FEED Safe: Functional Eating EDucation for Family Caregivers of Children with Disabilities in Lusaka, Zambia

FEED Safe: Functional Eating EDucation for Family Caregivers of Children with Disabilities in Lusaka, Zambia

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Occupational Therapy\u27s Role: A Foundational Occupational Therapy Education Resource for Ghana

In the developing country of Ghana, West Africa, there is a population of over 1 million individuals with disabilities (Timney, 2007). Ninety-five percent of these people have no rehabilitation service access (Timney, 2007). Due to the presence of social, political, and economic factors including negative societal stigma towards people with disabilities, political corruption and poverty, Ghana\u27s population is vulnerable for occupational deprivation. Occupational deprivation places this population at risk for preventing engagement in or forceful discontinuation of meaningful daily occupations such as farming, education, and employment opportunities (Whiteford, 2000; Yeoman, 1998). The U.S. has helped offer some assistance to Ghana, focusing mainly on emergencies, such as prevention of infectious diseases (Timney, 2007). This assistance has neglected to include those who are disabled. Although rehabilitation faculty from other countries have visited Ghana to provide intermittent assistance, the immense rehabilitation needs of Ghana would be best met by the retention of rehabilitation personnel within the country. In response to this need, the School of Allied Health Sciences at the University of Ghana was established in 2012; however, the program lacks permanent occupational therapy faculty to teach incoming students (Crouch, 2001). In 2013, there were only two qualified occupational therapists reported in the country (Beguin, 2013). Ghana\u27s developing occupational therapy program could be initially sustained with external assistance to develop educational coursework to train occupational therapists that will be retained in Ghana (Crouch, 2001; Timney, 2007). Therefore, the purpose of this project was to create an education resource to provide to the University of Ghana to further the development and sustainment of the occupational therapy program. A comprehensive literature review was conducted on topics related to occupational engagement, people with disabilities, and the development of an occupational therapy education program in Ghana, Africa. Research was done on the culture of this country, prevalent disabilities, adult learning style, the healthcare system, and steps that have already been taken in Ghana, Africa to develop rehabilitation services for individuals with disabilities. In addition, data was obtained from a series of needs assessments to provide a personal perspective for content of the product and targeted audience. Lastly, a personal communication interview was conducted with qualified individuals who had first-hand experience with this culture and occupational therapy to gain insight into their professional opinion of foreseen needs to address. The Person- Environment-Occupation Model has guided the data gathering process and development of the product. This information has supported the need for implementation of occupational therapy educational materials to further progress this country\u27s developing occupational therapy rehabilitation program and meet the unique needs of this population. An educational resource was developed to provide the foundational materials needed for occupational therapy students to learn about the role of this profession as well as the basic assessment and intervention strategies that meet Ghana\u27s population needs. This resource contains foundational skills that teachers and students will use to prepare occupational therapy students for meeting the unmet needs of people living with disabilities in Ghana. It is anticipated that this foundational occupational therapy educational resource will enable this profession to become better known and understood, in addition to aiding in the development of a sustainable, established, and permanent occupational therapy program in Ghana

Socratic Seminars for Students with Autism Spectrum Disorders

This paper explores the possibilities of the pedagogical use of Socratic dialogue as a basis for educating students diagnosed with autism. The Socratic dialogue is a particular pedagogical method used in educational settings to enhance student’s thinking and dialogic abilities. Research has proven that Socratic dialogue may result in improved language, interactive, and critical thinking abilities, as well as have effect on students’ self-evaluation. The social nature of dialogic learning may scaffold children with specific abilities to effectively interact with others and perceive those others’ emotions. Presently, education of students diagnosed with an Autism Spectrum Disorders (ASDs) use a variety of educational interventions, mostly inspired by behaviorist theory. These include little or no systematic use of dialogue as a pedagogical means of scaffolding students' abilities. However, several of these behaviorist methods have been tried out for a long period, educating students with ASDs, and have also proved to be successful to certain extents. In this article, we explore why and how Socratic dialogue can be used as an effective strategy for educating individuals diagnosed with autism. Hence, the investigation ends by introducing a dialogue-based teaching design that is compatible for children diagnosed with ASDs, to be explored and evaluate

