Earticle

Learning environments are rapidly changing with increasing smartphone usage and constantly improving Internet environment. Considering the evolution of learning environments, strong need for lifelong education, and development of e-learning, the emergence of micro-learning is a very natural result. In this study, we explored the characteristics of micro-learning and studied specialized design strategies through development of an actual micro-learning content. Firstly, micro-learning is developed by reflecting Mezirow's 'Transformative Learning Theory', Ebbinghaus's 'Forgetting Curve', 'Chunking Theory', etc. This differentiates micro-learning from e-learning, and it assists students to learn and remember more efficiently. Secondly, by developing a foreign language learning content using micro-learning platform, we verified that it is essential to select specific learners, set simple learning themes, and expand the learning experience by activating interactions. The expansion of experience is what the learners want, and ultimately, it is a shortcut to enhancing problem-solving skills. Lastly, based on these arguments, we came to the conclusion that micro-learning content has many advantages and this would be very useful as a complement to the regular curriculum.

Advanced or metastatic breast cancer affects multiple organs and is a leading cause of cancer-related death. Cancer metastasis is associated with epithelial-mesenchymal metastasis (EMT). However, the specific signals that induce and regulate EMT in carcinoma cells remain unclear. PRR16/Largen is a cell size regulator that is independent of mTOR and Hippo signalling pathways. However, little is known about the role PRR16 plays in the EMT process. We found that the expression of PRR16 was increased in mesenchymal breast cancer cell lines. PRR16 overexpression induced EMT in MCF7 breast cancer cells and enhances migration and invasion. To determine how PRR16 induces EMT, the binding proteins for PRR16 were screened, revealing that PRR16 binds to Abl interactor 2 (ABI2). We then investigated whether ABI2 is involved in EMT. Gene silencing of ABI2 induces EMT, leading to enhanced migration and invasion. ABI2 is a gene that codes for a protein that interacts with ABL proto-oncogene 1 (ABL1) kinase. Therefore, we investigated whether the change in ABI2 expression affected the activation of ABL1 kinase. The knockdown of ABI2 and PRR16 overexpression increased the phosphorylation of Y412 in ABL1 kinase. Our results suggest that PRR16 may be involved in EMT by binding to ABI2 and interfering with its inhibition of ABL1 kinase. This indicates that ABL1 kinase inhibitors may be potential therapeutic agents for the treatment of PRR16-related breast cancer.

Brain-derived neurotrophic factor (BDNF) and its receptors tyrosine ki-nase B (trkB), and cyclic adenosine monophosphate response element binding protein (CREB) have been suggested as the neurobiological risk factors causing depressive disorder. Serotonin (5-hydroxytryptamine, 5-HT) plays an important role in the pathogenesis of depression. We in-vestigated the effect of treadmill exercise on social interaction in rela-tion with BDNF and 5-HT expressions following stress in rats. Stress was induced by applying inescapable 0.2 mA electric foot shock to the rats for 7 days. The rats in the exercise groups were forced to run on a motorized treadmill for 30 min once a day for 4 weeks. Social interaction test and western blot for BDNF, TrkB, pCREB, and 5-HT1A in the hippo-campus were performed. The results indicate that the spend time with unfamiliar partner was decreased by stress, in contrast, treadmill exer-cise increased the spending time in the stress-induced rats. Expres-sions of BDNF, TrkB, and pCREB were decreased by stress, in contrast, treadmill exercise enhanced expressions of BDNF, TrkB, and pCREB in the stress-induced rats. In addition, 5-HT1A receptor expression was de-creased by stress, in contrast, treadmill exercise enhanced 5-HT1A ex-pression in the stress-induced rats. In the present study, treadmill exer-cise alleviated stress-induced social interaction impairment through enhancing hippocampal plasticity and serotonergic function in the hip-pocampus. These effects of treadmill exercise are achieved through 5-HT1A receptor activation.

