With the development of digital pedagogical resources, courses, and the recent COVID-19 pandemic, there has been a rise in the use of video-based learning (VBL) and teaching as one of the primary methods of instruction. Additionally, in recent years, bioinformatics has surfaced as an integral discipline in life sciences, where scientists are able to manipulate and analyze large sets of data. As a result, the need for digitally enhanced undergraduate and graduate teaching of basic bioinformatics skill sets of an applied nature has become increasingly high. Here, we designed and implemented a set of video-based bioinformatics tutorials as an open educational resource to be taught in an online synchronous, asynchronous, as well as HyFlex setting. These tutorials were designed to identify a ligand against unknown amino acid and nucleotide sequences to unveil their context in diverse species. This was achieved by navigating online bioinformatic databases, performing multiple sequence alignment, phylogenetic analyses, protein structure prediction/comparison, and docking. In the end, students also completed a survey questionnaire outlining their experience with the VBL. By the end of the term, VBL enabled the students to learn and apply bioinformatic concepts and tools to predict the protein structure from an unknown sequence and dock it with the ligands. Students rated VBL as one of the most powerful learning mediums out of many used as part of the module. Bioinformatic videos, besides capturing and distributing the bioinformatic information, also provided an invigorating environment where students better learned, understood, and retained the content.

Providing educational resources without burdening students financially is considered higher education’s moral and sensible mission (Farrow, 2016). The financial burden of one or multiple textbooks can produce a great deal of stress on students, especially if the textbooks do not fulfill students’ needs in satisfying learning objectives. We attempted to bridge this digital divide by connecting student affordability with pedagogical enhancement to increase teaching impact on students’ learning. This essay will discuss the experiential understanding of student affordability, how teaching and learning can be improved by using Open Educational Resources (OER), and the team dynamic that developed while creating an OER for an undergraduate education course.

Background: Using online low stakes MCQ quizzing as a formative learning method is common in many introductory courses; allowing for rapid student feedback. Purposes: A comparative study of two different approaches for administering low stakes multiple choice quizzes as tools to enhance formative learning in a large-lecture introductory marketing course was undertaken. Methodology/Approach: The sample population was 490 students drawn from two separate cohorts (Fall, n=172; and Winter, n=318). Both cohorts were subjected to 8 sets of quizzes. The Fall cohort’s quizzes were scored on the basis of a best performance grade (BPG) while the Winter cohort’s were scored employing a target performance grade system (TPG). Learning related outcomes measured included: overall course percentage grades, scores on midterm and final examinations, performance on an alternative exercise, practice exam performance, class participation activity, and time spent on the learning management system (LMS). ANCOVA and MANCOVA analyses were undertaken to compare the two treatments using major, university experience, number of weekly course meetings, number of hours on the LMS, and class participation as covariates. Findings: The results indicated that the TPG cohort performed better than the BPG cohort on the final examination and overall course grades. The results were statistically significant. They also had higher first attempt scores on weekly quizzes, though not all results were significant. Discussion: The findings indicate that online quizzing scored using a “Targeted Performance Grade” approach is a more beneficial motivation for formative learning than scoring with a “Best Performance Grade” approach.

This paper explores the development of a flexible, free, online certificate program built on open educational resources to support instructors transitioning to online and non-traditional teaching modes. The program offers multiple pathways to completion, including recognition of prior learning and immersing participants in the online learning environment. We describe the challenges learners had to overcome to engage in the program and how, in doing so, they were able to embrace constructivist and connectivist approaches. These, in turn, afforded them ongoing connections, broke the mold of preconceptions and myths when preparing to engage future online learners, and shaped their practice through exposure to learning theories and evidence-based practices. In this paper, we explore the initial design of the program through the lens of the program facilitators and learners from the first cohort, and share our collective learning and reflections from this process. Nous nous penchons ici sur l’élaboration d’un programme de certificat gratuit, souple et basé sur des ressources éducationnelles ouvertes. Offert en ligne, ce programme est conçu pour aider les professeurs à faire la transition vers l’enseignement en ligne et vers des méthodes d’enseignement non traditionnelles. Il existe de nombreuses manières de satisfaire aux exigences du programme, y compris la reconnaissance de l’apprentissage et de l’immersion dans un environnement d’apprentissage en ligne. Dans notre article, nous faisons état des difficultés auxquelles les apprenants ont été confrontés lors de leur participation au programme. Nous montrons comment, en surmontant ces obstacles, ils se sont approprié des approches constructivistes et connectées, lesquelles leur ont permis d’établir des connexions et de déconstruire certains mythes et préjugés au bénéfice des futurs apprenants en ligne, tout en les aidant à façonner leur pratique au moyen de théories de l’apprentissage et de pratiques fondées sur des données probantes. Notre étude examine la conception initiale du programme à partir du point de vue des animateurs et des apprenants de la première cohorte. Nous présentons également les réflexions et les leçons que nous avons tirées, collectivement, de cette expérience.

