Vidéos contre lectures: Une évaluation de l'utilisation de vidéos pour accomplir la construction initiale de connaissances

Abstract : The goal of this study was to determine whether providing videos for students to watch before class would be more effective than assigning readings. The study took place within a flipped classroom: a methodology designed to engage students in the initial construction of knowledge before class, freeing up classroom time for active learning pedagogies. Preparing for class by watching videos should require less of the students’ time than doing readings, and they should respond better to videos than to readings because these more closely mimic this generation’s interactions with information and media. Consequently, flipped classroom students provided with videos should perceive a lower workload, which could translate into more positive learning outcomes. From an instructor’s perspective, however, developing and organizing videos is extremely time consuming. Thus, a teacher giving consideration to flipping their class would likely want to know whether videos would lead to positive outcomes for their students before actually committing to developing these. However, no research to date was identified which has examined the question of whether flipped class videos would be more effective than readings. The hypotheses for the study were that videos would result in measurable learning gains for the students, and would lead to lower time demands and perceived workloads, as well as more positive attitudes. These were tested using a quasi-experimental design involving a convenience sample of two small college General Biology 1 courses taught by the same teacher. One group had videos to watch before class for the first 1/3 of the course (treatment; Class A), during which the other was assigned readings (control; Class B). Following this, both groups were provided with videos. Student scores were compared on pre-instruction and in-class quizzes, activities, four unit tests, and a final exam. Further, students completed a 44 item survey as well as a demographic questionnaire. Results suggest greater learning gains for students provided with videos. Certainly, students from Class B improved significantly when provided with videos, especially as compared to Class A, whose improvement over the same time span was marginal. However, conclusions based on these results are somewhat tentative, as Class A performed rather poorly on all summative assessments, and this could have driven the patterns observed, at least partially. From the surveys, Class B students reported that they spent more time preparing for class, were less likely to do the necessary preparations, and generally perceived their effort and workload levels to be higher. These factors were significant enough that they contributed to four students from Class B (10% of the class) dropping the course over the semester. In addition, students from both groups also reported more positive attitudes towards videos than readings, although they did not necessarily feel that videos were (or would be) a more effective study and learning tool. The results of this study suggest that any effort on the part of an instructor to prepare or organize videos as pre-class instructional tools would likely be well spent. However, even outside of the context of a flipped classroom, this study provides an indication that assigned readings can place heavy workload requirements on students, which should give cause for any instructor employing mandatory readings to reassess their approach. Finally, since both groups were statistically equivalent across all measured demographic variables, it appears that some of the observed disparities in assessment scores may have been driven by differences in group dynamics. Consequently, the suggestion is made that an instrument to measure classroom climate should be incorporated into any research design comparing two or more interacting groups of students, as group dynamics have the potential to play a key role in any outcomes.||Résumé : L'objectif de cette étude était de déterminer si fournir des vidéos aux étudiants avant une classe serait plus efficace comme méthode d’apprentissage individuel que de leur donner une liste de lectures à compléter. L'étude a eu lieu dans une classe renversée – une stratégie plus reconnu sous le nom de «classroom flipping» – ce qui ce trouve à être une méthodologie qui vise à obliger les élèves d’accomplir le transfert de connaissances initial avant la classe, en vue de libérer du temps de classe pour des activités pédagogiques plus approfondie. En théorie, pour les élèves, se préparer pour une classe renversé en regardant des vidéos devrait exiger moins de temps que d’être obligé à apprendre le matériel en lisant. En plus, présenter le matériel d’un