Objectives: This study examined the relative efficacies of a derivative of betulinic acid (dBA) and its poly (lactide-co-glycolide) (PLGA) nano-encapsulated form in A549 lung cancer cells in vivo and in co-mutagen [sodium arsenite (SA) + benzo[a]pyrene (BaP)]-induced lung cancer in mice in vivo. Methods: dBA was loaded with PLGA nanoparticles by using the standard solvent displacement method. The sizes and morphologies of nano-dBA (NdBA) were determined by using transmission electron microscopy (TEM), and their intracellular localization was verified by using confocal microscopy. The binding and interaction of NdBA with calf thymus deoxyribonucleic acid (CT-DNA) as a target were analyzed by using conventional circular dichroism (CD) and melting temperature (Tm) profile data. Apoptotic signalling cascades in vitro and in vivo were studied by using an enzyme-linked immunosorbent assay (ELISA); the ability of NdBA to cross the blood-brain barrier (BBB) was also examined. The stage of cell cycle arrest was confirmed by using a fluorescence-activated cell-sorting (FACS) data analysis. Results: The average size of the nanoparticles was ~ 110 nm. Confocal microscopy images confirmed the presence of NdBA in the cellular cytoplasm. The bio-physical properties of dBA and NdBA ascertained from the CD and the Tm profiles revealed that NdBA had greater interaction with the target DNA than dBA did. Both dBA and NdBA arrested cell proliferation at G0/G1, NdBA showing the greater effect. NdBA also induced a greater degree of cytotoxicity in A549 cells, but it had an insignificant cytotoxic effect in normal L6 cells. The results of flow cytometric, cytogenetial and histopathological studies in mice revealed that NdBA caused less nuclear condensation and DNA damage than dBA did. TEM images showed the presence of NdBA in brain samples of NdBA fed mice, indicating its ability to cross the BBB. Conclusion: Thus, compared to dBA, NdBA appears to have greater chemoprotective potential against lung cancer.

Signaling lymphocyte activation molecule (SLAM; also known as CD150) is a newly identified cellular receptor for measles virus (MV). The interaction between MV Haemagglutin (MVH) and SLAM is an initial step for MV entry. We have identified several novel SLAM binding sites at residues S429, T436 and H437 of MVH protein and MVH mutants in these residues dramatically decrease the ability to interaction with the cell surface SLAM and fail to co-precipitation with SLAM in vivo as well as malfunction in syncytium formation. At the same time, K58, S59 and H61 of SLAM was also identified to be critical for MVH and SLAM binding. Further, these residues may be useful targets for the development of measles therapy.

Osteoarthritis is characterized by structural alteration of joints. Fibrosis of the synovial tissue is often detected and considered one of the main causes of joint stiffness and pain. In our earlier proteomic study, increased levels of vitronectin (VTN) fragment (amino acids 381?397) were observed in the serum of osteoarthritis patients. In this work, the affinity of this fragment for integrins and its putative role in TGF-β1 activation were investigated. A competition study determined the interaction of VTN (381?397 a.a.) with α V β 6 integrin. Subsequently, the presence of α V β 6 integrin was substantiated on primary human fibroblast-like synoviocytes (FLSs) by western blot and flow cytometry. By immunohistochemistry, β 6 was detected in synovial membranes, and its expression showed a correlation with tissue fibrosis. Moreover, β 6 expression was increased under TGF-β1 stimulation; hence, a TGF-β bioassay was applied. We observed that α V β 6 could mediate TGF-β1 bioavailability and that VTN (381?397 a.a.) could prevent TGF-β1 activation by interacting with α V β 6 in human FLSs and increased α-SMA. Finally, we analyzed serum samples from healthy controls and patients with osteoarthritis and other rheumatic diseases by nano-LC/Chip MS?MS, confirming the increased expression of VTN (381?397 a.a.) in osteoarthritis as well as in lupus erythematosus and systemic sclerosis. These findings corroborate our previous observations concerning the overexpression of VTN (381?397 a.a.) in osteoarthritis but also in other rheumatic diseases. This fragment interacts with α V β 6 integrin, a receptor whose expression is increased in FLSs from the osteoarthritic synovial membrane and that can mediate the activation of the TGF-β1 precursor in human FLSs.

