35,931 research outputs found

    Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

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    The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

    Telehealth and Mobile Health Applied To IntegratedBehavioral Care: OpportunitiesFor Progress In New Hampshire

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    This paper is an accompanying document to a webinar delivered on May 16, 2017, for the New Hampshire Citizens Health Initiative (Initiative). As integrated behavioral health efforts in New Hampshire gain traction, clinicians, administrators, payers, and policy makers are looking for additional efficiencies in delivering high quality healthcare. Telehealth and mobile health (mHealth) have the opportunity to help achieve this while delivering a robust, empowered patient experience. The promise of video-based technology was first made in 1964 as Bell Telephone shared its Picturephone® with the world. This was the first device with audio and video delivered in an integrated technology platform. Fast-forward to today with Skype, FaceTime, and webinar tools being ubiquitous in our personal and business lives, but often slow to be adopted in the delivery of medicine. Combining technology-savvy consumers with New Hampshire’s high rate of electronic health record (EHR) technology adoption, a fairly robust telecommunications infrastructure, and a predominately rural setting, there is strong foundation for telehealth and mHealth expansion in New Hampshire’s integrated health continuum

    Nurses Involvement in Nursing Home Culture Change: Overcoming Barriers, Advancing Opportunities

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    Summarizes discussions from a 2008 interdisciplinary panel convened to identify facilitators and barriers to nurses' involvement in culture change in nursing homes and actions to promote nurse competencies in resident-directed care. Makes recommendations

    Organizing the U.S. Health Care Delivery System for High Performance

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    Analyzes the fragmentation of the healthcare delivery system and makes policy recommendations -- including payment reform, regulatory changes, and infrastructure -- for creating mechanisms to coordinate care across providers and settings

    Formalisation and use of competencies for industrial performance optimisation : a survey.

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    For many years, industrial performance has been implicitly considered as deriving from the optimisation of technological and material resources (machines, inventories,...), made possible by centralized organisations. The topical requirements for reactive and flexible industrial systems have progressively reintroduced the human workforce as the main source of industrial performance. Making this paradigm operational requires the identification and careful formalisation of the link between human resource and industrial performance, through concepts like skills, competencies or know-how. This paper provides a general survey of the formalisation and integration of competence-oriented concepts within enterprise information systems and decision systems, aiming at providing new methods and tools for performance management

    Rethinking university assessment

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    Developments in globalisation and new technologies are making significant impacts in higher education. Universities in a global market are increasingly concerned to reorient their degree programmes to meet the vocational needs of the Knowledge Economy. A growing adoption of technology enhanced learning, through blended and networked learning, has the potential to transform higher education practice – but assessment methods have been slow to change. This paper argues the case for universities to align assessment methods to meet the needs of 21st Century knowledge workers. It identifies skills and dispositions associated with graduate occupations in the Knowledge Economy, informing a new conceptual model for assessment. Radical recommendations are made to faculty staff and university policymakers: instead of centring assessment on the personal, academic achievements of individuals at the end of a degree course, the focus should instead be on the quality of the collective, applied achievements of students operating in project teams

    Improving collaborative practice to address offender mental health: criminal justice and mental health service professionals’ attitudes towards interagency training, current training needs and constraints,

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    Background Professionals from the mental health and criminal justice system must collaborative effectively to address offender mental health but interprofessional training is lacking. Pedagogical frameworks are required to support the development of training in this new area. Aim To inform this framework this paper explores the readiness of professionals towards interprofessional training and demographic differences in these. It explores expectations of interprofessional training, perceived obstacles to collaborative working, interprofessional training needs and challenges facing delivery. Method A concurrent mixed methods approach collected data from professionals attending a crossing boundaries interprofessional workshop. Data was collected through a combination of the RIPLS questionnaire (n=52), free text questions (n=52) and focus groups (n=6). Findings and Conclusions Mental health and criminal justice professionals’ attitudes towards interprofessional learning were positive (x=17.81; n=43). They did not see their own service as insular (x =4.02; n=44) and reported strong person centredness (x= 6.07; n=43). This suggests professionals are open to the introduction and implementation of future interprofessional training. There were no significant demographic differences in these attitudes. Professionals raised a range of generic curriculum and educator mechanisms in the development of future interprofessional training suggesting the transfer of pedagogical frameworks from established interprofessional programmes into this new arena is feasible. Context specific factors such offender national policy agendas and the challenges of user involvement using mentally ill offenders must be taken into account. Greater clarity on multi versus interprofessional training is still required with this group of professionals. Key words: mental health, offenders, criminal justice, interprofessional training

    It's Not a Matter of Time: Highlights From the 2011 Competency-Based Learning Summit

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    Outlines discussions about the potential and challenges of competency-based learning in transforming the current time-based system, including issues of accountability, equity, personalization, and aligning policy and practice. Includes case summaries

    Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning

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    Proposes a policy framework for integrating performance-based learning into the education system, synchronizing policy and practice, and ensuring collaborative state leadership and flexible federal leadership. Lists state policy issues and exemplars

    Factors Affecting the Development of Workforce Versatility

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    Among all strategies supporting the firms' flexibility and agility, the development of human resources versatility holds a promising place. This article presents an investigation of the factors affecting the development of this flexibility lever, related to the problem of planning and scheduling industrial activities, taking into account two dimensions of flexibility: the modulation of working time, which provides the company with fluctuating work capacities, and the versatility of operators: for all the multi-skilled workers, we adopt a dynamic vision of their competences. Therefore, this model takes into account the evolution of their skills over time, depending on how much they were put in practice in previous periods. The model was solved by using an approach relying on genetic algorithm that used an indirect encoding to build the chromosome genotype, and then a serial scheduling scheme is adopted to build the solution
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