cours avec des vidéos imite de plus près les genres d’interactions qu’on les étudiants de cette génération avec de l'information et les médias, ce qui devrait faciliter leur tâche. Par conséquent, les élèves d’une classe renversée fournies avec des vidéos devraient percevoir une charge de travail moins élevée, et ceci pourrait se traduire en bilans d'apprentissage plus positifs. Cependant, du point de vue du professeur, avoir à développer et organiser des vidéos se présente comme un gros défi, surtout en vue du temps et de l’effort qui sont requis. Ainsi, un enseignant qui songe à renversée sa classe voudrait probablement savoir si le fait d’offrir des vidéos mène à des résultats positifs avant de réellement s'engager dans le développement de ces derniers. Par contre, lors de l’écriture de ce texte, aucune étude n’a été identifié qui répond à cette question, et aucune publication compare la performance des étudiants lorsqu’ils ont des vidéos à regarder avec lorsqu’ils sont obligés de faire de la lecture pour se préparer. Alors, les hypothèses de l'étude étaient que des étudiants ayant accès à des vidéos démontreraient des gains d’apprentissages évidents, qu’ils apercevraient des requêtes de temps moins encombrantes et une charge de travail plus faible, et, en vue de ces derniers, que les étudiants auraient des attitudes plus positives envers le cours et le matériel. Les hypothèses ont été testés à l'aide d'un modèle quasi-expérimental, avec comme échantillon deux classes collégiales de Biologie générale 1, tout les deux enseignés par le même professeur. Un de ces groupes avaient accès à des vidéos pour se préparer pour chaque classe lors du premier tiers du cours, alors que l’autre groupe étaient obligé de faire de la lecture. Après le premier tiers du cours, ce qui fut 10 des 30 classes du semestre, les deux groupes ont été fournis avec des vidéos pour le restant du cours. Des notes ont été ramassées et comparées sur des mini-examens préparatoires avant et durant les classes, sur des activités complétées en classe, sur quatre examens en classe, et un examen final. En outre, les étudiants ont rempli un questionnaire composé de 44 items, ainsi qu’un autre questionnaire démographique. Les résultats de l’étude suggèrent qu’une décision d’offrir des vidéos aux élèves peut mener à des gains d'apprentissage plus élevés comparativement à l’option lecture. En particulier, les élèves du groupe initial de lecture se sont considérablement améliorées lorsqu'ils ont été fournis avec des vidéos, surtout par rapport au groupe initial de vidéos, dont l’amélioration durant la même période était marginale. Cependant, ces conclusions sont un peu incertaines, parce que la performance du groupe initial de vidéos était globalement médiocre, ce qui aurait pu mener aux résultats observés. Par contre, les résultats obtenus des questionnaires étaient moins incertains, et indiquent que les élèves qui se sont vues attribués des lectures passaient plus de temps pour préparer leurs classes, étaient plus aptes à ne pas faire les préparatifs nécessaires, et ont aperçus leurs niveaux d'efforts et leurs charges de travails comme étant plus élevés. Ces facteurs étaient suffisamment importants qu'ils ont contribué au fait que quatre étudiants du groupe de lecture, soit 10% de la classe, ont abandonnés le cours durant le premier tiers du semestre. Finalement, les élèves ont démontrés des attitudes plus positives envers les vidéos, bien qu'ils ne trouvaient pas nécessairement que ceux-ci étaient plus efficaces que les lectures lorsqu’ils voulaient étudier pour les examens. Basé sur ces résultats, il est possible de conclure que tout effort de la part d'un instructeur pour préparer ou organiser des vidéos pédagogiques serait probablement un bon investissement. En plus, et même en dehors du contexte d'une classe renversée, cette étude offre une indication qu’une stratégie pédagogique qui oblige les étudiants à faire beaucoup de lecture peut imposer des exigences et une charge de travail très élevée pour les étudiants, ce qui devrait donner cause à tout instructeur qui attribue des lectures à réévaluer leur approche. Enfin, puisque les deux groupes étaient équivalents d’un point de vue statistique sur toutes les mesures démographiques, il semble que certaines disparités entre les deux groupes dans les notes d'évaluation et d’examens peuvent possiblement avoir été entraînées par des différentes dynamiques dans chaque group. Par conséquent, il est suggéré que des mesures de relations entre étudiants et de dynamiques de groupes devraient être incorporé dans n’importe qu’elle recherche comparant deux ou plusieurs groupes d’étudiants, et surtout quand ces étudiants sont en interaction, parce-que en toute apparence les dynamiques de groupes ont le potentiel de jouer un rôle clé dans les résultats obtenus.