Lightboard technology has only been around since 2013, but has already shown up on numerous campuses worldwide. There is a dearth of research related to lightboard videos, so there is a need to systematically explore its potential and best practices. This paper explores the pedagogical potential of lightboards for higher education through theoretical analysis and relevant literature evidence. Using relevant theoretical frameworks, including Cognitive Load Theory, Cognitive Theory of Multimedia Learning, and Social Learning Theory, we argue that the lightboard technology may improve student achievement and learning engagement, since it displays an onscreen instructor, who has the possibility to utilize gestures. Papers that compared videos with and without onscreen instructors, as well as gesturing and no gesturing cases, are reviewed in terms of the impact on learning outcomes, cognitive load, and engagement and/or social aspects. The relevant literature did not, however, provide clear insight about the benefits that a lightboard video would provide. Therefore, we advocate for further empirical research directly studying lightboard videos. Relevant questions and directions for future research are identified.

This study attempts to test the viability of the examination of the cold spray process using acoustic methods, specifically in situ testing during the actual spray process itself. Multiple composites studied by flat and multi-channel transducers as well as the results of actual online measurements are presented. It is shown that the final thickness as well as the dynamics of buildup can be evaluated (including plotting rates of buildup). Cross sections of the coating thickness are also easy to obtain and show true profiles of the coating. The data can also be used to generate real estimates for nozzle speed and spray diameter. Finally, comparisons of real thickness and acoustically estimated thickness show a close linear relationship. The data clearly show that online acoustic measurement is a viable method for estimating thickness buildup.

This study attempts to test the viability of studying the cold spray process using acoustic methods, specifically testing during the actual spray process itself. Multiple composites studied by flat and multi channel transducers as well as actual online measurements are presented. It is shown that the final thickness as well as the dynamics of buildup can be evaluated (including plotting rates of buildup). Cross sections of the coating thickness are also easy to obtain and show true profiles of the coating. The data can also be used to generate real estimates for nozzle speed and spray diameter. Finally comparisons of real thickness and acoustically estimated thickness show a close linear relationship with the y intercept seeming to depend on the composition. The data clearly shows that online acoustic measurement is a viable method for estimating thickness buildup.

The gas dynamic spray process is studied via acoustic methods with the main focus being on developing an online system to monitor the process as it occurs. Elastic modulus measurements of the coatings are determined from the sound velocity and porosity. The resulting data is than compared against a minimum contact area model that is developed to describe the bonds that are formed between particles. The results show a good fit to the theoretical considerations of the model. Different transducer designs are considered leading to the use of a multi-element flat transducer for the online monitoring. Online measurements show that the build-up of the coating can be directly seen as well as accurate profiles of the coating created. Finally the online results are shown to be able to accurately predict thickness measurements of the coating acoustically.

The corrosion behavior of Al alloys, produced by cast and powder (Low Pressure Gas Dynamic Spray or Cold Spray) technologies, was examined in 3% sodium chloride solution from the viewpoint of localized corrosion. The susceptibility to localized corrosion is known to be strongly affected by intermetallic phases present in the alloy’s microstructure. The influence of individual cathodic and anodic intermetallic phases was investigated by using a microelectrochemical setup and by electrochemical methods. The optical and scanning electron microscopy data reveal that the cast and powdered alloys experience localized corrosion due to presence of the intermetallic phases which results in the micro-corrosion effects such as exfoliation corrosion, intergranular or crevice corrosion, and most severely pitting. Cast material has lower corrosion properties because of the higher heterogeneity of the structure as compared with powder sprayed composite.

A theoretical and mathematical model based on minimum contact area (MCA) is developed to explain the bonding that takes place in the low-pressure gas dynamic spray (LPGDS) process. It is shown that by normalizing this MCA it is possible to compare the relative elastic modulus as a function of porosity. Theoretical predictions of relative elastic modulus are compared against results obtained through acoustic analysis and it is found that the correlation between is dependent on the porosity. For low porosity, the experimental and theoretical results differ substantially, while for higher porosity there seems to be good agreement between the two. To explain this behaviour it is theorized that full adiabatic shear bands (ASB) are created between only some of the particles. The higher porosity causes higher strain in the samples and thus more local deformation of the particles. This, in turn, causes more actual ASB formation. Since the theoretical model assumes full ASB formation, only the higher porosities cause enough strain to have a comparable relative elastic modulus. For the lower porosities, the local strain is less, and some of the bonds will not achieve full ASB formation. For these cases, the relative elastic modulus will be lower than that predicted.