We designed an interactive virtual reality (VR) application to provide a controlled and yet unpredictable environment for the development of classroom management skills. The simulated environment allows teachers in training to interact with virtual students in realistic and meaningful ways. The VR application allows rich verbal interaction by using artificial intelligence (AI). Initial findings suggest it is a successful proof of concept. In this paper, we focus on the technical implementation. Predictions on educational effectiveness and the educational challenges of pre-service teacher education are discussed. Future developments include rigorous testing and incorporating non-verbal communication based on a multi-dimensional interpersonal behavior model.

Super-resolution imaging allows for visualization of cellular structures on a nanoscale level. DNA-PAINT (DNA Point Accumulation In Nanoscale Topology) is a super-resolution method that depends on the binding and unbinding of DNA imager strands. The current DNA-PAINT technique suffers from slow acquisition due to the low binding rate of the imager strands. Here we report on a method where imager strands are loaded into a protein, Argonaute (Ago), that allows for faster binding. Ago pre-orders the DNA imager strand into a helical conformation, allowing for 10 times faster target binding. Using a 2D DNA origami structure, we demonstrate that Ago-assisted DNA-PAINT (Ago-PAINT) can speed up the current DNA-PAINT technique by an order of magnitude while maintaining the high spatial resolution. We envision this tool to be useful not only for super-resolution imaging, but also for other techniques that rely on nucleic-acid interactions.

Helping students to develop a sense of responsibility for their learning is widely recognized as a key goal of higher education. OECD identifies 'taking responsibility' as one of the three critical transformative competencies that every student should develop to navigate the unpredictable societal, economic, and environmental challenges of the future. Yet, taking responsibility, particularly in the context of learning, is a complex construct as it carries multiple meanings, interpretations, and implications. TU Delft's IDEE (Innovation in Delft Engineering Education) Initiative aims to address these complexities within the Students Taking Responsibility for Their Own Learning Process theme. This book, which is one of the early outputs of this initiative, presents our initial findings and lays the foundation for future research.