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Cochlear implant (CI) stimulation artifacts are currently removed from electrically evoked steady-state response (EASSR) measurements based on a linear interpolation (LI) over the artifact-contaminated signal parts. LI is only successful if CI stimulation artifacts are shorter than the interpulse interval, i.e., for contralateral channels and stimulation pulse rates up to 500 pulses per second (pps). The objective of this paper is to develop and evaluate a template subtraction (TS) method to remove continuous CI stimulation artifacts in order to accurately measure EASSRs. The template construction (TC) is based on an EEG recording containing CI stimulation artifacts but no synchronous neural response. The constructed templates are subtracted from the recording of interest. Response amplitudes and latencies are compared for the TS and LI method, and for different TC durations. The response amplitudes and latencies in contralateral channels are the same after TS and LI, as expected. In ipsilateral channels, response amplitudes and latencies are within the expected range only after TS. The TC duration can be reduced from 5 min to 1 min without a significant effect on response latency. TS with a TC duration of only 1 min allows to remove all CI stimulation artifacts in individual contra- and ipsilateral EEG recording channels.

We hypothesize that ICA is capable of separating CI artifacts and EASSR in case the contralateral hemisphere is EASSR dominated. For small EASSRs or large CI artifact amplitudes, ICA separation quality is insufficient to ensure complete CI artifacts attenuation without EASSR distortion.

Graduates with a STEM profile are in great demand, yet the outflow from these fields of study is highly insufficient. This is partly due to the fragmented way STEM learning content is taught in secondary education. Although the problem can be mitigated with the use of integrated STEM education (i.e., iSTEM), teachers are often unfamiliar with this type of education. To support teachers in implementing high-quality iSTEM education, a digital collaborative learning environment called “CODEM for iSTEM” was created. This study examined to what extent student teachers were immersed in six key principles of iSTEM education through cooperative design of iSTEM learning tools in multidisciplinary teams, namely “problem-centered learning”, “integration of different STEM disciplines”, “modeling”, “inquiry-based learning”, “design-based learning”, and “cooperative learning”.