Luftqualität: Eine günstige CO2‐Ampel für den Klassenraum

In the course of the upcoming (re‐)opening of schools for presence teaching, the quality of indoor air is of particular concern in the context of the Covid 19 pandemic. The carbon dioxide concentration is a good indicator for the air quality and microbial load and can be measured quite easily. This article describes how the CO2 concentration can be recorded with the LabPi digital measuring station. In addition, another LabPi variant in the form of a CO2 indicator is presented, which can be built with simple materials and free software. (English) [ABSTRACT FROM AUTHOR] Im Zuge der anstehenden Öffnungen von Schulen für den Präsenzunterricht steht im Rahmen der Covid‐19‐Pandemie die Qualität von Raumluft besonders im Vordergrund. Die Kohlenstoffdioxid‐Konzentration ist dabei ein guter Indikator für die Luftqualität und Keimbelastung und kann vergleichsweise einfach erfasst werden. Im Artikel wird beschrieben, wie die CO2‐Konzentration mit der digitalen Messstation LabPi erfasst werden kann. Zusätzlich wird eine weitere LabPi‐Variante im Sinne einer CO2‐Ampel vorgestellt, die mit einfachen Materialien und kostenfreier Software selbst angefertigt werden kann. (German) [ABSTRACT FROM AUTHOR] Copyright of Chemkon - Chemie Konkret is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A Remote Moment of Inertia Lab Using the iOLab Device

Due to the COVID-19 pandemic, in the spring of 2020 many physics programs were forced to quickly transition all of their classes and laboratories to a completely online learning environment. The need for simple and engaging remote physics laboratories became apparent. One relatively low-cost remote lab system is Macmillan's iOLab device. This wireless device comes with free software and a lab manual with many mechanics and electricity and magnetism experiments appropriate for lower-division physics labs. Extensive reviews of the iOLab device, including descriptions of all its sensors and capabilities as well as comparisons with other remote learning devices, can be found in recent publications. In addition, findings from these publications indicate improvements in attitudes toward physics labs and significant conceptual learning gains for students in remote lab courses that use the iOLab device. Here, we present a novel moment-of-inertia lab using the iOLab device and a few household items. In this lab, students will be able to measure the moment of inertia of the iOLab device about an axis parallel to the longer side of the iOLab device (the y-axis in Fig. 1) and through its geometrical center. [ FROM AUTHOR]

Understanding the Use of Private Messaging Apps in Canada and Links to Disinformation

Amid the COVID-19 pandemic, governments around the world have been facing an increased spread of disinformation on social media by foreign and domestic actors. The COVID-19 pandemic has highlighted the challenges of online disinformation facing governments and societies globally, including Canada. Indeed, disinformation is increasingly being framed by supranational institutions and states as a threat to democracy, prompting legislative and policy interventions [1] . However, much of the scholarly work thus far on disinformation has focused on social media content that is publicly available and open to the wider public. This article, on the other hand, aims to shed light on disinformation encountered through private messaging platforms (e.g., WhatsApp, Facebook Messenger, WeChat, and so on).

A Personalized Learning Service Compatible with Moodle E-Learning Management System

Among the numerous learning management platforms, Moodle is free, open-source software supporting expanding and modularized system functions and services to facilitate online courses or online resources and interactive activities. This study enhanced a personalized learning service for the Moodle e-learning management system, which synchronizes the user’s identity according to the user information database of the third-party user management platform system. According to the user’s demand to provide a personalized e-course, including personalized learning process, e-materials, and learning path to improve learning efficiency. This study adopted the pre-test and post-test achievement to compare the benefit of the personalized e-learning platform. Research samples were students in the “programming” course at the Technology University in central Taiwan. The experiment results indicate: (i) The average post-test result after using the proposed platform was higher than the average pre-test result (before using the proposed platform). (ii) The learning effect gap in the post-test between students was less than in the pre-test result. Hence, the proposed personalized e-learning platform was beneficial.

Educational AI Chatbots for Content and Language Integrated Learning

Using advanced artificial intelligence (AI) technology in learning environments is one of the latest challenges for educators and education policymakers. Conversational AI brings new possibilities for alternative and innovative Information and Communication Technologies (ICT) tools, such as AI chatbots. This paper reports on field experiments with an AI chatbot and provides insights into its contribution to Content and Language Integrated Learning (CLIL). More specifically, this paper presents an experimental use case of an educational AI chatbot called AsasaraBot, designed to teach high school students cultural content in a foreign language, i.e., English or French. The content is related to the Minoan Civilization, emphasizing the characteristic figurine of the Minoan Snake Goddess. The related chatbot-based educational program has been evaluated at public and private language schools in Greece. The findings from these experiments show that the use of AI chatbot technology for interactive ICT-based learning is suitable for learning foreign languages and cultural content at the same time. The AsasaraBot AI chatbot has been designed and implemented in the context of a postgraduate project using open-source and free software.

The Complex Systems for Conflict Interaction Modelling to Describe a Non-Trivial Epidemiological Situation

This study investigates a complex system that describes a non-trivial epidemiological model with integrated internal conflict (interregional migration) on the example of cyclic migration using the software. JetBrains PyCharm Community Edition 2020.3.3, a free and open-source integrated development environment (IDE) in the Python programming language, was chosen as the software development tool. The Matplotlib 3.5 library was used to display the modelling results graphically. The integration of internal conflict into the model revealed significant and notable changes in its behavior. This study’s results prove that not only the characteristics of the interaction factors but also the size of the values determine the direction of migration concerning relation to competitors.

Available videoconferencing freeware and medical education.

BACKGROUND: Traditionally medical education involves classroom teaching, small group discussions and bed-side clinics. These have become difficult to conduct in times of the COVID-19 pandemic. Video-conferencing software and apps provide pragmatic alternatives for medical education in this scenario. However, the apps are not designed specifically for medical education. In this background, we aimed to review available video-conferencing freeware (platforms/apps) for their suitability in imparting post-graduate medical education. METHODOLOGY: Software and apps were searched on Android and iOS platforms. Freeware were selected based on pre-defined criteria. They were evaluated for features supporting post-graduate medical education like participant numbers, time limit, user comfort and security features. RESULTS: Our search yielded 118 video conferencing software and apps. Of these, 07 free apps met the initial inclusion and exclusion criteria. 'Say Namaste' was included post-hoc. Most apps allowed adequate numbers of participants and were comfortable for users. Only two apps had end-to-end encryption. CONCLUSION: Video-conferencing freeware can serve as a viable alternative for some aspects of medical teaching. Provision of certain additional features would make these apps more effective for post-graduate medical education.