The potential of software tools to support learning mathematics is widely acknowledged, but their use can be hindered for many reasons. When teaching future mathematics teachers, we observed that these students were unmotivated to use such tools. This lack of motivation was caused by two concerns held by the students. Firstly, expected difficulty with the software interface (`handling equations with computer interfaces is cumbersome') and secondly, having to do time-consuming exercises on top of the regular pen-and-paper material. To circumvent these concerns, we developed and deployed a set of exercises, categorized in seven different types, that required little effort in terms of equation `writing' with the computer interface but still covered the core mathematical principles taught in the lessons. To allow for sufficient training opportunities, the software automatically created new randomized versions of the same question type. In this paper, we present an exploratory study that discusses the potential of this approach and provides insight on the effectiveness of question types used.
The Spring of 2020 brought many disruptions to our professional and personal lives due to the COVID-19 pandemic that forced worldwide mid-semester campus closures; pivoting of traditional, face-to-face classes to remote teaching and learning; and postponements or cancellations of conferences, workshops, and other professional development events. One example of the breakdown of scheduled opportunities for us as honors colleagues to gather in-person to enhance our practices and strengthen our community was the cancellation of the 2020 International Conference on Talent Development and Honors Education in Groningen, the Netherlands, originally slated for June 10-12 but moved to June 16-18, 2021. Immediately following the 2020 conference, we (the authors) had planned to offer the fifth Honors International Faculty Institute (HIFI), an international and highly interactive occasion for honors and talent development teachers, researchers, and leaders to engage in presentations, experiential activities, place-as-text explorations, collaborative group work, reflective exercises, and showcases designed to improve teaching, learning, and programming in honors. Suddenly, the coronavirus upended our world, and we had to reimagine the institute that we had previously organized four times alternately at Hanze University of Applied Sciences (Netherlands) and Texas Christian University (USA). Putting aside the disappointment of the moment and recognizing the value of coming up with an alternative to HIFI that would ensure the safety and health of our honors colleagues, we decided to create a fully online version with free registration to encourage participation and create resources accessible to all members of our international community. We wanted to highlight the challenges of how all of us unexpectedly had to pivot to remote teaching and learning as the global pandemic intensified, but we also wanted to share information, experiences, and models that could open new avenues for operationalizing online honors education more generally beyond the COVID-19 crisis. We wanted, in other words, to explore how honors pedagogy could (and maybe should) be adapted to the increasingly online world of primary, secondary, and higher education. Thus, HIFLO 2020 was born! HIFLO stands for Honours International Faculty Learning Online.
Background: To avoid overexertion in critically ill patients, information on the physical demand, i.e., metabolic load, of daily care and active exercises is warranted. Objective: The objective of this study was toassess the metabolic load during morning care activities and active bed exercises in mechanically ventilated critically ill patients. Methods: This study incorporated an explorative observational study executed in a university hospital intensive care unit. Oxygen consumption (VO2) was measured in mechanically ventilated (≥48 h) critically ill patients during rest, routine morning care, and active bed exercises. We aimed to describe and compare VO2 in terms of absolute VO2 (mL) defined as the VO2 attributable to the activity and relative VO2 in mL per kilogram bodyweight, per minute (mL/kg/min). Additional outcomes achieved during the activity were perceived exertion, respiratory variables, and the highest VO2 values. Changes in VO2 and activity duration were tested using paired tests. Results: Twenty-one patients were included with a mean (standard deviation) age of 59 y (12). Median (interquartile range [IQR]) durations of morning care and active bed exercises were 26 min (21–29) and 7 min (5–12), respectively. Absolute VO2 of morning care was significantly higher than that of active bed exercises (p = 0,009). Median (IQR) relative VO2 was 2.9 (2.6–3.8) mL/kg/min during rest; 3.1 (2.8–3.7) mL/kg/min during morning care; and 3.2 (2.7–4) mL/kg/min during active bed exercises. The highest VO2 value was 4.9 (4.2–5.7) mL/kg/min during morning care and 3.7 (3.2–5.3) mL/kg/min during active bed exercises. Median (IQR) perceived exertion on the 6–20 Borg scale was 12 (10.3–14.5) during morning care (n = 8) and 13.5 (11–15) during active bed exercises (n = 6). Conclusion: Absolute VO2 in mechanically ventilated patients may be higher during morning care than during active bed exercises due to the longer duration of the activity. Intensive care unit clinicians should be aware that daily-care activities may cause intervals of high metabolic load and high ratings of perceived exertion.