Effect of light-sticks and electralunie attractors on surface-longline catches of swordfish (Xiphias gladius, Linnaeus, 1959) in the southwest equatorial Atlantic

Two experimental fishing trials were carried out off the coast of Pernambuco, Brazil, in 1999 and 2001, using a small artisanal longliner. In experiment 1, six-hook baskets with three chemical light-sticks on alternating hooks had significantly higher catch rates than those with zero or with a light-stick on every hook, with most swordfish accounted for by hooks with light-sticks. Analysis of the data from experiment 2 showed no significant difference between electralume attractors, consisting of AA lithium batteries protected by a solid cover and light-sticks that produce a fluorescent light when two chemical products are mixed. Significant differences were detected in mean CPUE by size class, with most swordfish belonging to class 'b' (125-170 cm lower jaw to fork length (LJFL)). No differences, however, were found for swordfish catches in classes 'a' (< 125 cm LJFL) and V, and no evidence was found of interaction between the two factors (attractor and size class). Although there was no significant difference between the total length-frequency distributions of swordfish caught with light-sticks and electralume attractors, signibcant differences were found for fish smaller than 125 cm LJFL, with electralume catches consisting of smaller swordfish than those of gear using light-sticks. (c) 2004 Elsevier B.V. All rights reserved.

Effect of light-sticks and electralume attractors on surface-longline catches of swordfish (Xiphias gladius, Linnaeus, 1959) in the southwest equatorial Atlantic

Two experimental fishing trials were carried out off the coast of Pernambuco, Brazil, in 1999 and 2001, using a small artisanal longliner. In experiment 1, six-hook baskets with three chemical light-sticks on alternating hooks had significantly higher catch rates than those with zero or with a light-stick on every hook, with most swordfish accounted for by hooks with light-sticks. Analysis of the data from experiment 2 showed no significant difference between electralume attractors, consisting of AA lithium batteries protected by a solid cover and light-sticks that produce a fluorescent light when two chemical products are mixed. Significant differences were detected in mean CPUE by size class, with most swordfish belonging to class ‘b’ (125–170 cm lower jaw to fork length (LJFL)). No differences, however, were found for swordfish catches in classes ‘a’ (<125 cm LJFL) and ‘b’, and no evidence was found of interaction between the two factors (attractor and size class). Although there was no significant difference between the total length-frequency distributions of swordfish caught with light-sticks and electralume attractors, significant differences were found for fish smaller than 125 cm LJFL, with electralume catches consisting of smaller swordfish than those of gear using light-sticks.

Localization of type 1 diabetes susceptibility to the MHC class I genes HLA-B and HLA-A

The major histocompatibility complex (MHC) on chromosome 6 is associated with susceptibility to more common diseases than any other region of the human genome, including almost all disorders classified as autoimmune. In type 1 diabetes the major genetic susceptibility determinants have been mapped to the MHC class II genes HLA-DQB1 and HLA-DRB1 (refs 1–3), but these genes cannot completely explain the association between type 1 diabetes and the MHC region4, 5, 6, 7, 8, 9, 10, 11. Owing to the region's extreme gene density, the multiplicity of disease-associated alleles, strong associations between alleles, limited genotyping capability, and inadequate statistical approaches and sample sizes, which, and how many, loci within the MHC determine susceptibility remains unclear. Here, in several large type 1 diabetes data sets, we analyse a combined total of 1,729 polymorphisms, and apply statistical methods—recursive partitioning and regression...

Japanese Encephalitis Virus Utilizes the Canonical Pathway To Activate NF-kappa B but It Utilizes the Type I Interferon Pathway To Induce Major Histocompatibility Complex Class I Expression in Mouse Embryonic Fibroblasts

