IBZ - Internationale Bibliographie der Geistes- und Sozialwissenschaftlichen Zeitschriftenliteratur

The paper aims at presenting case study on personalised mobile learning scenarios on Computer Engineering and other STEM subjects in Lithuania. Fleming (VARK) learning styles model was used to personalise CCL project’s mobile learning scenarios by establishing suitable learning components for particular students according to their personal needs. Personalised mobile learning scenarios were compared against traditional ‘‘one size fits all’’ learning scenarios. Comparison was performed on the base of the analysis of Lithuanian CCL teachers’ answers on questionnaire during the 2nd cycle of CCL project implementation and previous research results on expert evaluation of these types of learning scenarios. During this cycle, inquiry-based learning (IBL) activities developed in mascil project and a number of mobile applications (apps) were used by Lithuanian teachers while implementing the mobile learning scenarios, and interconnections between personalised IBL sub-activities and mobile apps were established. The authors have also analysed CCL observation visits’ final report in terms of learning personalisation, creativity and innovation in schools. Based on this three-fold research, the authors concluded that (a) pedagogical change is necessary to improve learning outcomes for students, and (b) the main success factors in implementing mobile learning scenarios in Lithuania were: (1) identification of students’ learning styles; (2) identification and application of suitable learning activities, methods, learning objects, tools and mobile apps according to students’ learning styles; and (3) use of proper sets and sequences of learning methods while implementing mobile learning scenarios.

This paper aims at establishing interconnections between Felder-Silverman learning styles model (FSLSM) and inquirybased learning (IBL) activities.FSLSM model is known as the most suitable for engineering education and e-learning. IBL are known as very helpful for students while studying STEM (Science, Technology, Engineering and Mathematics) subjects incl. Computer Engineering. Interconnections are established using expert evaluation method based on trapezoidal Fuzzy numbers. Evaluation was performed by mascil project’s teachers-experts in computer engineering. The established interconnections are useful while creating suitable IBL-based learning scenarios for students having different learning styles. These learning scenarios could be created using ontologies-based recommender systems for computer engineering education and STEM subjects using created interconnections.

The kinetics of the recombinant Coprinus cinereus peroxidase-catalyzed 2-naphthol oxidation was investigated in the presence of rhamnolipid biosurfactant JBR425 and synthetic surfactant Surfynol465 at pH 5.5 and 25°C, with concentrations of (bio)surfactants both less than critical micelle concentrations (CMC) and larger than CMC. It was shown that monomers of JBR425 as well as monomers of Surfynol465 had an enhancing effect on the conversion of 2-naphthol in dose response manner and did not influence the initial rate of 2-naphthol oxidation. The results were accounted by a scheme, which contains a stadium of enzyme inhibition by oligomeric 2-naphthol oxidation products. The action of the biosurfactant's (or synthetic surfactant's) monomers was explained by avoidance of the enzyme active center clothing with oligomers. Similar results have demonstrated the potential of rhamnolipid biosurfactant JBR425 due to its biodegradability. When biosurfactants' concentrations are larger than CMC, (bio)surfactants have an opposite effect on the oxidation of 2-naphthol by peroxidase.