Deana Namuth-Covert

Review of Current Methodological Approaches for Characterizing MicroRNAs in Plants

Advances in molecular biology have led to some surprising discoveries. One of these includes the complexities of RNA and its role in gene expression. One particular class of RNA called microRNA (miRNA) is the focus of this paper. We will first briefly look at some of the characteristics and biogenesis of miRNA in plant systems. The remainder of the paper will go into details of three different approaches used to identify and study miRNA. These include two reverse genetics approaches: computation (bioinformatics) and experimental, and one rare forward genetics approach. We also will summarize how to measure and quantify miRNAs, and how to detect their possible targets in plants. Strengths and weaknesses of each methodological approach are discussed.

Predictive analytics for learning and usage of the plant sciences E-library

This study examines learning and usage of the Plant Sciences E-Library (PASSEL, passel.unl.edu), a large international, open-source multidisciplinary learning object repository (7793 users from 14 countries). The analyses employ predictive analytics to isolate usage variables which predict learning from the instructional material. Specifically, the study focuses on student engagement as measured by total time online and time spent with different content modality material. This paper describes the analytic process, reports data on usage of learning object modules and module elements, identifies significant predictors of learning, and discusses future research directions.

Learning from Online Modules in Diverse Instructional Contexts

Introduction Online learning objects (LOs) are small, stand-alone, mediated content resources that can be reused in multiple instructional contexts, serving as building blocks to develop lessons, modules, or courses. While the definitions of learning objects vary, a comprehensive review of the literature showed that there generally are three common characteristics: they are digital, they support learning, and they are reusable (Moisey & Ally, 2007). LOs supporting face-to-face classes can serve many purposes: as background/review covering prerequisite course knowledge; to replace a lecture; to support, reinforce, and complement classroom presentations; introduce content for follow-up practice; and to serve as a review for an exam. The capability of LOs to support a variety of instructional contexts helps meet educational needs of the growing diversity of students in both K-12 and college settings. These characteristics contribute to an LOs utility, which refers to an LOs expanded use beyond that of the initial intended audience or educational setting (Namuth, Fritz, King, & Boren, 2005). Learning objects may also be classified in terms of uses in different educational contexts with the goal of guiding selection and usage by potential users. Proposed classifications include presentation, practice, simulation, conceptual models, information, and contextual representation (Churchill, 2007). Research has documented the instructional effectiveness of learning objects (Guy & Lownes-Jackson, 2012; Kay, 2014; Nugent, Soh, & Samal, 2006; Tallmadge & Chitester, 2010) but little is known about their learning impact when used to meet different instructional objectives and when used in different learning contexts. The purpose of this study was to explore the learning impacts of learning objects packaged into online modules and used in different learning contexts. The study used a multi-case study approach involving professors from different universities teaching different undergraduate agricultural science classes. This multi-case study approach allowed study of online modules used in a variety of instructional contexts, with different student populations, and with varying instructional purposes. The repeated measures design also allowed examination of the proximal and distal learning impacts. Methods Description of Modules Learning objects packaged into online modules were developed as part of a USDA grant (Agriculture and Food Research Initiative Competitive Grant No. 2011-68005-304111) designed to expand academic and outreach curricula in the broad areas of agronomy and biofuel. The modules contained stand-alone content and appropriate assignments and included a combination of video, animations, graphics, text, and quizzes. The videos could be narrated PowerPoints, tours/demonstrations of field techniques, demonstrations of calculations, or links to YouTube resources. The modules were designed to promote learner control of the navigation and viewing of the material. Students could freely move between pages, and watch, pause, and rewind the video components. Students could also click on designated terms and access a glossary. There were also links to external content. These strategies took advantage of the capabilities of online instruction to prompt active student response, which has been shown to result in greater mastery of material (Freeman et al., 2014; Nugent et al., 2009). Strategies also are forms of learner control of the lesson, which has been shown to be important to effectiveness (Windle, McCormick, Dandrea, & Wharrad, 2011). The modules were developed following an instructional design process that included a) development of learning objectives; b) collaborating with content experts to refine objectives and write content; c) development of learning objects such as videos, graphics, written e-lessons, and quizzes; d) internal review by content experts and revision; e) public release of learning objects to students and public; and f) final revision based on evaluation data. …