Realism, authenticity, and learning in healthcare simulations: rules of relevance and irrelevance as interactive achievements

Because simulators offer the possibility of functioning as authentic representations of real-world tasks, these tools are regarded as efficient for developing expertise. The users’ experience of realism is recognised as crucial, and is often regarded as an effect of the similarity between reality and the simulator itself. In this study, it is argued that simulation as a realistic and relevant activity cannot be predesigned but emerges in the interaction between the participants, the simulator, and the context. The study draws on interaction analysis of video data from medical training. The aim is to contrast the use of two different simulators to explore the requirements needed to establish and maintain simulations as authentic representations of clinical practice. Irrespective of the realism of the simulator, glitches in the understanding of the simulation as work-related activity appear and are bridged by participants. This regularly involves an orientation to the relevant similarities with work and, simultaneously, the ruling out of irrelevant dissimilarities. In doing so, the participants rely on established professional practices to construe the situation. Moreover, the realism of the simulation is maintained through the participants’ mutual orientation to the moral order of good clinical practice and a proper simulation. It is concluded that the design of simulation activities needs to account for the possibilities of participants understanding the specific conditions of the simulation and the work practices that the simulation represents. Learning to simulate is thus something that needs further attention in its own right.     

Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art

Thematic work that integrates different knowledge areas is considered suitable for developing young children’s knowledge and skills in early childhood education. This paper reports evidence from a survey of early childhood teachers’ work with mathematics and art integrated in thematic work. In this study, we aim to explore how teachers perceive mathematics learning and teaching integrated with art. Data for analysis were collected from a questionnaire answered by 27 early childhood teachers from Finland and Sweden. Influenced by a sociocultural theoretical framework, the analysis concerns the teachers’ expressed goals for learning and their strategies for achieving these goals. The analysis reveals qualitatively different approaches to the learning goals addressed by the teachers – process-oriented, product-oriented, development-oriented and providing awareness – which, respectively, seem to generate different meanings of mathematical learning integrated with art. This study offers an overview of teachers’ approaches to teaching mathematics and art in thematic work, and of how different approaches may influence what mathematical meaning is offered to children to explore.     

The knowledge triangle, European higher education policy logics and policy implications

While it is common to claim that university reforms are based on universal and standardised ideas about ‘modernising’ the university, few studies have examined in a more coherent way how the combined external pressure for change with respect to the areas of education, research and innovation has affected the university. In this paper it is argued that one can identify three different sets of logics concerning the current external reform agenda, and that these logics together create new challenges as to how knowledge is created, diffused and governed by the university. In the conclusion, it is discussed whether the current pressure for reform might change the university as we know it, or whether new institutional translations might emerge from the process renewing the university while maintaining its identity.     

Family structure and academic skills among Finnish adolescents

This study investigated whether family structure accounts for adolescent academic performance in Finland in the analysis. The thirteen- to fourteen-year-old (grade 8) students' (N = 171) literacy skills were measured and their mathematical performance was tested. Information about family structure was gathered via a questionnaire sent to their homes. The findings of the study revealed that adolescents from other than two-parent intact families performed particularly well in regard to literacy skills. There were no gender differences with respect to either skill. The adolescents came from families of each type of structure, across all skill levels, suggesting that adolescent learning outcomes are not determined by diversity in family structure.     

On the influence of the architecture of poly(ethylene glycol)-based thermoresponsive polymers on cell adhesion

Thermoresponsive polymer surface coatings are a promising tool for cell culture applications. They allow for a mild way of cell detachment that preserves the activity of membrane proteins—a prerequisite for reliable cell analysis. To enlarge the application range of these coatings to cells with different adhesion properties, we synthesized various novel poly(ethylene glycol)-based thermoresponsive polymers and describe how (i) their chemical structure and (ii) their surface density affect their efficiency. In order to quantify the influence of both factors, the time for cell spreading and rounding efficiency were observed. As a result, efficiency of cell rounding, which is closely correlated to cell detachment, is less affected by both factors than the time needed for cell spreading. This time can effectively be adjusted by the molecular architecture which includes the length of the polymer backbone and the side chains. Based on this work, recommendations are given for future optimization of functionality of thermoresponsive polymer coatings for cell culture applications.     

Broadening the horizon: toddlers’ strategies for learning mathematics

The aim of this study is to analyse and discuss those strategies for learning that are essential for toddlers’ development of an understanding of basic aspects of mathematics. Analysis focuses on authentic episodes where toddlers aged one to three are interacting with other people. The settings chosen for the qualitative analysis emanate from a variation theory of learning approach. In such an approach, learning is defined as a change in understanding, and in order to change a person’s understanding of a certain phenomenon, various aspects must be focused on simultaneously. Accordingly, critical aspects that a learner has not been previously able to focus on may emerge during interaction with others since such settings provide an opportunity for the problemisation of differing aspects and perspectives. This study seeks to discern toddlers’ strategies for learning through the observation of those strategies that the toddlers themselves initiate, which may reveal the competence for learning that young children possess.     

Self-perceived peer harassment in a community sample of Norwegian school children

OBJECTIVE: The experience of being harassed is associated with various forms of maladjustment. This study examined the prevalence of three domains of harassment, and their associations with emotional and behavioral problems. METHOD: A total of 4130 young people in 6th through 10th grade in 66 primary and secondary schools in Norway completed questionnaires on self-perceived harassment and emotional and behavioral problems. RESULTS: The structural psychometric properties of the scales of harassment showed an acceptable fit to the data. Boys reported more harassment on all items and domains than girls across grades. Strong associations between self-perceived harassment and psychiatric impact and behavioral and emotional problems, especially peer problems and conduct disorder, were revealed. DISCUSSION: The study adds to the understanding of the concept of harassment and its correlations with emotional and behavioral problems. The study underscores the importance of conducting routine screening in school as an important basis for the subsequent improvement in children's relationships.     

Impact evaluation of quality assurance in higher education: methodology and causal designs

In this paper, the theoretical perspectives and general methodological elements of impact evaluation of quality assurance in higher education institutions are discussed, which should be a cornerstone of quality development in higher education and contribute to improving the knowledge about the effectiveness (or ineffectiveness) of quality assurance. The suggested core methodology consists in comparative and longitudinal studies carried out simultaneously to the quality assurance interventions and relying on surveys and mixed methods. The methodology is applicable to any particular quality assurance procedure and any achievement area of higher education institutions. To round off the methodology presentation, an overview of causal designs, in particular causal social mechanisms, for impact analyses of quality assurance in higher education institutions and its challenges and limits is outlined and some characteristics of survey questionnaire construction are given.     

Assessing the organisational impact of external quality assurance: hypothesising key dimensions and mechanisms

The aim of the article is to provide a framework in which the organisational impact of external quality assurance (EQA) can be assessed. Based on existing studies of the impact of EQA in universities and colleges it is suggested that greater systematisation of how impact is measured is needed for a better understanding of how EQA can be used as a policy instrument. The article identifies key dimensions with respect to the categorisation of organisational impact of EQA. It discussing the possible links between different types and forms of EQA and their relation to organisational change and development. It also provides some reflections on elements of hypothetical mechanisms for organisational impact of EQA.