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Braçe-Diko, Olta, and Marco Garrido-Cumbrera. "UTILIZACIÓN DE HERRAMIENTAS TECNOLÓGICAS DE DINAMIZACIÓN DOCENTE EN EDUCACIÓN SUPERIOR DE ASIGNATURAS DE GEOGRAFÍA." Geosaberes 13 (November 8, 2022): 178. http://dx.doi.org/10.26895/geosaberes.v13i0.1315.
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Este estudo apresenta a percepção dos alunos do Educação Superior sobre o efeito do uso da ferramenta tecnológica Wooclap em sua experiência de aprendizagem, após o retorno à sala de aula após as restrições impostas pela pandemia COVID-19. Neste estudo, 74 alunos das disciplinas de Geografia do Ensino Fundamental e de Turismo da Universidade de Sevilha completaram uma pesquisa on-line - utilizando a plataforma de pesquisa SurveyMonkey - sobre sua percepção do uso da ferramenta Wooclap na sala de aula. A maioria dos alunos sentiu que o Wooclap era uma ferramenta dinâmica e fácil de usar, que os tinha ajudado a se concentrar melhor, que seu uso tinha facilitado o processo de aprendizagem e que lhes tinha permitido interagir mais com o professor. Estes resultados demonstram como o uso da ferramenta de tecnologia Wooclap pode facilitar o processo de aprendizagem, bem como a comunicação entre alunos e professores. Entretanto, a maioria dos estudantes prefere ser avaliada através da combinação da avaliação clássica com ferramentas tecnológicas (e não apenas através da combinação da avaliação clássica com ferramentas tecnológicas). Os resultados do presente estudo corroboram os benefícios de promover o uso da ferramenta Wooclap no ensino do terceiro ciclo.
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Rodríguez-Rodríguez, Elena, Marta Sánchez-Paniagua, María Moreno-Guzmán, and Irene Ojeda-Fernández. "USO DE WOOCLAP EN QUÍMICA ANALÍTICA: IMPACTO EN EL RENDIMIENTO Y PERCEPCIÓN ESTUDIANTIL." Actualidad Analítica 88 (December 2024): 5–9. https://doi.org/10.69856/aa.2024.995019.
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Este estudio evalúa la efectividad de Wooclap, una herramienta interactiva, en la enseñanza de Química Analítica en la Universidad Complutense de Madrid durante el curso 2023-24. Participaron estudiantes de Química Analítica I y II, del saGrado en Farmacia, quienes utilizaron Wooclap para repasar conceptos tanto en modalidad síncrona como asíncrona. Los resultados mostraron que el porcentaje de aprobados fue superior en los/as estudiantes que realizaron algún Wooclap en clase, con respecto a los que no realizaron ninguno. La herramienta fue bien valorada por el alumnado, destacando su capacidad para hacer las clases más dinámicas y motivadoras. El uso de Wooclap mejoró la participación y el rendimiento académico, creando un entorno de aprendizaje interactivo y colaborativo. Por ello, se resalta la importancia de la asistencia a clase y el uso de tecnologías de la información y la comunicación (TIC) para el éxito académico.
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Catala Estada, Belén, Diego Muñoz-Higueras, and Jordi Sanjuán Belda. "Student Response Systems in higher education: A comparative analysis using Wooclap platform in economic courses." Journal of Management and Business Education 7, no. 2 (March 30, 2024): 244–60. http://dx.doi.org/10.35564/jmbe.2024.0014.
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The introduction of technological tools such as student response systems to dynamise classes in higher education has been increasing in recent years, although often without proper monitoring of their effects. This research aims to analyse the main added value of the use of the Wooclap platform in university education, and whether there are differences in its results depending on the heterogeneous characteristics of the courses and groups in which it is applied. To this end, a comparative analysis has been carried out in three different courses in the field of economics at the University of Valencia. In all three courses, questions were introduced in Wooclap during theory classes. Students in the three courses were given an anonymous survey at the end of the course to evaluate the use of this tool. The students were very satisfied with the tool, highlighting that it helps them to maintain their attention, identify the most important concepts, understand and consolidate them. Furthermore, by means of the Chi-square test, no significant differences were observed in the three groups, from which it can be deduced that beyond the specific characteristics of the course, the profile of the students or the lecturer, this tool can be extrapolated to different contexts and satisfactory results can be expected. The ease of implementation, the possibility of obtaining immediate feedback from students and breaking the monotony of classes are other advantages for lecturers. The conclusions drawn highlight the potential of Wooclap to extend its use in higher education.
