Co-observing the weather, co-predicting the climate: Human factors in building infrastructures for crowdsourced data

This paper investigates the embodied performance of 'doing citizen science'. It examines how 'citizen scientists' produce scientifi c data using the resources available to them, and how their socio-Technical practices and emotions impact the construction of a crowdsourced data infrastructure. We found that conducting citizen science is highly emotional and experiential, but these individual experiences and feelings tend to get lost or become invisible when user-contributed data are aggregated and integrated into a big data infrastructure. While new meanings can be extracted from big data sets, the loss of individual emotional and practical elements denotes the loss of data provenance and the marginalisation of individual eff orts, motivations, and local politics, which might lead to disengaged participants, and unsustainable communities of citizen scientists. The challenges of constructing a data infrastructure for crowdsourced data therefore lie in the management of both technical and social issues which are local as well as global

Wounds and mental health care: System thinking

This paper considers how the quality of wound care delivered to people experiencing mental ill health can be improved at system level in line with the global focus on improving population health. The objectives of this paper is to identify how the quality of wound care delivered to mental health care service users can be improved at a population level through system thinking informed by boundary theory Critical analysis of practice underpinned by systems thinking and boundary theory Tissue viability care and mental health care have different professional cultures and identities which are manifest in the way that they are organised and delivered. If improvements in wound care-related outcomes at a population level are to be achieved, then it is important that the wound care needs of people experiencing mental ill health are addressed. Systems thinking and boundary theory provide a useful conceptual framework for informing quality improvement for people experiencing mental ill health at a population level. Integrated care plans provide a useful mechanism for delivering comprehensive care that brings about wound healing and recovery from mental ill health. • There has been a focus on improving many aspects of wound care in line with the global focus on grand convergence in population health, but there has been very little emphasis on improving the wound related outcomes of people that use mental health services • Systems thinking and boundary theory provide a useful framework for understanding how wound care for people experiencing mental ill health can be improved at a population level • Integrated care plans are a useful way of ensuring that safe high quality wound care is consistently delivered to people experiencing mental ill healt

Boundary Objects as Dialogical Learning Accelerators for Social Change in Design for Health:Systematic Review

BACKGROUND: Boundary objects can add value for innovative design and implementation research in health care through their organizational focus and the dynamic structure between ill-structured and tailored use. However, when innovation is approached as a boundary object, more attention will need to be paid to the preimplementation phase. Research and design thinking pay attention to the preimplementation stage but do not have a social or organizational focus per se. The integration of boundary objects in design methodologies can provide a more social and organizational focus in innovative design projects by mapping out the mechanisms that occur at boundaries during design. Four dialogical learning mechanisms that can be triggered at boundaries have been described in the literature: identification, coordination, reflection, and transformation. These mechanisms seem suitable for integration in innovative design research on health. OBJECTIVE: Focusing on innovation in health, this study aims to find out whether the different learning mechanisms can be linked to studies on health innovation that mention boundary objects as a concept and assess whether the related mechanisms provide insight into the stage of the design and implementation or change process. METHODS: The following 6 databases were searched for relevant abstracts: PubMed, Scopus, Education Resources Information Center, PsycINFO, Information Science and Technology Abstracts, and Embase. These databases cover a wide range of published studies in the field of health. RESULTS: Our initial search yielded 3102 records; after removing the duplicates, 2186 (70.47%) records were screened on the title and abstract, and 25 (0.81%) papers were included; of the 13 papers where we identified 1 mechanism, 5 (38%) described an innovation or innovative project, and of the 12 papers where we identified more mechanisms, 9 (75%) described the development or implementation of an innovation. The reflective mechanism was not identified solely but was present in papers describing a more successful development or implementation project of innovation. In these papers, the predetermined goals were achieved, and the process of integration was relatively smoother. CONCLUSIONS: The concept of boundary objects has found its way into health care. Although the idea of a boundary object was introduced to describe how specific artifacts can fulfill a bridging function between different sociocultural sites and thus have a social focus, the focus in the included papers was often on the boundary object itself rather than the social effect. The reflection and transformation mechanisms were underrepresented in the included studies but based on the findings in this review, pursuing to trigger the reflective mechanism in design, development, and implementation projects can lead to a more fluid and smooth integration of innovation into practice