Flaviviruses have been shown to induce cell surface expression of major histocompatibility complex class I (MHC-I) through the activation of NF-kappa B. Using IKK1(-/-), IKK2(-/-), NEMO-/-, and IKK1-/- IKK2-/- double mutant as well as p50(-/-) RelA(-/-) cRel(-/-) triple mutant mouse embryonic fibroblasts infected with Japanese encephalitis virus (JEV), we show that this flavivirus utilizes the canonical pathway to activate NF-kappa B in an IKK2- and NEMO-, but not IKK1-, dependent manner. NF-kappa B DNA binding activity induced upon virus infection was shown to be composed of RelA: p50 dimers in these fibroblasts. Type I interferon (IFN) production was significantly decreased but not completely abolished upon virus infection in cells defective in NF-kappa B activation. In contrast, induction of classical MHC-I (class 1a) genes and their cell surface expression remained unaffected in these NF-kappa B-defective cells. However, MHC-I induction was impaired in IFNAR(-/-) cells that lack the alpha/beta IFN receptor, indicating a dominant role of type I IFNs but not NF-kappa B for the induction of MHC-I molecules by Japanese encephalitis virus. Our further analysis revealed that the residual type I IFN signaling in NF-kappa B-deficient cells is sufficient to drive MHC-I gene expression upon virus infection in mouse embryonic fibroblasts. However, NF-kappa B could indirectly regulate MHC-I expression, since JEV-induced type I IFN expression was found to be critically dependent on it.

Ranakinestatin-PPF from the Skin Secretion of the Fukien Gold-Striped Pond Frog, Pelophylax plancyi fukienensis: A Prototype of a Novel Class of Bradykinin Bb>2b> Receptor Antagonist Peptide from Ranid Frogs

The defensive skin secretions of many amphibians are a rich source of bradykinins and bradykinin-related peptides (BRPs). Members of this peptide group are also common components of reptile and arthropod venoms due to their multiple biological functions that include induction of pain, effects on many smooth muscle types, and lowering systemic blood pressure. While most BRPs are bradykinin receptor agonists, some have curiously been found to be exquisite antagonists, such as the maximakinin gene-related peptide, kinestatin—a specific bradykinin Bb>2b>-receptor antagonist from the skin of the giant fire-bellied toad, Bombina maxima. Here, we describe the identification, structural and functional characterization of a heptadecapeptide (DYTIRTRLHQGLSRKIV), named ranakinestatin-PPF, from the skin of the Chinese ranid frog, Pelophylax plancyi fukienensis, representing a prototype of a novel class of bradykinin Bb>2b>-receptor specific antagonist. Using a preconstricted preparation of rat tail arterial smooth muscle, a single dose of 10⁻⁶ M of the peptide effectively inhibited the dose-dependent relaxation effect of bradykinin between 10⁻¹¹ M and 10⁻⁵ M and subsequently, this effect was pharmacologically-characterized using specific bradykinin Bb>1b>- (desArg-HOE140) and Bb>2b>-receptor (HOE140) antagonists; the data from which demonstrated that the antagonism of the novel peptide was mediated through Bb>2b>-receptors. Ranakinestatin—PPF—thus represents a prototype of an amphibian skin peptide family that functions as a bradykinin Bb>2b>-receptor antagonist herein demonstrated using mammalian vascular smooth muscle.

Regeneration of class III furcation defects with basic fibroblast growth factor (b-FGF) associated with GTR. A descriptive and histometric study in dogs

Background: the poor predictability of periodontal regenerative treatment of Class III furcation defects stimulates the study of alternatives to improve its results, such as the use of polypeptide growth factors. The objective of this study was to evaluate, both histologically and histometrically, the effects of topical application of basic fibroblast growth factor (b-FGF) associated with guided tissue regeneration (GTR) in the treatment of Class III defects surgically induced in dogs.Methods: All second and fourth premolars of 5 mongrel dogs were used and randomly assigned to one of three treatment groups: group 1 (control), treated with scaling and root planing, tetracycline hydrochloride (125 mg/ml) conditioning, and GTR with a collagen membrane; group 2, same treatment as group 1 plus 0.5 mg of b-FGF; group 3, same treatment as group 1 plus 1.0 mg of b-FGF. After a 90-day healing period, routine histologic processing and staining with hematoxylin and eosin and Masson trichrome were performed.Results: the descriptive analysis indicated better regenerative results in both groups treated with b-FGF while the histometric data, analyzed by means of analysis of variance (ANOVA), showed greater filling of the defects in group 2 in comparison to the defects in groups 3 and 1, respectively, which was represented by a smaller area of plaque-occupied space (P = 0.004) as well as a greater amount of newly formed cementum (P = 0.002).Conclusions: These results indicate that b-FGF, especially in smaller doses, may enhance the regenerative results in Class III furcation lesions, leading to greater filling of these defects with both mineralized and non-mineralized tissues.