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Soto Martínez, Gloria, Cristina Sánchez-López, and Helena-Fuensanta Martínez-Saura. "La utilidad metodológica de Wooclap: un estudio sobre la motivación y participación estudiantil universitaria." REDU. Revista de Docencia Universitaria 22, no. 1 (June 30, 2024): 105–20. http://dx.doi.org/10.4995/redu.2024.20878.
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Actualmente, existen evidencias científicas de que el uso de las herramientas tecnológicas incrementa la motivación de los estudiantes ante la tarea a desarrollar, mostrando mayor interés hacia las mismas. Por lo que este estudio parte de la necesidad de encontrar recursos para captar y motivar al estudiantado en su proceso de enseñanza-aprendizaje. Para ello, el objetivo del trabajo fue analizar desde el punto de vista de los estudiantes el grado de empleabilidad (utilidad, interés y motivación) de la herramienta Wooclap en un contexto de educación universitaria según el sexo, la edad y la titulación de los estudiantes. Se realizó un estudio cuantitativo, con una muestra de 275 estudiantes universitarios de los Grados de Educación Infantil (EI), Educación Primaria (EP), Educación Social (ES), Doble Grado de Maestro en Educación Infantil y Primaria (PCEO_IyP), Doble Título con Itinerario Específico de Grado en Educación Primaria con Mención en Educación Física y Grado en Ciencias de la Actividad Física y del Deporte (PCEO_PyEF) y Educación Social (ES). Empleando un cuestionario de 15 ítems realizado a través de la plataforma Google Form, diseñado para valorar los diferentes campos sobre la empleabilidad de la herramienta digital Wooclap. Los resultados ponen de manifiesto que las estudiantes mujeres, que los estudiantes más jóvenes y que los pertenecientes a la Programación conjunta de estudios oficiales de Educación Infantil y Primaria valoran más positivamente la utilidad de la herramienta Wooclap. En conclusión, estos hallazgos resaltan la necesidad de incorporar este tipo de recursos tecnológicos en el proceso de enseñanza-aprendizaje en el ámbito universitario.
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Fioravanti, Chiara, Giulia Lombardi, Marina Pietrangelo, and Francesco Romano. "PRATICHE DIDATTICHE SULLA REDAZIONE DEGLI ATTI AMMINISTRATIVI." Italiano LinguaDue 16, no. 1 (June 23, 2024): 140–55. http://dx.doi.org/10.54103/2037-3597/23830.
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Sensibilizzare i funzionari della PA sulla necessità di redigere atti amministrativi chiari e sintetici è ancora un tema attuale e urgente, nonostante le numerose iniziative intraprese in questa direzione negli ultimi anni. Nell’ambito di una collaborazione scientifica tra CNR IGSG e Città Metropolitana di Venezia, è stato sperimentato un nuovo modello didattico per la formazione linguistica dei funzionari. Tale metodo prevede l’integrazione del format erogativo-trasmissivo tradizionale con un format applicativo-laboratoriale, attraverso l’utilizzo di una piattaforma digitale per lo student engagement (Wooclap). Questo articolo dà conto dell’esperienza realizzata, analizzando vantaggi e limiti dell’utilizzo integrato delle tecnologie ICT per i laboratori sulla scrittura amministrativa, col fine di alimentare la condivisione di buone pratiche in questo ambito. Teaching practices on the drafting of acts Raising civil servants’ awareness of the importance of writing clear and concise administrative documents is still a topical and urgent issue, despite the many initiatives taken in recent years. As part of a scientific collaboration between CNR IGSG and the Metropolitan City of Venice, a new didactic model to train civil servants in administrative writing was tested. This method proposes that the traditional frontal teaching format be integrated with a laboratory format that employs the use of a digital platform designed to stimulate the students engagement (Wooclap). The aim of this article is to report on the experience gained, to analyse the advantages and limitations of the integrated use of ICT technologies for administrative writing workshops, and to promote the exchange of good practices in this field.
