Continuing professional development: pedagogical practices of interprofessional simulation in health care

The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.     

Users’ continuance intention of virtual learning community services: the moderating role of usage experience

Users’ continuance intention plays a significant role in the process of information system (IS) service, especially virtual learning community (VLC) services. Following the IS success model and IS post-acceptance model, this study explores the determinants of users’ intention to continue using VLCs’ service from the perspective of quality, including perceived information quality (completeness, relevance and timeless) together with perceived interaction quality (responsiveness and connectedness) and focuses on the moderating effect of usage experience. The research hypotheses are empirically validated by using the responses received from a survey of 313 college students and the research model is assessed by structural equation model. The results show that perceived information quality and perceived interaction quality can directly affect perceived usefulness (PU), perceived satisfaction and ultimately determine users’ continuance intention. In addition, the findings verify that usage experience plays an important moderating role. The impact of PU on continuance intention is greater for low-experience users. In contrast, the impact of information satisfaction and interaction satisfaction on continuance intention is greater for high-experience users.     

Investigating the enactment of social presence in blended adult education

ABSTRACT

Background

While open-cohort blended education programmes allow for accessible and flexible study trajectories, they may present social challenges to learners. Social presence is a possible a way of enhancing adult learners’ success. It can lead to an increased perception of community, which may result in lower rates of dropping out.     

论学校职业教育与社区教育的沟通

学校职业教育与社区教育的沟通，是建立学习化社会和终身教育体系的需要，是学校职业教育健康发展的重要途径，是积累社区教育资源、提高社区教育质量的重要方面。其广泛背景是国外社区学院的成功办学经验和我国职业教育的快速发展。其选择形式应包括招生社区化、课程社区化、资源社区化。     

Co‐Design Education Based on the Changing Designer's Role and Changing Creativity

The field of fashion design relies on the originality of fashion designers and information on design trends, and design education also focuses on the creative ideas of designers; in this field, design through co‐design is a very limited area. However, with the proliferation of participatory culture, the need to diversify fashion design education methods has also emerged. The purpose of this study is to present an educational framework and an instructional strategy for co‐design based on the changing role of the designer and to obtain educational insight through the implementation of an actual education prototype. To do this, we developed an educational prototype and implemented it with six undergraduate students. Through this study, the participants engaged in the process of design development with the consumer and analysed the instructional insight. As a result, this study redefines the roles and design methods of designers for co‐design and identifies creativity characteristics through the co‐design process. The results of this study can be used as basic data for co‐design education and can contribute to the expansion of fashion design educational methods.     

沈阳东陵天柱山油松栎林群落结构特征的研究

本文通过对油松栋林生活型分析，结果表明：地面芽植物占优势(37．04％)，然后依次为高位芽植物(32．09％)，地下芽植物(20．99％)，一年生植物(7．41％)，地上芽植物(2．47％)。油松栋林可明显分为3层，即乔木层、灌木层、草木层。在乔木居中，根据林木图解图表明，油松为群落的优势种，关于群落镶嵌结构的研究，在油松栋林群落中划分出4个小群落。     

#Eduresistance: a critical analysis of the role of digital media in collective struggles for public education in the USA

From Facebook-coordinated high-school walkouts to compelling Internet-based protest art that has accompanied recent teacher strikes, grassroots education activism in the USA has gone digital. Despite the proliferation of research on the mediatisation of education policy, few studies have explored the ways in which activists for public education engage with Web 2.0 technologies. This paper makes a contribution to this under-researched area by exploring selected activist accounts including Parents Across America, United Opt Out National, and the PS 2013 campaign in New York City. I draw on critical, feminist, and cultural studies theories of education and social movement media to analyse activist media practices in a policy and political milieu dominated by corporate media and neoliberal governance structures. The analysis reveals that progressive education activists strategically deploy digital media to amplify voice, build collective identity, and disseminate alternative knowledge to enable direct action. A situated analysis also reveals significant differences in activist media practice which are shaped by particular political histories and geographies. The paper concludes with a discussion about future lines of inquiry into the role of digital media in collective struggles for public education.     

社区中的教育资源对于推行全纳教育的作用

全纳教育已经成为当今特殊教育发展的趋势 ,笔者认为在推行全纳教育的过程中 ,社区中蕴藏着的各种教育资源可以发挥出巨大的作用。本文首先对全纳教育的理念作简要的归纳 ,然后分析社区中蕴藏着哪些可能为全纳教育的推行提供帮助的教育资源 ,并从五个方面具体探讨这些资源所能够发挥的作用。最后对如何使这些作用得以充分的发挥提出建议。     

社区文化中青少年体育非营利组织的功能与发展分析——以"青少年体育俱乐部"为例

从非营利组织与公共服务的视角,阐释了青少年体育俱乐部这种典型的体育非营利组织在丰富社区文化及促进青少年身心健康方面发挥的重要功能,并结合我国非营利组织的发展背景,提出目前青少年体育俱乐部发展方面存在宣传不足、发展定位保守、法规资源欠缺等问题,同时提出积极宣传运营、扩大规模、完善法规政策等建议,为促进我国此类非营利组织的发展提供参考.     

Issues of Power and Representation: Adapting Positionality and Reflexivity in Community‐Based Design

Increasingly designers from an array of different disciplinary backgrounds work in international and community development, yet design education rarely prepares them for the challenges and roles in this context. The article reflects on issues of power and representation during design research in The Gambia by adapting reflexivity and positionality which are key concepts established in development studies. Reflections are based on research carried out in The Gambia since 2010 which is comprised of phases of immersion, mapping and co‐design. They provide in‐depth insights currently lacking in design literature that demonstrate the value of reflexivity and positionality to iterate roles and methods in community‐based design. Whilst not suggesting particular teaching methods, the article proposes the integration of these concepts into existing structures to better prepare students for increasingly common futures in the workplace. Broader themes that emerge and can be adapted to different design contexts include building trust, entanglement in power dynamics between different actors, personal vulnerability, as well as the need to challenge problems as starting points for design interventions.