Structural and functional characterization of Group B Streptococcus class C sortases

In Group B Streptococcus (GBS) three structurally distinct types of pili have been discovered as potential virulence factors and vaccine candidates. The pilus-forming proteins are assembled into high-molecular weight polymers via a transpeptidation mechanism mediated by specific class C sortases. Using a multidisciplinary approach including bioinformatics, structural and biochemical studies and in vivo mutagenesis we performed a broad characterization of GBS sortase C. The high resolution X-ray structure of the enzymes revealed that the active site, located into the β-barrel core of the enzyme, is made of the catalytic triad His157-Cys219-Arg228 and covered by a loop, known as the “lid”. We show that the catalytic triad and the predicted N- and C-terminal trans-membrane regions are required for the enzyme activity. Interestingly, by in vivo complementation mutagenesis studies we found that the deletion of the entire lid loop or mutations in specific lid key residues had no effect on catalytic activity of the enzyme. In addition, kinetic characterizations of recombinant enzymes indicate that the lid mutants can still recognize and cleave the substrate-mimicking peptide at least as well as the wild type protein.

Class-switzched B cells display response to therapeutic B-cell depletion in rheumatoid arthritis

Introduction Reconstitution of peripheral blood (PB) B cells after therapeutic depletion with the chimeric anti-CD20 antibody rituximab (RTX) mimics lymphatic ontogeny. In this situation, the repletion kinetics and migratory properties of distinct developmental B-cell stages and their correlation to disease activity might facilitate our understanding of innate and adaptive B-cell functions in rheumatoid arthritis (RA). Methods Thirty-five 'RTX-naïve' RA patients with active arthritis were treated after failure of tumour necrosis factor blockade in an open-label study with two infusions of 1,000 mg RTX. Prednisone dose was tapered according to clinical improvement from a median of 10 mg at baseline to 5 mg at 9 and 12 months. Conventional disease-modifying antirheumatic drugs were kept stable. Subsets of CD19+ B cells were assessed by flow cytometry according to their IgD and CD27 surface expression. Their absolute number and relative frequency in PB were followed every 3 months and were determined in parallel in synovial tissue (n = 3) or synovial fluid (n = 3) in the case of florid arthritis. Results Six of 35 patients fulfilled the European League Against Rheumatism criteria for moderate clinical response, and 19 others for good clinical response. All PB B-cell fractions decreased significantly in number (P < 0.001) after the first infusion. Disease activity developed independently of the total B-cell number. B-cell repopulation was dominated in quantity by CD27-IgD+ 'naïve' B cells. The low number of CD27+IgD- class-switched memory B cells (MemB) in the blood, together with sustained reduction of rheumatoid factor serum concentrations, correlated with good clinical response. Class-switched MemB were found accumulated in flaring joints. Conclusions The present data support the hypothesis that control of adaptive immune processes involving germinal centre-derived, antigen, and T-cell-dependently matured B cells is essential for successful RTX treatment.

Cathepsins B and D are dispensable for major histocompatibility complex class II-mediated antigen presentation

Antigen presentation by major histocompatibility complex (MHC) class II molecules requires the participation of different proteases in the endocytic route to degrade endocytosed antigens as well as the MHC class II-associated invariant chain (Ii). Thus far, only the cysteine protease cathepsin (Cat) S appears essential for complete destruction of Ii. The enzymes involved in degradation of the antigens themselves remain to be identified. Degradation of antigens in vitro and experiments using protease inhibitors have suggested that Cat B and Cat D, two major aspartyl and cysteine proteases, respectively, are involved in antigen degradation. We have analyzed the antigen-presenting properties of cells derived from mice deficient in either Cat B or Cat D. Although the absence of these proteases provoked a modest shift in the efficiency of presentation of some antigenic determinants, the overall capacity of Cat B−/− or Cat D−/− antigen-presenting cells was unaffected. Degradation of Ii proceeded normally in Cat B−/− splenocytes, as it did in Cat D−/− cells. We conclude that neither Cat B nor Cat D are essential for MHC class II-mediated antigen presentation.

