Notes

Intravitreal general endothelial growth factor (VEGF) chemical injection inside patient in pregnancy.
Investigators from multiple institutions (Cleveland Clinic, University Hospital Leuven, ZOL Genk, Kempenhaeghe and Maastricht UMC+, and Children's Hospitals and Clinics of Minnesota) used the Tuberous Sclerosis Complex Natural History Database (TSCNHD) to evaluate the relationship between epilepsy and neuropsychiatric disorders in individuals with TSC, along with any potential influence of genotype.Investigators from the Hospital Dona Estefânia, Escola Superior de Tecnologias e Saúde de Lisboa and Centro Hospitalar Psiquiátrico de Lisboa investigated 38 patients with continuous spike-wave of sleep (CSWS) syndrome.Researchers from the University of Strasbourg investigated whether defective transcription of ATF3 responsive genes is a marker for Cockayne Syndrome (CS).This paper is in response to the manuscript titled "Ethical oversight of student data in learning analytics A typology derived from a cross-continental, cross-institutional perspective" (Willis et al. in Educ Technol Res Dev 66(4)1029-1049, 2016). The response is from a K-12 educational environment perspective. Willis, Slade, and Prinsloo's typology of different ethical approaches to learning analytics adds value to the special issue topic of shifting to digital as it provides different ways to view learning analytics as well as the type of approval(s) possibly needed for each view. K-12 educational institutions can utilize the manuscript as a starting place for review of their ethical oversights when analyzing student data as more schools are shifting to digital. A limitation of Willis, Slade, and Prinsloo's manuscript in supporting the shift to digital is that the manuscript was published before the overwhelming shift to digital was mandated as a result of Covid-19. Future work related to the manuscript and with a focus on the K-12 educational environment could include K-12 education agencies deriving a K-12 specific typology from a review of ethical oversight protocols or analyzing the effects of the shift to digital in K-12 on the original typology. During the 2020 pandemic, K-12 schools in the United States moved to digital learning quickly and in large numbers. Selleckchem C75 This move has resulted in a wealth of digital learning analytics available to be used in improving student learning outcomes. However, local education agencies must first make sure they have a clear framework for oversight of how digital learning analytics will be used. K-12 students are at risk of harm if local education agencies do not stop and carefully reflect on the potential risks to students resulting from decisions made as a result of using digital learning analytics.This paper responds to Joo et al. (Educational Technology Research and Development 64611-630, 2016) study of the factors predicting South Korean online students' use of a mobile learning management system (m-LMS). The findings show students' continuous intention and their actual usage have implications for how faculty and institutions may need to promote the usefulness of mobile technology for students to accept and adopt the technology. This would be particularly relevant for lower income students with limited digital literacy skills and limited access. For many students, mobile technology is the only means through which they can persist in taking courses while institutions offer classes primarily in online modalities during the COVID-19 pandemic.This paper is in response to the manuscript entitled "Open educational resources and college textbook choices a review of research on efficacy and perceptions" (Hilton in Educ Technol Res Dev 64(4) 573-590, 2016) from a theoretical perspective. The response describes the way many of the papers reviewed by Hilton were undertheorized, limiting their potential for impact. A brief summary of more recent research shows one current direction toward stronger theorization of OER research. Over the short-term, including during the rapid shift to digital learning catalyzed by the COVID-19 pandemic, OER adoption can be expected to save college students money and close the achievement gap between Pell-eligible students and their wealthier peers. Over the longer term, this benefit will likely disappear, and faculty will need to more fully explore the affordances of the 5Rs in order to create dramatic improvements in success for all students.This response reviews and analyzes the ten focal topics and three elements introduced in Nacu, Martin, and Pinkard's work, entitled "Designing for 21st century learning online a heuristic method to enable educator learning support roles". An analogy of the London Stock Exchange's Big Bang is drawn to describe the moment education is currently living. In this context, homeschooling guided learning is analyzed. Nacu, Martin, and Pinkard (2018) offered insightful approaches for the sudden shift to digital that the world has experienced since April 2020. Their inquiries coincided with the questions asked by researchers and teachers around the world when their schools were closed due to the COVID-19 lockdown. Along with Nacu et al.'s (Educ Tech Res 64(4)1029-1049, 2018) effort, a theoretical framework, an instructional interface model, is conceptualized as a blueprint, to offer a guide for research for instructional-technological interactions. In this scenario, shifting to digital is not just a tech shift but a worldwide creators' mindset shifts.Non-ability-based confidence is one of the most pervasive human psychological biases. It is a part of a family of confidence judgments, including overconfidence and metacognitive calibration accuracy, defined by a discrepancy between self-perception of ability and actual ability. Across many domains, most people exhibit some degree of miscalibration in their confidence. Some people may be overconfident and others are underconfident. Despite the prevalence of non-ability-based confidence, relatively little research has investigated how non-ability-based confidence develops and why some people are more or less confident than others despite sharing the same level of ability. We use a longitudinal dataset to explore the childhood predictors of adolescent non-ability-based confidence. Achievement growth in math and reading in childhood was modeled and used to predict adolescent non-ability-based confidence in math and reading. Results show that the initial level of achievement predicts lower non-ability-based confidence in math.
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