their social development, which is manifested in the cultivation of social responsibility. This social responsibility is, in turn, influenced by various social values, including care, independence, safety, conformity, and self-affirmation, as well as moral norms. Furthermore, it has been established that the psychosocial well-being of students and their social responsibility are interdependent characteristics. Practical significance. The theoretical and empirical findings of this study can be beneficial for the development of courses in psychology, sports pedagogy, and social psychology.

Development method in a large-scale public sector IT programme

The Norwegian parental benefit programme started as a large-scale information technology operation to automate and provide self-service solutions for parental benefit applications. This benefit replaces lost salaries for about 100,000 parents every year while parents are home with new-born children. A previous programme to modernize IT solutions was stopped. The new programme replacing legacy solutions from the 1970s was seen as a large, complicated, and risky undertaking with a cost limit of USD 130 million. Initially, this programme had three main releases based on an internal development method combining project management and agile methods. During the second release, the programme experienced challenges with coordinating work across the business and development projects. The programme manager established a task force to propose changes in the development method for the last release. We then ask the question: If you were part of this task force, what should the programme manager do to remedy the coordination challenges for the last release? This teaching case is based on a longitudinal case study and is relevant for graduate or continuing education courses in information systems development or IT project management during which students learn how to organize efficient software development at scale.

Strengthening capacities in Latin America by designing teacher professional development programmes for climate change education

PurposeThis study aims to describe the design process of two teacher professional development programmes on Climate Change Education in Chile and Mexico, their initial outcomes on teacher practices and feedback on course activities, content and format, and their expectations of future topics for deepening their understanding.Design/methodology/approachA systematization of the design and implementation process of both programmes was conducted. Subsequently, an online survey comprising 21 questions was administered to 115 teachers from both countries, representing 5% of the graduates from each programme. The survey evaluated their experiences, the impact on their teaching practices and the effects on their personal and professional lives. This non-experimental design relied on teachers' self-reported perceptions after completing the course.FindingsTeachers rated their experience highly, particularly regarding content quality and relevance to their local environment. Most (97.4%) applied their learning in their classrooms, with 78.3% noting it helped raise student awareness of climate change and facilitate collaborative projects. Additionally, 92.2% reported personal sensitization to climate issues and 87% changed personal habits. The course influenced 91.3% to take daily actions to reduce CO2 emissions. Some reflections are made on the design and implementation of the programmes, considering the survey results and the available literature.Research limitations/implicationsThe study relied on self-reported data from teachers after they had completed the courses. This approach was chosen because it allowed for a direct assessment of teachers' understanding and experiences. However, it is important to acknowledge the limitations inherent in self-reported data, such as the potential for response bias.Practical implicationsEducators, scientists and healthcare professionals can explore innovative pedagogical approaches to make CCE engaging and relevant, ensuring that all students not only comprehend the content but also feel empowered to contribute to environmental sustainability and learn to regulate their eco-anxiety. Teachers would have the opportunity to attend professional development courses based on research, reflect on their personal and technical habits, transform them, be role models for their students and build professional learning communities. Schools are transformative with a high quality of climate change education.Social implicationsClimate change demands urgent transformations in our consumption, energy generation and the construction of resilient cities. Education is pivotal in empowering environmentally conscious citizens. It fosters environmental awareness, develops skills to tackle climate challenges, promotes active citizenship, advocates for sustainable lifestyles and encourages innovation in clean technologies. By connecting people with nature, education strengthens environmental responsibility. Additionally, it equips society to advocate for sustainable policies and take action for the environment. A comprehensive educational approach is essential to forge global consensus and effectively address climate change.Originality/valueBy systematically evaluating teacher experiences and the impact on their personal and professional lives through detailed survey data, the study provides valuable insights into effective educational strategies for climate change awareness. Additionally, it highlights practical applications and behavioural changes among educators, contributing to the broader discourse on environmental education.

Teaching Tip A Screencast-Based Assessment Technique for a Mobile App Development Course

Teaching Tip A Screencast-Based Assessment Technique for a Mobile App Development Course

Contributions of an Emotion-Oriented Professional Development Course to the Ecology of Language Teacher Agency

Contributions of an Emotion-Oriented Professional Development Course to the Ecology of Language Teacher Agency