Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
This is the third in a series of three reports which together aim to chart the media and learning landscape in Europe. As explained already in the earlier reports they are part of a process of familiarisation which is at the heart of successful European network building. This network building process is being by led the MEDEAnet project which is responsible for the production of the series.
MEDEAnet involves 8 partners in 7 European countries and is a 3-year network project funded under KA3 of the Lifelong Learning Programme, running from January 2012 to December 2014.
New modes of learning and teaching in higher education Luciano Sathler
High Level Group on the Modernisation of Higher Education. Report to the European Commission. Disponível em http://ec.europa.eu/education/library/reports/modernisation-universities_en.pdf. Reproduction is authorised provided the source is acknowledged
Um exemplo de trabalho que o Brasil deveria seguir!
FORGE: Enhancing eLearning and research in ICT through remote experimentationFORGE project
EDUCON'14 Conference: This paper presents the FORGE initiative, which aims to transform the FIRE testbed facilities, already vital for European research, into a learning resource for higher education.
From an educational perspective this project aims at promoting the notion of \ac{srl} through the use of a federation of high-performance testbeds and at building unique learning paths based on the integration of a rich linked-data ontology.
Through FORGE, traditional online courses will be complemented with interactive laboratory courses.
It will also allow educators to efficiently create, use and re-use FIRE-based learning experiences through our tools and techniques. And, most importantly, FORGE will enable equity of access to the latest ICT systems and tools independent of location and at low cost, strengthening the culture of online experimentation tools and remote facilities.
Education on the Cloud 2015 - State of the Art - Case StudiesTheSoFGr
School on the Cloud (SoC),
ICT Key Action 3 European Project - With the support of the Lifelong Learning Programme of the European Union,
Editors:
Karl Donert (ILN Ltd.),
Yannis Kotsanis (Doukas School),
This report documents the state of the art concerning the Cloud in education through 59 case studies gathered in partner countries across Europe. It describes recent activities across Europe in using the Cloud in education. These are initiatives, projects and developments in different countries. The report indicates that there are many examples of Cloud-implementation in Europe, however overall coordination and strategy appears to be lacking.
MOOC's Anatomy. Microblogging as the MOOC's Control CenterCarmen Holotescu
Paper for the 9th eLearning and Software for Education Conference - eLSE 2013 - organized by the Romanian Advanced Distributed Learning Association in Bucharest, April 25th - 26th, 2013.
OKFN Greece meet-up
Friday, April 6, 2012, 5:00 PM
Aristotle University of Thessaloniki, Research Dissemination Center
Prof. I. Antoniou (Director of MSc Web Science, AUTH, Steering Committee OKFN Greece). The power of Openness. Open Data and Open Knowledge
Prof. Spirakis Paul G. (Director of Computer Technology Institute and Press "Diophantus", Steering Committee OKFN Greece). Open Data and Evolutionary Games
This is the third in a series of three reports which together aim to chart the media and learning landscape in Europe. As explained already in the earlier reports they are part of a process of familiarisation which is at the heart of successful European network building. This network building process is being by led the MEDEAnet project which is responsible for the production of the series.
MEDEAnet involves 8 partners in 7 European countries and is a 3-year network project funded under KA3 of the Lifelong Learning Programme, running from January 2012 to December 2014.
New modes of learning and teaching in higher education Luciano Sathler
High Level Group on the Modernisation of Higher Education. Report to the European Commission. Disponível em http://ec.europa.eu/education/library/reports/modernisation-universities_en.pdf. Reproduction is authorised provided the source is acknowledged
Um exemplo de trabalho que o Brasil deveria seguir!
FORGE: Enhancing eLearning and research in ICT through remote experimentationFORGE project
EDUCON'14 Conference: This paper presents the FORGE initiative, which aims to transform the FIRE testbed facilities, already vital for European research, into a learning resource for higher education.
From an educational perspective this project aims at promoting the notion of \ac{srl} through the use of a federation of high-performance testbeds and at building unique learning paths based on the integration of a rich linked-data ontology.
Through FORGE, traditional online courses will be complemented with interactive laboratory courses.
