Flip your classroom: Reach every student in every class every day

The mammalian visual cortex is composed of a constellation of cortical areas that are interconnected by a dense network of corticocortical connections Among those connections, it is usual to distinguish between feedforward and feedback connections Feedforward connections carry information away from area V1 toward the parietal and the temporal lobes, whereas feedback connections carry impulses in the reverse direction (Salin and Bullier, 1995) It is becoming increasingly apparent that, despite its complexity, the visual system processes information very rapidly The delay imposed by neuronal processing in the correction of visually guided movements is of the order of 100 msec (Rossetti, 1997) Recent results also suggest that visual recognition of complex scenes is possible within 100–200 msec (Thorpe el al, 1996)

The Timing of Information Transfer in the Visual System

In this review we examine the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modeling approach to meta-analyze data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive outcomes and negatively correlated with maladaptive outcomes. Introjected regulation was modestly correlated with both adaptive and maladaptive outcomes. External regulation and amotivation both showed negative relationships with adaptive outcomes, and positive relationship with maladaptive outcomes. Also supporting SDT, autonomy, competence, and relatedness satisfactions were strongly correlated with autonomous student motivation, and less strongly, but still positively, correlated with introjected regulation. Weak negative correlations were found between autonomy, competence, and relatedness and external regulation. Amotivation had moderate negative correlations with needs satisfaction. Findings further revealed that teachers more greatly impact classroom experiences of autonomy and competence, whereas relatedness in physical education is associated with both peer and teacher influences. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Self-determination theory applied to physical education: A systematic review and meta-analysis.

Networks of compartmental model neurons were used to investigate the biophysical basis of the synchronization observed between sparsely-connected neurons in neocortex. A model of a single column in layer 5 consisted of 100 model neurons: 80 pyramidal and 20 inhibitory. The pyramidal cells had conductances that caused intrinsic repetitive bursting at different frequencies when driven with the same input. When connected randomly with a connection density of 10%, a single model column displayed synchronous oscillatory action potentials in response to stationary, uncorrelated Poisson spike-train inputs. Synchrony required a high ratio of inhibitory to excitatory synaptic strength; the optimal ratio was 4∶1, within the range observed in cortex. The synchrony was insensitive to variation in amplitudes of postsynaptic potentials and synaptic delay times, even when the mean synaptic delay times were varied over the range 1 to 7 ms. Synchrony was found to be sensitive to the strength of reciprocal inhibition between the inhibitory neurons in one column: Too weak or too strong reciprocal inhibition degraded intra-columnar synchrony. The only parameter that affected the oscillation frequency of the network was the strength of the external driving input which could shift the frequency between 35 to 60 Hz. The same results were obtained using a model column of 1000 neurons with a connection density of 5%, except that the oscillation became more regular.

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Inhibition synchronizes sparsely connected cortical neurons within and between columns in realistic network models.

1. Single-unit and multiunit activities were recorded at the area 17-18 border of each cortical hemisphere in paralyzed cats anesthetized with nitrous oxide supplemented with halothane. Cross-correlation histograms (CCHs) were computed between 86 pairs of single units and 99 pairs of multiunit activities. Visually evoked peaks in the CCHs were removed by subtracting the shift predictor. 2. Three types of CCH peaks were observed: T peaks with narrow widths (4-28 ms), C peaks with intermediate widths (30-100 ms), and H peaks with large widths (100-1,000 ms). Oscillatory coupling was observed rarely. This tripartite distribution of CCH peaks is similar to that reported in an earlier study on the temporal coupling between areas 17 and 18. Different types of peaks occurred in isolation or in combination. Combination of different peak types was more often observed in multiunit recordings. 3. CCH peaks of all types were usually centered, meaning that units in opposite hemispheres tend to synchronize their discharges. 4. T peaks were observed almost exclusively for units with overlapping receptive fields and preferentially for units with similar optimal orientations. No dependence on receptive field position or optimal orientation was observed for the encounter rate of C and H peaks. 5. A new method, called the peristimulus CCH, was developed to study the time course of the temporal coupling. This showed that H peaks can occur during visual stimulation and that their time course follows that of the visual responses of the coupled neurons. 6. Using one single bar or two simultaneously presented light bars as stimuli, we studied the effect of visual stimulation on the strength of H coupling. This showed that H coupling observed under stimulation with a single moving light bar can be completely abolished, with little change in visual responses, when the stimulus is changed to two noncoherently moving bars. This was related to a strong decrease of the H peaks in the autocorrelograms. 7. These results demonstrate that T, C, and H peaks constitute, together with high-frequency oscillations, universal forms of temporal coupling between neurons located in different cortical areas. The following paper reports on the effects of cortical lesions on the encounter rate and strength of these different types of coupling.