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Moreno-Medina, Irene, Manuel Peñas-Garzón, Carolina Belver, and Jorge Bedia. "Wooclap for improving student achievement and motivation in the Chemical Engineering Degree." Education for Chemical Engineers 45 (October 2023): 11–18. http://dx.doi.org/10.1016/j.ece.2023.07.003.
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Mercat, Christian. "Case study from Université Claude Bernard, Lyon 1." Open Education Studies 4, no. 1 (January 1, 2022): 120–35. http://dx.doi.org/10.1515/edu-2022-0007.
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Abstract We present the Active Learning tools introduced in basic mathematics courses in the Preparatory Curriculum for Engineering schools at Université Claude Bernard. Additions were introduced in the academic year 2018/2019 in Foundations of Mathematics 2, in the first year of bachelor study program. Its content are Linear Algebra (matrices, vector spaces and linear applications), Calculus (Taylor polynomials, Integration) and Differential Equations (1st and 2nd order). The Active Learning adaptations resided in the introduction of interactive material, mainly Digital Geometry (Geogebra booklets and classes), and more formative assessment, mainly through an exerciser (WIMS) and during classes (using Wooclap and Kahoot).
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Süreyya KURTOĞLU, Fatma, Deniz TOĞRUL, and Ayşenur Çelik BAYAT. "Yabancılara Türkçe Öğretiminde Yazma Becerilerinin Geliştirilmesi için Kullanılan Web 2.0 Araçları Hakkındaki Öğrenci Görüşleri: Wooclap Örneği." Journal of Turkish Studies Volume 18 Issue 1, Volume 18 Issue 1 (2023): 329–44. http://dx.doi.org/10.7827/turkishstudies.66097.
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Rodriguez Calzada, Lorena. "LEARNING NEW INNOVATIVE METHODOLOGIES USED IN COVID-19 TIMES." Journal of Management and Business Education 4, no. 3 (December 6, 2021): 338–53. http://dx.doi.org/10.35564/jmbe.2021.0018.
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Currently, online or hybrid teaching are increasingly in demand and have been driven by social, demographic and health factors such as that experienced during the global COVID-19 pandemic. The traditional classroom as originally was conceived has expanded both its temporal and physical limitations. This text shows how new innovative methodologies have been developed through different applications such as Wooclap or Gamification works, with the main objective of checking the perception, motivation and satisfaction of students. These are useful tools for teachers to get an easy and fast feedback from students. Two hypotheses are also presented, which will be contrasted with the analysis of the grades of the final tests of the 2019/2020 academic year and several questionnaires, with a high response ratio (88.33%), but with a small sample (60 subjects), where it has been found that the students adapt to the methods previously exposed. The main conclusion is the following: students adapt to remote teaching, they get involved in the subject and spend time learning, they are motivated to use innovative techniques, they show interest and participation in them. Resumen En la actualidad la docencia online o híbrida están cada vez más solicitadas y se han visto impulsadas por factores sociales, demográficos y sanitarios como el vivido durante la pandemia mundial por el COVID-19. El aula tradicional como se concebía en origen ha expandido sus limitaciones tanto temporales como físicas. En este texto se expone cómo se han desarrollado nuevas metodologías innovadoras a través de diferentes aplicaciones como Wooclap o trabajos con Gamificación, con el objetivo fundamental de comprobar la percepción, motivación y satisfacción del alumnado. Herramientas útiles para los docentes por conseguir en el alumnado una retroalimentación fácil y rápida. Se exponen, además, dos hipótesis que serán contrastadas con el análisis de las calificaciones de las pruebas finales del curso académico 2019/2020 y varios cuestionarios, con una ratio de respuesta alto (88,33%), pero con una muestra pequeña (60 sujetos), donde se ha comprobado que el alumnado se adapta a los métodos expuestos previamente. La conclusión principal es la siguiente: los alumnos se adaptan a la docencia en remoto, se involucran en la asignatura y emplean tiempo en el aprendizaje, les motiva emplear técnicas innovadoras, muestran interés y participación en las mismas.