It will also allow educators to efficiently create, use and re-use FIRE-based learning experiences through our tools and techniques. And, most importantly, FORGE will enable equity of access to the latest ICT systems and tools independent of location and at low cost, strengthening the culture of online experimentation tools and remote facilities.
Education on the Cloud 2015 - State of the Art - Case StudiesTheSoFGr
School on the Cloud (SoC),
ICT Key Action 3 European Project - With the support of the Lifelong Learning Programme of the European Union,
Editors:
Karl Donert (ILN Ltd.),
Yannis Kotsanis (Doukas School),
This report documents the state of the art concerning the Cloud in education through 59 case studies gathered in partner countries across Europe. It describes recent activities across Europe in using the Cloud in education. These are initiatives, projects and developments in different countries. The report indicates that there are many examples of Cloud-implementation in Europe, however overall coordination and strategy appears to be lacking.
MOOC's Anatomy. Microblogging as the MOOC's Control CenterCarmen Holotescu
Paper for the 9th eLearning and Software for Education Conference - eLSE 2013 - organized by the Romanian Advanced Distributed Learning Association in Bucharest, April 25th - 26th, 2013.
OKFN Greece meet-up
Friday, April 6, 2012, 5:00 PM
Aristotle University of Thessaloniki, Research Dissemination Center
Prof. I. Antoniou (Director of MSc Web Science, AUTH, Steering Committee OKFN Greece). The power of Openness. Open Data and Open Knowledge
Prof. Spirakis Paul G. (Director of Computer Technology Institute and Press "Diophantus", Steering Committee OKFN Greece). Open Data and Evolutionary Games
OKFN Greece meet-up
Friday, April 6, 2012, 5:00 PM
Aristotle University of Thessaloniki, Research Dissemination Center
Kaitlyn Braybrooke (OKFN Local Chapter and Groups Coordinator), Open Knowledge Foundation Scope-Vision, OKFN: Local Groups and Chapters.
Bratsas: Greek open data current status and the okfnOKFN-GR
OKFN Greece meet-up
Friday, April 6, 2012, 5:00 PM
Aristotle University of Thessaloniki, Research Dissemination Center
Dr. Charalampos Bratsas, (OKFN Greece Local Group Coordinator) Greek Open Data and the OKFN Greece challenges
EMPATIC - International Workshop: Information Literacy Development in the Sc...Empatic Project
Presentation by Sabina Cisek and Maria Próchnicka
Institute of Information and Library Science
Jagiellonian University in Krakow
Poland
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
Thoughts on Future University in 2030 Keynote Speaker Presentation for the ICIER International Conference on Interdisciplinary Educational Reflections 9 June 2022, virtual
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
The NMC Horizon Report Europe: 2014 Schools Edition
is a joint publication of European Commission’s Directorate General for
Education and Culture; European Commission’s Joint Research Centre – Institute
for Prospective Technological Studies; and the New Media Consortium.
The NMC Horizon Report Europe: 2014 Schools Edition
is a joint publication of European Commission’s Directorate General for
Education and Culture; European Commission’s Joint Research Centre – Institute
for Prospective Technological Studies; and the New Media Consortium.
The Horizon Report Europe: 2014 (Schools Edition)Filipp Paster
The
Horizon Report Europe: 2014 Schools Edition
examines trends, challenges, and technologies for
their potential impact on and use in teaching, learning, and creative inquiry.
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
Teacher's handbook for multimedia TMA coursesAlba Agulló
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
Governmental and Institutional strategies to support new ways of teaching and...EADTU
The presentation includes strategies at governmental and institutional level for the uptake of new modes of teaching and learning. It includes recommendations by the EU published Changing Pedagogical Landscape study and the EMPOWER programme by EADTU.
Based on contributions by Jeff Haywood (University of Edinburg, George Ubachs(EADTU) and Piet Henderikx (EADTU).
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Factory Supply Best Quality Pmk Oil CAS 28578–16–7 PMK Powder in Stockrebeccabio
Factory Supply Best Quality Pmk Oil CAS 28578–16–7 PMK Powder in Stock
Telegram: bmksupplier
signal: +85264872720
threema: TUD4A6YC
You can contact me on Telegram or Threema
Communicate promptly and reply
Free of customs clearance, Double Clearance 100% pass delivery to USA, Canada, Spain, Germany, Netherland, Poland, Italy, Sweden, UK, Czech Republic, Australia, Mexico, Russia, Ukraine, Kazakhstan.Door to door service
Hot Selling Organic intermediates
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
Follow us on: Pinterest
Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
1. co-funded by the
European Commission
eContentplus programme
Open Educational Data:
the case of the mEducator project
Panos Bamidis
Assist. Prof.