Co-observing the Weather, Co-predicting the Climate: Human Factors in Building Infrastructures for Crowdsourced Data

This paper investigates the embodied performance of 'doing citizen science'. It examines how 'citizen scientists' produce scientific data using the resources available to them, and how their socio-technical practices and emotions impact the construction of a crowdsourced data infrastructure. We found that conducting citizen science is highly emotional and experiential, but these individual experiences and feelings tend to get lost or become invisible when user-contributed data are aggregated and integrated into a big data infrastructure. While new meanings can be extracted from big data sets, the loss of individual emotional and practical elements denotes the loss of data provenance and the marginalisation of individual efforts, motivations, and local politics which might lead to disengaged participants and unsustainable communities of citizen scientists. The challenges of constructing a data infrastructure for crowdsourced data therefore lie in the management of both technical and social issues which are local as well as global

Professional competence and its effect on the implementation of healthcare 4.0 technologies: scoping review and future research directions

Background: The implementation of Healthcare 4.0 technologies faces a number of barriers that have been increasingly discussed in the literature. One of the barriers presented is the lack of professionals trained in the required competencies. Such competencies can be technical, methodological, social, and personal, contributing to healthcare professionals managing and adapting to technological changes. This study aims to analyse the previous research related to the competence requirements when adopting Healthcare 4.0 technologies. Methods: To achieve our goal, we followed the standard procedure for scoping reviews. We performed a search in the most important databases and retrieved 4976 (2011–present) publications from all the databases. After removing duplicates and performing further screening processes, we ended up with 121 articles, from which 51 were selected following an in-depth analysis to compose the final publication portfolio. Results: Our results show that the competence requirements for adopting Healthcare 4.0 are widely discussed in non-clinical implementations of Industry 4.0 (I4.0) applications. Based on the citation frequency and overall relevance score, the competence requirement for adopting applications of the Internet of Things (IoT) along with technical competence is a prominent contributor to the literature. Conclusions: Healthcare organisations are in a technological transition stage and widely incorporate various technologies. Organisations seem to prioritise technologies for ‘sensing’ and ‘communication’ applications. The requirements for competence to handle the technologies used for ‘processing’ and ‘actuation’ are not prevalent in the literature portfolio

The enactment of patient education for complex inpatients over the course of a stay in an interprofessional internal medicine inpatient unit

This study seeks to provide insights on how patient education (PE) is enacted in an inpatient Internal Medicine Inpatient Unit at an academic teaching hospital in Ontario, Canada that has adopted Patient Oriented Discharge Summaries (PODS). A constructivist grounded theory methodology was conducted for 106 participant observations and 25 field interviews. We found that (1) patient education was not a single event but occurred at multiple moments throughout the course of care, and many components were required for PE to be effective (2) In addition to needing everyone in the same room, there needed to be an alignment of goals and concerns between the health care providers (HCPs), patients (Pts) and family advocates (FAs) (3) Team logistics and schedules meant that the same category of HCPs were present but not the individuals themselves (4) Though PODS functioned poorly as a boundary object, we found other documents/people who played the role of boundary. This study identifies a host of features that need to be attended to for effective re-engineering of inpatient PE throughout a hospital stay. Designing a better system for PE in the IMIU requires addressing all the levels of complexity as the current re-engineered discharge tools do not adequately address the barriers to having a PE conversation at the point of discharge

Holistic Business Learning Environment: Bringing practice and integration to business education