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Holovnia, Olena S., Natalia O. Shchur, Iryna A. Sverchevska, Yelyzaveta M. Bailiuk, and Oleksandra A. Pokotylo. "Interactive surveys during online lectures for IT students." CTE Workshop Proceedings 10 (March 21, 2023): 185–206. http://dx.doi.org/10.55056/cte.556.
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The article investigates student response systems (SRS), and how to apply them to facilitate students' engagement and to improve the overall students' experience during online lectures. The authors give an overview of different student response systems (Mentimeter, AhaSlides, Kahoot!, Wooclap, Socrative, Poll Everywhere, and Slido) and make a comparison of their features. The work describes the experience of using the Mentimeter student response system at online lectures in the Operating Systems course for second-year students IT students of Zhytomyr Polytechnic State University (Software Engineering, Computer Science, Computer Engineering, and Cybersecurity specializations). The data is collected using observation, surveys and taking existing data. Data analysis methods include visual analysis (box plots, Q-Q plots, histograms) and statistical analysis (descriptive statistics, Shapiro-Wilk normality test, F-test, Kruskal-Wallis rank sum test). The study provides experimental results showing an increase in the number of students' answers within the lectures. It also highlights IT students' problems and preferences during online lectures. The authors give recommendations on using SRS during online lectures, aimed at improving the lecturer’s interaction with the audience.
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Zorzi, Eleonora, and Marina Santi. "how to generate (educate) an inquiring-jazzing community: free and open suggestions from an international workshop (ICPIC 2022)." childhood & philosophy 19 (April 3, 2023): 01–21. http://dx.doi.org/10.12957/childphilo.2023.70680.
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This paper presents the collective reflection of a temporary community of inquiry (COI) created during an international workshop at the 20th biennial ICPIC conference--“Philosophy In And Beyond the Classroom: P4wc Across Cultural, Social, and Political Differences”-- and the suggestions emerging from that event. The workshop, entitled “Pedagojazz—improvising and inquiring, community interplay”, was conducted via Zoom, but participants were both online and present in person. The topic focused on the pedagojazz perspective, and the short activities proposed were aimed at involving the (temporary) COI in a collective discussion about how it would be possible to transform a community of inquiry into an inquiring-jazzing community. Three premises were introduced as common background on which to develop our reflections: the pedagojazz perspective; the connection between pedagojazz idioms and the different roles of the facilitator in P4wC; and the idea that jazz, and collective improvisation in particular, can inform COI development. The principles and practices of pedagojazz and collective improvisation are presented in detail here. During the workshop, Zoom chat and the Wooclap site were used to involve all participants and to gather their contributions and suggestions. A word cloud and three tables were produced and are presented here. Interesting themes, questions and perspectives emerged that can help us reflect in a more complex way on the education of P4wC facilitators across cultural, social and political differences.
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Martín-Alguacil, Nieves, and Luis Avedillo. "Student-Centered Active Learning Improves Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education." International Medical Education 3, no. 3 (September 14, 2024): 346–62. http://dx.doi.org/10.3390/ime3030026.
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Student-centered active learning (SCAL) shifts the focus from the teacher to the student. Implementing SCAL requires the development of new forms of assessment beyond memorization and comprehension. This paper aims to demonstrate the effectiveness of SCAL by analyzing student performance at different cognitive levels. In flipped classrooms, students completed tasks with varying cognitive demands. The tests measured knowledge (level 1), comprehension (level 2), application (level 3) and analysis (level 4). This approach to assessment assesses not only the acquisition of content, but also skills that are critical to a health science student’s future career. The results of expository learning were compared with student-centered collaborative learning in the Anatomy and Embryology I course over three academic years. Student opinions were collected through 326 anonymous Wooclap® (Version: 2019101500) surveys. No differences in performance were found for low-cognitive-level questions. However, SCAL significantly improved performance on higher-cognitive-level questions that required problem solving and application of knowledge. Despite the benefits of SCAL, it requires more effort from both teachers and students. The current assessment system at Universidad Complutense, which measures teaching quality primarily in terms of student satisfaction, tends to penalize efforts to innovate. Many students are attracted to passive learning techniques because they provide a clear and structured path to success. This approach, which focuses on memorizing information for exams, provides a sense of security. Teachers need to have a strong belief in the effectiveness of SCAL methods to persist in their implementation.