mHealth in Practice

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. There has recently been an explosion of interest around the application of mobile communication technologies to support health initiatives in developing countries (mHealth). As a result, there is a need to promote and share rigorous research for better informed policy, programming, and investment. There are, however, few platforms for the exchange of information and proven practice between practitioners and researchers. The subtopic of prevention, well-being, and health promotion within mHealth is particularly ripe for deeper exploration. While many reports tout the potential of mobiles to influence behaviour change for health, there is limited knowledge about what works (and what does not work), and about how to evaluate current and future programs. This is a focused edited volume with contributions from leading researchers and practitioners to identify best practices in using mobile technologies to promote healthy behaviours (and reduce unhealthy ones) in resource-constrained settings with a special focus on developing countries. This topic is inherently interdisciplinary. Though the opportunities to leverage mobile phones for health are new, the challenges confronting researchers and practitioners are well-established and theoretically complex, with roots in decades of work on mediated behaviour change campaigns and theories

SPARC 2018 Internationalisation and collaboration : Salford postgraduate annual research conference book of abstracts

Welcome to the Book of Abstracts for the 2018 SPARC conference. This year we not only celebrate the work of our PGRs but also the launch of our Doctoral School, which makes this year’s conference extra special. Once again we have received a tremendous contribution from our postgraduate research community; with over 100 presenters, the conference truly showcases a vibrant PGR community at Salford. These abstracts provide a taster of the research strengths of their works, and provide delegates with a reference point for networking and initiating critical debate. With such wide-ranging topics being showcased, we encourage you to take up this great opportunity to engage with researchers working in different subject areas from your own. To meet global challenges, high impact research inevitably requires interdisciplinary collaboration. This is recognised by all major research funders. Therefore engaging with the work of others and forging collaborations across subject areas is an essential skill for the next generation of researchers

Accommodating student's learning experience through personalized learning style adaptation in computer programming course at Centre for Foundation Studies, IIUM

Teaching and learning computer programming can be difficult, especially for beginners. Since they are not exposed to any computer programming experience, they may face difficulties if the teaching approaches do not match with their learning styles. Computer programming requires the students to understand logical reasoning and syntax and be able to apply them practically for solving programming problems in nearly all disciplines. Mitra [1] claims that most students feel computer programming is a challenging intellectual exercise. At Centre for Foundation Studies, foundation students encounter difficulties in learning and applying computer programming concepts. Some of them perform better in other science subjects, but find difficulties in grasping the computer programming concepts. In this research, we have used Felder-Solomon Learning Style Inventory to identify C Programming’s students for their preferred learning styles. The result of the survey shows that the Engineering/Computer Science students came from mixed learning styles. Therefore, we have adapted Felder-Solomon’s learning style model, and come out with a model of three hybrid categories. This paper will provide detail suggestions for an online learning system based on a selected topic in C Programming. The system will accommodate the students’ learning style in accordance to the modified Felder-Solomon’s learning style model. As a significant contribution to programming educations, our suggestions may further be adopted for designing personalized learning for other disciplines

Transforming HIV Prevention & Care for Marginalised Populations: using information & communication technologies (ICTs) in community-based & led approaches

[Extract] Information and communication technology (ICT) is transforming community-based and community-led HIV prevention and care services for gay men, other men who have sex with men (MSM) and transgender people. This book celebrates and shares crucial work of frontline HIV workers, activists, researchers and educators whom are using innovative ICT. The book builds on, and extends the work included in two earlier issues of Digital Culture & Education (DCE), entitled 'Prevention is a solution: Building the HIVe'(Singh and Walsh, 2012) and 'Innovative programmatic approaches to HIV prevention and care services for gay men, other men who have sex with men (MSM) and transgender persons using information and communication technology (ICT)'(Adams, Klindera, Walsh and Wolf, 2014). It also includes three additional articles published by the journal