이 연구에서는 협력 학습의 효과를 극대화하기 위한 학습자 간 상호 작용 활성화 방안을 제시하고자 하였다. 협력 학습은 학습자가 중심이 되어 여러 학습자가 함께 협상을 하는 과정을 통해 학습을 해 나가게 되는 것으로 모든 교과에서 활용 가능하다. 그러나 협력 학습을 도입하여 효과적으로 활용하기 위해서는 협력 학습을 가능하게 하는 상호 작용을 활성화할 수 있는 방안을 먼저 마련해야 한다. 협력 학습은 두 사람 이상의 학습자가 한 집단을 구성했다는 사실만으로 실시되는 것이 아니라 한 집단에 참여하게 된 학습자들이 서로 상호 작용하는 과정에서 실시되는 것이기 때문이다. 이에 이 연구에서는 먼저 협력 학습과 상호 작용이 무엇인지 정리하였다. 그리고 이를 바탕으로 협력 학습의 단계를 ‘협력 학습 준비 단계: 상호 작용 전 단계-협력 학습 단계: 상호 작용 단계-협력 학습 결과의 개인화 단계: 상호 작용 후 단계’로 구분하였다. 이후 협력 학습을 위한 상호 작용 모형을 구안하고 협력 학습의 각 단계별 상호 작용을 활성화하기 위한 세부 전략을 제시하였다.

This study plan to activate interactions between learners to maximize the effectiveness of collaborative learning(CL). CL is a process in which learners are centered and all learners negotiate together, and can be used in all subjects. However, to introduce and utilize CL effectively, it is necessary to first prepare a plan to activate the interactions that enable CL. This is because CL is not conducted just by the fact that two or more learners have formed a group but in the process of learners interacting with each other. Therefore, this study first summarized CL and interaction. And based on this, the stage of CL was divided into “collaborative learning preparation stage: pre-interaction stage”?“collaborative learning stage: interaction stage”?“personalization stage of collaborative learning results: post-interaction stage”. An interaction model for CL was devised and detailed strategies were presented to activate the interaction of each stage of CL.

본 연구는 대학 교육의 맥락에서 이루어지는 소집단 토의의 상호작용 양상과 협력적 지식구성 과정을 탐색하고 이를 활성화하는 요인을 파악하고자 하였다. 이를 위해 교육심리학 교직과목 수강생들 4~6명으로 구성된 총 6개 소집단의 토의 자료가 수집되었고 질적 담화분석을 실시하여 개별 구성원의 발화 및 발화쌍을 분석하고, 소집단별 토의 양상을 반복적으로 비교․대조하였다. 분석 결과, 첫째, 각 소집단별 토의 발화 및 상호작용 양상이 매우 다양하게 나타났다. 둘째, 협력적 지식구성(collaborative knowledge construction)을 상호작용과 협상의 정도에 따라 5가지 유형-탐구식 그물형, 탐구식 중앙집중형, 탐구식 분산형, 축적식 중앙집중형, 축적식 분산형-으로 구분하였다. 탐구식 토의일수록, 구성원 간 상호작용성이 높은 집단일수록 자신의 이해가 불완전하고 의견에 확신이 없음을 표현하는 발화와 동의나 반복/호응 발화가 많았으며, 반박이나 대안 제시가 더 많이 이루어졌다. 셋째, 협력적 지식구성 과정을 활성화하기 위한 요인을 탐색하기 위해 탐구식 토의와 축적식 토의 집단의 대화적 상호작용을 비교․분석한 결과, 질문을 포함한 불확실성(uncertainty)과 이해의 불일치(resistance)를 드러내는 표현이 공동의 사고를 촉발하며, 설명이나 동의/반복과 같은 반응발화를 더 많이 불러일으키면서 공동의 사고를 유지시키고 정교화시킨다는 것을 발견하였다. 또한 소집단 구성원 모두가 다양한 유형의 발화를 골고루 수행하거나 토의 주도자가 여러 유형의 발화를 활용하여 토의를 진행할 때 협력적 지식구성이 더욱 촉진될 수 있음을 확인하였다. 교육적 함의 : 본 연구의 결과는 학생 주도의 소집단 토의에서 대학생들이 배운 지식과 의견을 서로 공유하는 과정에서 불확실하고 불완전함, 다른 관점과 대안을 편안하게 표현할 때 보다 활발한 대화적 상호작용과 협상이 일어난다는 것을 보여주었다. 이를 통해 다양한 생각과 의견이 공존하는 교실공동체의 가치와 협력적 대화를 통한 학습의 중요성을 시사한다. 따라서 교사는 학생들의 다양성에 대한 진정한 가치를 먼저 긍정하고 모델링을 통해 학생들이 학습과정에서 발생하는 지적, 심리적 불일치와 불확실성을 적극적으로 표현하면서 학습 주도권을 발휘할 수 있도록 도와야할 것이다.