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Ariza-Carrasco, Cristian, Juan Manuel Muñoz-González, María Dolores Hidalgo-Ariza, and María Helena Romero-Esquinas. "Validación de un instrumento para evaluar metodologías de enseñanza con Student Response Systems." Profesorado, Revista de Currículum y Formación del Profesorado 28, no. 2 (July 15, 2024): 293–311. http://dx.doi.org/10.30827/profesorado.v28i2.29637.
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El presente trabajo describe el proceso de construcción y estudio psicométrico del “Cuestionario para evaluar metodologías de enseñanza con SRS”, diseñado para recopilar información sobre los efectos que genera en el clima de aula, el aprendizaje y el proceso de evaluación del alumnado universitario la combinación de técnicas de aprendizaje cooperativo con Student Response System como Wooclap. Su importancia reside en la inexistencia de un instrumento fiable para su medición. El instrumento fue diseñado ad hoc, y se basa en una escala Likert (1-5) con 12 ítems distribuidos en tres dimensiones: Clima de aula, Aprendizaje y Evaluación a través de la herramienta tecnológica. Para ello, se han realizado dos estudios descriptivos por encuesta transversal en la Universidad de Almería, participando 187 estudiantes en el primero y 354 en el segundo del Grado en Educación Infantil. Los datos fueron sometidos a un análisis factorial exploratorio (AFE) y confirmatorio (AFC), así como a un análisis correlacional. Los resultados del AFE evidencian la estructura teórica inicialmente planteada de tres factores con 12 ítems, con comunalidades oscilando entre .47 y .99; y el AFC confirma esta organización y distribución con unos índices de bondad de ajuste del modelo superiores a .95, un coeficiente Alpha de Cronbach y Omega de McDonald superiores a .8, y una correlación bilateral significativa entre las dimensiones. En definitiva, se confirma la fiabilidad y consistencia del instrumento para recopilar información sobre los efectos de combinar metodologías de enseñanza de aprendizaje cooperativo con SRS para los procesos de enseñanza-aprendizaje del alumnado.
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Lee, Woochan, Hyewon Chung, Woohang Heo, Hyeong-Gon Moon, Seung Hyeok Seok, and Jong-Il Kim. "Abstract B019: Identify features of fibroblast and macrophage which regulate metastasis of triple-negative breast cancer." Cancer Research 83, no. 2_Supplement_2 (January 15, 2023): B019. http://dx.doi.org/10.1158/1538-7445.metastasis22-b019.
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Abstract The tumor microenvironment (TME), which the cancer is known to remodel, can interact with cancer in various ways, such as promoting or hindering metastasis. The challenge with comprehending TME is that each patient's individual variance makes it difficult to carry out a consistent analysis. We used the PDX model to analyze the alterations entirely brought about by cancer cells of each patient in the same environment exclusively. In 121 breast cancer patients, we created a PDX model and performed WES and RNA-seq. We repeatedly performed metastatic induction tests on the models of 26 TNBC patients among the PDX models we generated. The replicated experiments confirmed that cancer cells with frequent metastasis usually spread well, while cancer cells with seldom metastases rarely metastasize. For each of the five samples that had the greatest and worst rates of metastasis, the pre-metastatic xenograft tumor was analyzed using scRNA-seq. Metastasis could not be predicted by only cancer cells because there was no difference between the two groups. Still, fibroblasts and macrophages had distinct gene markers before metastasis which can predict metastasis. To explore TME that develops pre-metastatic niches (PMN) in organs that would be metastasis targets, we developed a metastatic model using 4T1 cell lines. Daily lung macrophage RNA-seq, lung WES, and lung scRNA-seq procedures were carried out for four weeks to examine the precise timing of metastasis and the daily changes in the transcriptome. Surprisingly, a few days before the presence of any cancer cells, the gene expression of lung macrophages had already undergone significant modification. Additionally, only injections of tumor-conditioned media that mimicked metastasis could activate PMN in lung macrophages. Citation Format: Woochan Lee, Hyewon Chung, Woohang Heo, Hyeong-Gon Moon, Seung Hyeok Seok, Jong-Il Kim. Identify features of fibroblast and macrophage which regulate metastasis of triple-negative breast cancer [abstract]. In: Proceedings of the AACR Special Conference: Cancer Metastasis; 2022 Nov 14-17; Portland, OR. Philadelphia (PA): AACR; Cancer Res 2022;83(2 Suppl_2):Abstract nr B019.