Structural basis of cortical synchronization. I. Three types of interhemispheric coupling

In a series of physiological experiments, a total of 203 neurons at the Area 17/18 border were recorded with a callosal link either demonstrated by antidromic or transsynaptic activation from stimulating electrodes located in the homotopic contralateral hemisphere (CH), or in the splenial segment of the corpus callosum (CC) Forty-four percent of the transcallosal cells could also be driven from stimulating electrodes in or just above the lateral geniculate nucleus (OR1) The majority (69%) of transcallosal neurons were classifiable as belonging to the complex family (B and C cells) and most of these were found in the supragranular laminae and in lamina 4A The ocular dominance distribution of transcallosal cells was trimodal, consisting of roughly equal numbers of monocularly dominated and binocularly balanced neurons Estimates of conduction time and synaptic delay were obtained for neurons driven from CH, CC, and from OR1, and in most instances the response latency was short enough to suggest a monosynaptic input from either the ipsi- or contra-lateral hemisphere The distribution of transcallosal conduction times showed that S cells, as a class, had significantly faster conduction than cells of the complex family but otherwise there was no obvious signs of multimodality in the distribution curve An analysis of the synaptic delays in transcallosal activation produced a mean of 06 to 07 ms but some were too short to be consistent with a transsynaptic drive, suggesting that some cells with an antidromic drive may have been included in the transsynaptic category Results are interpreted in terms of the contribution made by the corpus callosum to stereoscopic vision

Properties of area 17/18 border neurons contributing to the visual transcallosal pathway in the cat

In 2013, Facebook was used in learning and teaching clinical problem solving in a Pathology and a Clinical Sciences course delivered at a South Australian university. It involved first‑ and second‑year Medical Radiation students and second‑year Nursing students, Of the 152 students enrolled in the Pathology course, there were 148 students who participated in the Facebook group. Of the 148 students, 61 (41%) completed the invited post‑intervention questionnaire. At the same time, all 17 nursing students enrolled in a science course at the regional campus of the same university participated in the Facebook initiative, however, only 10 (59%) completed the post‑intervention questionnaire. A good practice and checklist were developed from the post‑intervention evaluations, which consisted of 25 Likert‑ and open‑type questions. Both student cohorts found the use of Facebook beneficial for them in terms of providing an innovative way of learning; fostering greater interaction amongst co‑students and staff; and effectively engaging them with the content of courses. The importance of clear communication of goals and objectives to students was identified from student comments. Six good practice principles were identified relating to: goals and objectives, expectations, communication, engagement with the course content, active participation, and learning environment.

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Social Media for Learning and Teaching Undergraduate Sciences: Good Practice Guidelines from Intervention.

This study had two aims: firstly, to determine whether participation in a peer support scheme called Study Buddy Support (SBS) improves pass rates of “at risk” students, and secondly, to examine the advantages of this model over hierarchical models where senior students tutor junior years Bachelor of Nursing and Midwifery students in a first year Bioscience course completed an assessment early in the semester Based on their performance, “at risk” students (Buddies) and high achievers (Buddy Leaders) were identified to participate in this scheme, either on campus (internal) or via Virtual Classrooms (VC) (external) Quantitative percentage failure rates for those “not at risk” and those “at risk” utilising and not utilising SBS were compared Qualitative comments were also examined Of those in the SBS scheme, 72% passed, while only 49% of those not participating passed Buddies identified the reassurance of not being alone, as well as a friendly, non-intimidating learning environment, as SBS positives For Buddy Leaders, consolidation of learning, developing networks, and improved team and leadership skills were positives The current SBS scheme increased percentage pass rates and Buddies and Buddy Leaders alike suggested personal benefits for the initiative The networks developed in this SBS scheme can progress throughout the entire degree but are lost in a hierarchical model as senior mentors graduate This suggests that the advantages of the SBS scheme may persist beyond first year and may further strengthen retention in later years

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Classmate peer-coaching: "A Study Buddy Support scheme"

Student academic success and positive satisfaction in first year health sciences programs is shaped by their transition experience. An introduction to core knowledge, study skills, and engagement with staff and students has historically been overlooked, but this has been newly recognised as a contributor to first year success, especially with mass higher education of students from diverse backgrounds. The University of South Australia ‘Preparing for Health Sciences’ workshop was designed to assist the student transition into health science programs. The workshop improved confidence and enthusiasm in starting university (56% pre- and 95% post-workshop), and 97% considered the workshop effective overall. Introduction to biological principles was widely considered to be beneficial (87%). The attrition rate after the first semester in 2014 was 7.6%, which is appreciably lower than the standard 12% in science-based courses. These findings demonstrate that an introductory workshop does greatly assist in the transition of students into their health science programs.

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Jyothi Thalluri

Papers

Properties of area 17/18 border neurons contributing to the visual transcallosal pathway in the cat

Social Media for Learning and Teaching Undergraduate Sciences: Good Practice Guidelines from Intervention.

Classmate peer-coaching: "A Study Buddy Support scheme"

Bridging the gap to first year health science: Early engagement enhances student satisfaction and success

Understanding and Improving First-Year University Student Experiences