Vuosikymmenten ajan liiketoiminnan opetusta on kritisoitu liiasta teoreettisuudesta. Opetussuunnitelmat eivät tuota työelämässä menestymiseen tarvittavaa osaamista ja tietoa. Oppiaineisiin liittyvän tiedon ja pehmeiden taitojen lisäksi tarvitaan kykyä yhdistellä ja käyttää niitä käytännön toiminnassa. Liiketoiminnan opintoihin on tuotu käytännön näkökulmaa kokemuksellisen oppimisen avulla. Tietotekniikka hyödynnetään monipuolisesti kokemuksellisissa oppimisympäristöissä, jotka perustuvat simulaatioihin, peleihin, liiketoimintajärjestelmiin, virtuaalimaailmaan ja sosiaaliseen mediaan. Kokemuksellisen oppimisen ratkaisut ovat kuitenkin kohdistuneet yksittäisten liiketoiminnan osa-alueiden opetukseen ja teknologisiin ratkaisuihin ennemmin kuin kokonaisvaltaisin pedagogisiin malleihin. Tämä väitöskirja tutkii sitä, miten kokemuksellinen oppimisympäristö pitäisi rakentaa, jotta se antaa kokonaisvaltaisen liiketoimintanäkökulman ja käytännön harjoituspaikan tulevaisuuden liiketoimintataitojen hankkimiseksi. Väitöskirjassa rakennetaan suunnittelututkimuksen keinoin liiketoiminnan oppimisympäristö, joka muodostuu toiminnanohjausjärjestelmästä, liiketoimintasimulaatiosta ja oppimisyhteisöistä. Oppimisympäristö yhdistetään opetussuunnitelmaan dynaamisten kyvykkyyksien mallin avulla. Näin muodostuu kokonaisvaltainen liiketoiminnan oppimisen malli. Oppimisympäristön ja mallin toimivuutta tutkitaan Bloomin taksonomian viitekehyksessä ja osoituksia lisääntyneestä oppimisesta havaitaan taksonomian kaikilla osa-alueilla. Erityisesti oppimisympäristö vaikuttaa parantavan heikkojen ja keskiverto-opiskelijoiden pitkäkestoista, kognitiivista osaamista. Parannusten havaitaan johtuvan siitä, että oppimisympäristö toimii yhdistävänä elementtinä eli rajakohteena (boundary object), jota eri opiskeluyhteisöt voivat hyödyntää omasta näkökulmastaan: opettajat tuottavat sinne käytännön esimerkkejä ja opiskelijatiimit harjoittelevat liiketoimintaa vuorovaikutuksessa toistensa kanssa. Se tarjoaa yhteisen maaperän jossa voidaan liittää teoreettinen näkökulma käytännön prosesseihin ja liiketoiminta-aktiviteetteihin.For decades, business education has been criticized for being too theoretical and distant from the realities of actual business. The business school curricula are poorly aligned with the competencies and knowledge needed to succeed in today’s business world. In addition to disciplinary knowledge and soft skills, graduates need the capabilities to be able to integrate these skills and implement them in practical settings. Learning practical, integrative skills in an environment that emphasizes theoretical orientation and academic research is challenging. Experiential learning has been widely used to bring the practical element into business studies. In particular, technology-driven learning environments such as simulations, games, business information systems, virtual worlds, and social media have offered great possibilities for experiential exercises.And yet the criticism continues. Despite the technological developments, education still continues to be theoretical and academic. Experiential business education has not become mainstream. Different types of experiential learning solutions have been presented but they tend to solve specific areas of business management. They often focus on the technology rather than on a holistic, pedagogical model. Business education research is yet to present an experiential learning environment that combines people and information technology in a holistic way. This dissertation investigates how an experiential business learning environment should be constructed to provide a holistic business perspective and a practical training ground to enhance the competencies required of future business graduates. First, the theoretical foundations of learning and learning environments are examined. Second, the relevant research on business learning environments and curricula is presented. These lead on to the refined research questions. A design science approach is chosen as a method to construct and study a business learning environment artifact consisting of an enterprise resource planning (ERP) system, a business simulation, and learning communities of students and teachers. It is structured around a supply chain network, and the business transactions utilize automated information flows in an information system structure that is based on the principles of ERP II. The artifact alone does not solve the challenge of integrated business learning. It needs to be attached to the whole learning process. This dissertation presents an integrated business learning model that combines the artifact with a business curriculum based on the dynamic capabilities’ framework. This brings the intellectual coherence that indicates how disciplines, courses, and the business learning environment influence each other. It is the concrete combining factor between the people and the disciplinary topics on the curriculum plans and documents. There are positive indications of learning on all of Bloom’s domains. In particular, the artifact appears to improve the poor and average students’ long-term lower-level cognitive learning. The dissertation offers an explanation for such improvement: The artifact acts as a boundary infrastructure where different stakeholders carry out their own roles and tasks and interrelate with each other. It provides a common ground to join the theoretical perspective to the practical processes and tasks of business management. It is flexible and can be used from many different perspectives and for many different purposes at the same time