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Heo, Woo Hang, Woochan Lee, SONGBIN LI, Jong-Il Kim, and Hyeong-Gon Moon. "Abstract P2-21-06: The relationship between the gene expression difference of fibroblasts in the tumor microenvironment and metastasis of triple-negative breast cancer." Cancer Research 83, no. 5_Supplement (March 1, 2023): P2–21–06—P2–21–06. http://dx.doi.org/10.1158/1538-7445.sabcs22-p2-21-06.
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Abstract Background Triple negative breast cancer (TNBC) is a breast cancer subtype with increased risk of distant metastasis, especially to lung and liver. In addition to the intrinsic characteristics of tumor cells, the molecular features of the tumor microenvironment cells can also regulate the metastasis process of TNBC. In this study, we tried to characterize the transcriptomic features of microenvironment fibroblasts associated with the distant metastasis of TNBC. Method We established PDX models by obtaining tumor tissues from 26 triple-negative breast cancer patients and transplanting them into the mammary fat pads of immunodeficient mice. When the PDX tumors grew sufficiently in the fat pads, we excised them and saved the mice to assess whether each PDX tumor was capable of developing spontaneous distant metastasis. We used bulk RNA sequencing and single cell RNA sequencing to determine the transcriptomic features associated with the distant metastasis. Results We classified the 26 TNBC PDX models based on their in vivo metastasis capacity and the clinical outcomes of the corresponding patients. Non-metastatic PDX models were defined as the lack of developing distant metastasis in either mouse experiment or clinical follow-up data (n=5). PDX models were defined as metastatic models when they developed distant metastasis in both mouse and human (n=4). We performed single cell RNA sequencing using the nine PDX tumors and observed a substantial gene expression differences of fibroblasts in the tumor microenvironment between the metastatic and non-metastatic PDX models. The fibroblasts of the metastatic PDX models showed up-regulation of genes involved in the response to hypoxia, inflammatory response, neutrophil chemotaxis, cellular response to IL-1, positive regulation of cell proliferation, and negative regulation of apoptotic process. Moreover, this difference of gene expression between metastatic and non-metastatic TNBC PDX models were not identified by the bulk RNA sequencing data. Conclusion By using the single cell RNA sequencing using the TNBC PDX models, we identified key features of fibroblasts in the tumor microenvironment that contributes to the metastasis capacity of TNBC. Further studies are on-going to elucidate the underlying mechanisms. Citation Format: Woo Hang Heo, Woochan Lee, SONGBIN LI, Jong-Il Kim, Hyeong-Gon Moon. The relationship between the gene expression difference of fibroblasts in the tumor microenvironment and metastasis of triple-negative breast cancer [abstract]. In: Proceedings of the 2022 San Antonio Breast Cancer Symposium; 2022 Dec 6-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2023;83(5 Suppl):Abstract nr P2-21-06.
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Moon, Sungji, Rokhyun Kim, Dakyung Lee, Kyunghyuk Park, Woochan Lee, Seyoon Lee, Young Jun Park, and Jongil Kim. "Abstract 4254: Genetically engineered human lung organoid models for lung cancer evolution study." Cancer Research 84, no. 6_Supplement (March 22, 2024): 4254. http://dx.doi.org/10.1158/1538-7445.am2024-4254.