Medical Education Informatics
Medical School
Aristotle University of Thessaloniki
Greece
MEI 2012
Thessaloniki
April, 2012 http://www.meducator.net
2. co-funded by the
European Commission
eContentplus programme
Summary
OERs
A short account on OERs & MedEdu
mEducator approach
How OERs are treated with mEducator
technology
Prospects
2
Medical Education Infromatics, MEI 2012, Thessaloniki, April 2012
3. co-funded by the
European Commission
eContentplus programme
Open Educational Resources
(OERs)
3
4. co-funded by the
European Commission
eContentplus programme
Open movement
1980’s Open Source Software: GNU General Public License
(GPL) was designed not only to ensure that the software
produced by GNU will remain free, but to promote the
production of more and more free software
focuses on communicating authorized use
Open Educational Resources (OER) movement has the aim to
respond to the needs of educators and students for open,
adaptable resources and emphasizes the transformative
possibilities of digitally created and distributed resources
4
5. co-funded by the
European Commission
eContentplus programme
Freedoms
Openness, therefore OER, should offer the following three
freedoms:
1. The freedom to study a work and apply knowledge offered from it.
2. The freedom to redistribute copies, in whole or in part, of a work.
3. The freedom to make improvements or other changes, i.e. to make
adaptations, to the content of a work, and the freedom to release modified
copies of it.
Give authors control over the integrity of their work and the right
to be properly acknowledged and cited.
5
6. co-funded by the
European Commission
eContentplus programme
6
Medical Education Infromatics, MEI 2012, Thessaloniki, April 2012
7. co-funded by the
European Commission
eContentplus programme
Medical Education: facts & challenges
Medical professionals need to update their knowledge and skills regularly in order to
confront the increased needs in treatment and research
Continuing medical education (CME) tends to be considered compulsory in most
countries
Facts Challenges
• medical and biomedical information & • how to provide expert knowledge in
knowledge (basic & core) is ever remote institutions
expanding • how to provide more audience to
• medical disciplines and educators overspecialized educators located at
become increasingly overspecialized remote institutions
• Educational content is made available in • how to communicate and exchange
individual academic institutions (not only knowledge but also)
expertise in skills and competences
Medical education is based on a broad range of learning content, which,
nowadays, in its most part, is also available and distributed digitally
7
8. co-funded by the
European Commission
eContentplus programme
Web 2.0 (social web) advances
highlighted the importance of:
– Openness
– enabled social collaboration & improved participation
– Emergence of social networking & Social intelligence
– key new terms: “apomediation”, “disintermediation” (Eysenbach, 2008).
– One’s “fame” in the web?
Web 2.0 role in educational processes
Shifted focus from educators to educational resources
...shared by online communities of learning through various
open educational repositories.
8
Medical Education Infromatics, MEI 2012, Thessaloniki, April 2012
9. co-funded by the
European Commission
eContentplus programme
Web2.0 notions in mEdcuator
platforms
9
Medical Education Infromatics, MEI 2012, Thessaloniki, April 2012
10. co-funded by the
European Commission
eContentplus programme
Web3.0 (semantic web)
emphasis on the notion of linked data
publishing of structured data so that it can be interlinked
more effectively and hopefully become more useful.
Shifted focus from serving web pages for human readers
into sharing information in a way that can be read
automatically and “understood” by machines.
Inevitably this enables data from different sources to be
connected in a better way and be queried more effectively
and efficiently.
10
Medical Education Infromatics, MEI 2012, Thessaloniki, April 2012
11. co-funded by the
European Commission
eContentplus programme
What is mEducator?