The synthesis, discovery, and development of a highly promising class of microtubule stabilization agents: Curative effects of desoxyepothilones B and F against human tumor xenografts in nude mice

We have evaluated two synthetic epothilone analogues lacking the 12,13-epoxide functionality, 12,13-desoxyepothilone B (dEpoB), and 12,13-desoxyepothilone F (dEpoF). The concentrations required for 50% growth inhibition (IC50) for a variety of anticancer agents were measured in CCRF-CEM/VBL1000 cells (2,048-fold resistance to vinblastine). By using dEpoB, dEpoF, aza-EpoB, and paclitaxel, the IC50 values were 0.029, 0.092, 2.99, and 5.17 μM, respectively. These values represent 4-, 33.5-, 1,423- and 3,133-fold resistance, respectively, when compared with the corresponding IC50 in the parent [nonmultiple drug-resistant (MDR)] CCRF-CEM cells. We then produced MDR human lung carcinoma A549 cells by continuous exposure of the tumor cells to sublethal concentrations of dEpoB (1.8 yr), vinblastine (1.2 yr), and paclitaxel (1.8 yr). This continued exposure led to the development of 2.1-, 4,848-, and 2,553-fold resistance to each drug, respectively. The therapeutic effect of dEpoB and paclitaxel was also compared in vivo in a mouse model by using various tumor xenografts. dEpoB is much more effective in reducing tumor sizes in all MDR tumors tested. Analysis of dEpoF, an analog possessing greater aqueous solubility than dEpoB, showed curative effects similar to dEpoB against K562, CCRF-CEM, and MX-1 xenografts. These results indicate that dEpoB and dEpoF are efficacious antitumor agents with both a broad chemotherapeutic spectrum and wide safety margins.

Rad51 expression and localization in B cells carrying out class switch recombination.

Rad51 is a highly conserved eukaryotic homolog of the prokaryotic recombination protein RecA, which has been shown to function in both recombinational repair of DNA damage and meiotic recombination in yeast. In primary murine B cells cultured with lipopolysaccharide (LPS) to stimulate heavy chain class switch recombination, Rad51 protein levels are dramatically induced. Immunofluorescent microscopy shows that anti-Rad51 antibodies stain foci that are localized within the nuclei of switching B cells. Immunohistochemical analysis of splenic sections shows that clusters of cells that stain brightly with anti-Rad51 antibodies are evident within several days after primary immunization and that Rad51 staining in vivo is confined to B cells that are switching from expression of IgM to IgG antibodies. Following switch recombination, B cells populate splenic germinal centers, where somatic hypermutation and clonal proliferation occur. Germinal center B cells are not stained by anti-Rad51 antibodies. Rad51 expression is therefore not coincident with somatic hypermutation, nor does Rad51 expression correlate simply with cell proliferation. These data suggest that Rad51, or a highly related member of the conserved RecA family, may function in class switch recombination.

Major histocompatibility complex class I molecule serves as a ligand for presentation of the superantigen staphylococcal enterotoxin B to T cells.

Superantigens, such as staphylococcal enterotoxin B (SEB), elicit a strong proliferative response in T cells when presented in the context of major histocompatibility complex (MHC) class II molecules. We observed a similar T-cell response, when MHC class II-negative epidermal cell lines were employed as antigen-presenting cells. Immunoprecipitation studies indicated that the ligand to which SEB bound had a molecular mass of 46 kDa. Radiolabeled SEB could be immunoprecipitated from isolated membrane proteins on the SCC13 epidermal cell line with a monoclonal antibody directed against the MHC class I molecule, and transfection of the K-562 cell line with MHC class I molecules showed a 75% increased SEB-binding capacity compared with the nontransfected MHC class I- and class II-negative counterpart. In functional studies, antibodies to the MHC class I molecule inhibited T-cell proliferation by at least 50%. From these studies, we conclude that MHC class I molecules on malignant squamous cell carcinomas serve as ligands for SEB, which, given the appropriate costimulatory signals, is sufficient to allow for superantigen-induced T-cell proliferation.