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Abstract Initial cellular events in a transitional period from normal to cancer cells, such as transcriptomic or epigenetic dynamics, are poorly understood. Observing these is more challenging than in cancer progression, especially for humans. Mapping this phenomenon in early cancer evolution is crucial, as we can identify targetable molecules to inhibit cancer development at the precancerous stage. Immortalized human cancer cell lines hardly capture these appropriately as they have lost usual cellular characteristics. Normal organoids harbor stem cells and their differentiated cells, reflecting the epithelial physiology of tissues, and are more suitable models for cancer evolution studies. To establish a human cancer development model in vitro, we genetically engineered normal human airway organoids derived from adult stem cells into small cell lung cancer (SCLC). We used CRISPR-Cas9 systems to induce non-homologous end-joining in both TP53 and RB1, the most frequently mutated genes of SCLC. First, we knocked out TP53 of the airway organoids, selected by Nutlin-3a, an MDM2 antagonist, for 3-4 weeks, demonstrating 88-89% editing efficiencies calculated from Sanger sequencing results. Most mutations were one base pair deletion or insertion, which induced frameshift mutation in TP53. They did not show a significant difference from wild-type organoids morphologically at bright-field microscopy. Subsequently, we targeted RB1 on TP53-/- airway organoids to induce SCLC. We used Palbociclib, a CDK4/6 inhibitor, to enrich the mutated cells. They had 67.1% efficiency, and 20.4% had a 7-base pair deletion mutation. In the initial period, they seemed to have similar shapes to TP53-/- organoids. Unexpectedly and interestingly, however, we noticed more rapidly proliferating and disorganized organoids disrupting their original round shapes appeared in 4-5 weeks. The cells were indiscriminately piled up on the airway organoids' apical and basolateral surfaces, indicating their malignant traits. Their chaotic proliferation represented the rapidly progressing clinical feature of SCLC with a median survival of 7-16 months with treatment. This is the first work constructing the SCLC development model from the normal human airway organoid. By sequentially single-cell sequencing this organoid model changing to tumorous condition, we can capture the multi-omics landscape during the initial evolution of SCLC. Citation Format: Sungji Moon, Rokhyun Kim, Dakyung Lee, Kyunghyuk Park, Woochan Lee, Seyoon Lee, Young Jun Park, Jongil Kim. Genetically engineered human lung organoid models for lung cancer evolution study [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2024; Part 1 (Regular Abstracts); 2024 Apr 5-10; San Diego, CA. Philadelphia (PA): AACR; Cancer Res 2024;84(6_Suppl):Abstract nr 4254.
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Fallon, Anthony Bruce, and Christine O'Connell. "Online Utilization of the Nominal Group Technique to Gather Consensus Opinion Across Geographically Disparate Locations." Journal of Continuing Education in the Health Professions, September 24, 2024. http://dx.doi.org/10.1097/ceh.0000000000000563.
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Introduction: The nominal group technique (NGT) is a structured focus group that gathers opinion and generates consensus from groups on topics of interest. Previous studies using online NGTs (ONGTs) in health have been conducted in regions of high population density and internet connectivity. This activity aimed to determine the feasibility and utility of ONGTs in gathering opinion and reaching consensus on curriculum topics for a continuing research education program for health professionals dispersed across various locations in Southern Queensland. Methods: Fifteen clinical education academics from a range of health professions participated in 1-hour ONGT sessions from 2 University Department of Rural Health sites or their home offices. The traditional NGT was adapted for online use, using two free online platforms (Zoom for videoconferencing and Wooclap for voting and response collation). Results: The chosen platforms were effective in presenting ONGTs, allowing active and effective contributions to research topic ideas from all participants, including those with low internet connectivity. Silent generation enabled sharing, open discussion, and clarification of generated ideas. Wooclap was effective in reviewing and voting on generated responses and providing real-time feedback on voting outcomes. Outcomes were consistent with group consensus and useful in prioritizing research training topics. Discussion: The modified ONGT is effective in gathering opinion and gaining consensus from a geographically dispersed health workforce with varied levels of internet connectivity and experience with online platforms. It represents a cost-effective and time-effective alternative to face-to-face NGTs that is less likely to be affected by workforce disruptions.
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Catalina-García, Beatriz, and María del Carmen García Galera. "Innovación y herramientas hi-tech en la docencia del periodismo. El caso de Wooclap." Doxa Comunicación. Revista Interdisciplinar de Estudios de Comunicación y Ciencias Sociales, January 1, 2022, 19–32. http://dx.doi.org/10.31921/doxacom.n34a1141.