A Best Practice Network (BPN) co-funded by the
– eContentplus 2008 programme of the European Commission,
Information Society and Media Directorate-General, Digital
Content & Cognitive Systems
Start Date: May 1st , 2009
Duration: 3 years
Contract Reference: ECP-2008-EDU-418006
As a BPN, it compares different solutions (2) to draw
best practice recommendations
11
12. co-funded by the
European Commission
eContentplus programme
mEducator Partners
Coordinator, Technology provider, Content provider, User/Evaluation,
1 Aristotle University of Thessaloniki GR
Dissemination
2 University of Cyprus CY Technology Provider, Content provider, User/Evaluation, Dissemination
3 Democritus University of Thrace GR Content provider, Technology provider, User/Evaluation, Dissemination
4 MEDTING Medical Exchange Limited IR Content provider, Technology provider, Dissemination
5 Technical Univ. of Cluj-Napoca RO Technology provider, Pedagogical expert
6 Université Nice Sophia Antipolis FR Content provider, User
7 Medical University Plovdiv BG Pedagogical expert, Content provider, User
8 Università degli studi di Catania IT Pedagogical expert, Content provider, User/Evaluation
9 University of Helsinki FI Pedagogical expert, Evaluation
UK Standardisation Body, Pedagogy Expert,
10 St George's Hospital Medical School
Technology and Content Provider
FR
11 Succubus Interactive Content and Technology Provider
UK
12 The Open University Technology Provider
13 Coventry University UK Content provider, Technology provider
14 European Cervical Cancer Association FR User/Evaluation
12
13. co-funded by the
European Commission
eContentplus programme
mEducator central idea
discover, retrieve, use, rate, re-use and
re-purpose educational content irrespective of
any Learning Management System use
providers and users of such content may be
– expert instructors (academics / health professionals)
– students / learners
13
14. co-funded by the
European Commission
eContentplus programme
Ultimate goal…
provide mechanisms for content publishing, discovery, & retrieval
analyze policies and mechanisms for content evaluation, rating,
renewal and repurposing
elaborate on intellectual property rights for educational material
test the impact of true interoperability, repurposing, enrichment,
and embedding of a variety of highly attractive and up-to-date
learning resources in each of the partners’ curricula
provide recommendations on how to implement interoperable
educational content discovery and retrieval networks
14
15. co-funded by the
European Commission
eContentplus programme
mEducator “content”
refers to any type of educational material with a
registered history of creation and evolution
Is linked with
– specific educational goals and objectives
– learning outcomes
– educational contexts/settings
comes recommended with
– certain types of teaching methods & strategies
15 – and/or assessment
16. Personal Blogs
co-funded by the
Class Discussion Forums
European Commission
eContentplus programme
eTrace –
Graphics annotation based lessons
16
21. RDF Model
title Medical creator
Resource John
educationalObjective
keywords Member Of
s
Cardiology OxfordUniversity
sameAS Is located
was founded
MESH SNOMED Term
Term
21
22. Additional capabilities of the model
static user-edited or automatically generated
metadata fields
the emerging, dynamic information clouds that
surround a learning resource when users
comment on it, tag it etc, i.e. by a combined use
of strict taxonomies/controlled vocabularies with
folksonomies.
Enrichment: maps profile fields to existing Linked
Open Data vocabularies and ontologies
22
23. co-funded by the
European Commission
eContentplus programme
Some interconnected
mEducator3.0 platforms
23
Medical Education Infromatics, MEI 2012, Thessaloniki, April 2012
24. co-funded by the
European Commission
eContentplus programme
Google-Mapping histories of a resource
Konstantinidis et al, Geotagged Repurposed Educational Content through mEducator Social Network to Enhance
Biomedical Engineering Education”, In Proceedings of 12th MEDITERRANEAN CONFERENCE ON MEDICAL AND
BIOLOGICAL ENGINEERING AND COMPUTING, MEDICON 2010, Springer-Verlag, 2010.
24
25. co-funded by the
European Commission
eContentplus programme
Conclusions
The current mEducator consortium will be
transformed into the mEducator partnership
when the current research funding expires at
the end of May 2012.
The mEducator partnership will be created to
promote the sustainability of mEducator
outcomes.
Numerous synergies with OKFN...
25
Medical Education Infromatics, MEI 2012, Thessaloniki, April 2012
26. co-funded by the
European Commission
eContentplus programme
Associate Partnership
Application
Register and join the mEducator community
26 http://www.meducator.net