| 1. |
- Beal, Jacob, et al.
(författare)
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Robust estimation of bacterial cell count from optical density
- 2020
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Ingår i: Communications Biology. - : Springer Science and Business Media LLC. - 2399-3642. ; 3:1
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Tidskriftsartikel (refereegranskat)abstract
- Optical density (OD) is widely used to estimate the density of cells in liquid culture, but cannot be compared between instruments without a standardized calibration protocol and is challenging to relate to actual cell count. We address this with an interlaboratory study comparing three simple, low-cost, and highly accessible OD calibration protocols across 244 laboratories, applied to eight strains of constitutive GFP-expressing E. coli. Based on our results, we recommend calibrating OD to estimated cell count using serial dilution of silica microspheres, which produces highly precise calibration (95.5% of residuals <1.2-fold), is easily assessed for quality control, also assesses instrument effective linear range, and can be combined with fluorescence calibration to obtain units of Molecules of Equivalent Fluorescein (MEFL) per cell, allowing direct comparison and data fusion with flow cytometry measurements: in our study, fluorescence per cell measurements showed only a 1.07-fold mean difference between plate reader and flow cytometry data.
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| 2. |
- Baalsrud Hauge, Jannicke, 1969-, et al.
(författare)
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Current Competencies of Game Facilitators and Their Potential Optimization in Higher Education : Multimethod Study
- 2021
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Ingår i: JMIR Serious Games. - : JMIR PUBLICATIONS, INC. - 2291-9279. ; 9:2
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Tidskriftsartikel (refereegranskat)abstract
- Background: Serious games can be a powerful learning tool in higher education. However, the literature indicates that the learning outcome in a serious game depends on the facilitators' competencies. Although professional facilitators in commercial game-based training have undergone specific instruction, facilitators in higher education cannot rely on such formal instruction, as game facilitation is only an occasional part of their teaching activities. Objective: This study aimed to address the actual competencies of occasional game facilitators and their perceived competency deficits. Methods: Having many years of experience as professional and occasional facilitators, we (n=7) defined requirements for the occasional game facilitator using individual reflection and focus discussion. Based on these results, guided interviews were conducted with additional occasional game facilitators (n=4) to check and extend the requirements. Finally, a group of occasional game facilitators (n=30) answered an online questionnaire based on the results of the requirement analysis and existing competency models. Results: Our review produced the following questions: Which competencies are needed by facilitators and what are their training needs? What do current training courses for occasional game facilitators in higher education look like? How do the competencies of occasional game facilitators differ from other competencies required in higher education? The key findings of our analysis are that a mix of managerial and technical competencies is required for facilitating serious games in higher educational contexts. Further, there is a limited or no general competence model for game facilitators, and casual game facilitators rarely undergo any specific, formal training. Conclusions: The results identified the competencies that game facilitators require and a demand for specific formal training. Thus, the study contributes to the further development of a competency model for game facilitators and enhances the efficiency of serious games.
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| 3. |
- Kalverkamp, Matthias, et al.
(författare)
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Exploring a Commercial Game for Adoption to Logistics Training
- 2022
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Ingår i: Advances In Production Management Systems. - Cham : Springer Nature. ; , s. 232-239
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Konferensbidrag (refereegranskat)abstract
- Supply Chain & logistics as a subject lends itself readily to game-based learning. SCM subject learning is primarily about decision making, logistics and strategic management of resources. Most of the serious games designed for SCM are used in a workshop setting, and much of the learning outcome is achieved through the debriefing part of the workshop, i.e., not as an integrated part of the game. However, many such serious games expose their internal mechanics too easily. This side effect coupled with high development costs and limited and often constrained assessment schemas are reasons for low uptake. Another aspect is that games age and thus can often not be used for a long period. The usage of commercial off the shelf games might be a solution, but it requires that the game can be modded to fit the intended learning outcomes in the course it should be used. This article reports on the work carried out to identify if such a game, not specifically designed for the specific curriculum of SCM, can be used or not.
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