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Las metodologías docentes con TIC en tiempos de pandemia han tenido que crecer y adaptarse a la realidad online en la que profesores y estudiantesvivieron durante ese período. Este contexto fue un reto más para el profesorado, en tanto en cuanto requerían de toda su imaginación y de las metodologías digitales a su alcance para captar la atención del alumnado (dispersa, en líneas generales), llamar a su participación y poder medir la evolución de su formación y conocimiento acerca de los contenidos impartidos. En este contexto, se presenta la experiencia de innovación en el proceso de enseñanza-aprendizaje en dos asignaturas del Grado de Periodismo de la Universidad Rey Juan Carlos (España), en las que se han empleado una misma metodología de innovación digital de seguimiento del aprendizaje y evaluación de los contenidos aprendidos por el alumnado: Wooclap. Además, se plantea una comparativa en función del curso sobre la experiencia detectada entre los alumnos. En términos generales, los estudiantes reconocen más fortalezas que debilidades en el manejo de esta herramienta.
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Marin, Julie, Ségolène Brichler, Hervé Lecuyer, Etienne Carbonnelle, and Mathilde Lescat. "Feedback From Medical and Biology Students on Distance Learning: Focus on a Useful Interactive Software, Wooclap®." Journal of Educational Technology Systems, June 7, 2021, 004723952110233. http://dx.doi.org/10.1177/00472395211023383.
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The coronavirus disease 2019 epidemic has prompted all universities to completely change their teaching in a very rapid way around the world. In France, most of the university courses for the year 2020 had to be delivered at distance. This can be an opportunity for some to rethink the place and the form of distance learning (DL). We present here the feedback of students about DL, who answered a questionnaire about classes they followed between October and December 2020. In addition, we evaluated the use and utility of an audience response system promoting interaction. Our results showed that overall the organization and internet connections allowed DL to run smoothly. Interestingly, all students were in favor of the development of a mixed solution, with distant lectures and face-to-face practical lessons. Finally, the use of interactive software such as Wooclap® has proven to be easy to use and to develop for all lessons.
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Taimuratova, Lidiya Ungarbayevna, and Meruyert Zhanabilkyzy Kylychmuradova. "APPLICATION OF INTERACTIVE TEACHING METHODS IN THE EDUCATIONAL PROCESS." Yessenov Science Journal 2, no. 44 (December 15, 2023). http://dx.doi.org/10.56525/bbay8628.
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Abstract. The article reveals the problem of using an online platform as a basis for implementing pedagogical interaction on the Internet using various telecommunication channels with on-line or off-line modes, mass communications, social network services to enhance the cognitive activity of students. The concept of “educational online platforms” is revealed, on which innovative teacher tools for organizing an interactive educational process are located, which are in demand when implementing programs for the study and application of interactive technologies in education, since on their basis it is possible not only to provide theoretical and practical educational materials, but also to implement the very interactive interaction of participants in the educational process. The article describes innovative learning technologies, including types of online platforms and ways of using them in the educational process. Thus, the word interactive - the term interaction refers to the tendency to talk or communicate with someone (a person) or with someone (such as a computer) in an interview manner. Innovative educational work is formulated through the rational introduction of new technologies that adapt the educational process to productive learning. These include modern technologies such as cable and satellite television, video conferencing, teleforums, telethons, portfolios, personal achievements in education and training, and life skills training, including social learning, among which various achievements are mentioned. In the article, I focused on various online platforms that I use in the educational process. For example: Quizzlett, Wordwall, Canva, Padlet, Wooclap, Bouncy Balls, etc. Key words. Online learning; educational online platforms; network technologies; interactivity; interactive learning technologies; Internet services
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Reverte, Óscar Cánovas, Pilar González Férez, Félix J. García Clemente, and Federico Pardo García. "Analyzing Wooclap’s competition mode with AI through classroom recordings." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 2024, 1. http://dx.doi.org/10.1109/rita.2024.3458865.
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Black, Bernard S., Antonio Gledson De Carvalho, Woochan Kim, Vikramaditya S. Khanna, and B. Burcin Yurtoglu. "Replication Dataset, Codebook, and Statistical Code for Bernard Black, Antonio Gledson De Carvalho, Vikramaditya Khanna, Woochan Kim and B. Burcin Yurtoglu, Methods for Multicountry Studies of Corporate Governance: Evidence from the BRIKT Countries, 183 Journal of Econometrics 230-240 (2014)." SSRN Electronic Journal, 2015. http://dx.doi.org/10.2139/ssrn.2503520.
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