This study aimed to explore the interaction patterns and collaborative knowledge construction processes in small group discussions in university education and to identify factors that activate them. Data were collected from six small-group discussions comprising four to five students in an educational psychology teaching course. Qualitative discourse analysis was conducted to analyze individual members' utterances and utterance pairs, and to repeatedly compare and contrast the discussion patterns of each small group. The results were as follows. First, the utterances and interaction patterns of each subgroup were highly diverse. Second, collaborative knowledge construction was classified into five types according to the degree of interaction and negotiation: exploratory net, exploratory centralized, exploratory decentralized, accumulative centralized, and accumulative decentralized. The more exploratory the discussion, the more interactive the group; the more utterances expressing incomplete understanding and uncertainty of opinions, the more agreement repetition/response utterances, and the more rebuttals and alternative proposals. Third, we compared and analyzed the conversational interactions of exploratory and accumulative discussion groups to explore factors that activate the collaborative knowledge construction process. We found that expressions of uncertainty and resistance to understanding, including questions, triggered collaborative thinking, and sustained and elaborated collaborative thinking by eliciting more response utterances, such as clarification and agreement/repetition. Additionally, collaborative knowledge construction is more likely facilitated when all members of a small group engage in an even mix of utterances, or when the discussion leader uses multiple types of utterances to guide the discussion. Educational Implications : The results showed that in student-led small-group discussions, college students' sharing of knowledge and opinions is more interactive and negotiated when they are comfortable expressing uncertainty, incompleteness, and different perspectives and alternatives. This suggests the value of a classroom community in which diverse ideas and opinions coexist and the importance of learning through collaborative dialogue. Therefore, teachers should first affirm and model the genuine value of diversity in the classroom, allowing students to actively express the intellectual and psychological inconsistencies and uncertainties that arise in the learning process and help students take ownership of their learning.

수직 자기기록 매체로 알려진 CoPt 자성막을 전기도금법으로 제작하여 자기상호작용이 활성화 부피와 면적에 미치는 영향을 조사하였다. 모든 시료의 상호작용 기구는 쌍극자 상호작용이었으며, 낮은 전류밀도에서 제작한 시료일수록 두께가 두꺼울수록 상호작용 세기가 증가하였다. 한편 활성화 부피는 낮은 전류밀도에서 제작한 시료가 더 컸으나 두께에 따른 증감현상은 뚜렷하지 않았다. 그러나 활성화 면적은 상호작용의 세기가 강할수록 전류밀도가 낮을수록 감소하는 경향을 보였다.

The magnetic interaction effect on the magnetic activation volume and area of electrodeposited CoPt magnetic films was investigated. The dipolar interaction was predominant interaction mechanism for all samples. And the interaction strength was increased with decreasing current density and increased with increasing sample thickness. Although the activation volumes of the samples fabricated at low current density were larger than those of the high current density samples, the sample thickness seemed to have little influence on the variation of activation volume. But it was found that the activation area was apparently affected by the magnetic interaction strength as well as the current density.