Integration of extended reality (XR) in non-native undergraduate programmes

This paper presents the use of XR technologies in teaching CAD. Immersive experience generated by XR technologies have traditionally found a quicker uptake in visualization industry especially in arts, entertainment and gaming. Current undergraduate (UG) modules in computer science and game development programme provide underpinning modules for learning XR technology. Other non-native UG Programmes such as architecture, engineering (mechanical, aerospace, automotive, Computer Aided Design (CAD)) and construction do not provide these modules as a part of the programme. However, use of XR technology has been widely exploited in such application areas as its use cases are exponentially growing. The proposed study explored the potential benefits of utilizing XR technology in the BSc CAD, BEng (Mechanical and Aircraft) program. The paper presents a review of the current state of the XR use in various industries and XR related pedagogy, followed by a pilot study of introducing Virtual Reality (VR) application to current programme modules at the University of the West of Scotland. This use case is particularly important to collaborative design review using XR technology. The study captures students' and staffs' perception on adapting to this new technology. This paper provides an academic feasibility scenario for integrating XR/VR subject area in non-native UG programmes. The paper also provides an use-case for implementing VR assisted collaborative product review for evaluating a product design and development progress

‘Lift off!’: Employing an integrated curriculum design to increase student, faculty, and community engagement

Integrating curriculum can foster engaging teaching and learning experiences, thereby challenging the structure of traditional pedagogy. The aim of this analysis is to appraise the value of employing an Integrated Curriculum Design (ICD) across two core-curriculum courses in a tourism program. Drawing on data collected from undergraduate students, course instructors, and teaching assistants, we outline the opportunities and challenges that may accompany ICDs, as well as offer recommendations for educators who may wish to use an ICD within their classrooms. We contend that an ICD may unite courses and shift traditional teaching and learning relationships that transpire within the classroom. Moreover, analysis of findings revealed that integration across courses fosters deep learning through peer-to-peer knowledge sharing, community engagement, and real world application. Such insights lead us to believe that ICDs may support students in becoming better collaborators and empower them to make a difference in the classroom, their communities, and society

Does use of touch screen computer technology improve classroom engagement in children?

Many studies have shown that the use of technology in the classroom may influence pupil engagement. Despite the recent widespread use of tablet technology, however, very little research has been carried out into their use in a primary school setting. We investigated the use of tablet computers, specifically Apple’s ‘iPad’, in an upper primary school setting with regard to children’s engagement. Cognitive, emotional and general engagement was higher in lessons based on iPads than those which were not. There was no difference in behavioral engagement. Of particular significance was the increase in engagement seen in boys, which resulted in their engagement levels increasing to levels comparable to those seen in girls. These findings suggest that tablet technology has potential as a tool in the classroom setting

GAELS Project Final Report: Information environment for engineering

The GAELS project was a collaboration commenced in 1999 between Glasgow University Library and Strathclyde University Library with two main aims:· to develop collaborative information services in support of engineering research at the Universities of Glasgow and Strathclyde· to develop a CAL (computer-aided learning package) package in advanced information skills for engineering research students and staff The project was funded by the Scottish Higher Education Funding Council (SHEFC) from their Strategic Change Initiative funding stream, and funding was awarded initially for one year, with an extension of the grant for a further year. The project ended in June 2001.The funding from SHEFC paid for two research assistants, one based at Glasgow University Library working on collaborative information services and one based at Strathclyde University Library developing courseware. Latterly, after these two research assistants left to take up other posts, there has been a single researcher based at Glasgow University Library.The project was funded to investigate the feasibility of new services to the Engineering Faculties at both Universities, with a view to making recommendations for service provision that can be developed for other subject areas

Efficacy of Online Training for Improving Camp Staff Competency

Preparing competent staff is a critical issue within the camp community. This quasi-experimental study examined the effectiveness of an online course for improving staff competency in camp healthcare practices among college-aged camp staff and a comparison group (N = 55). We hypothesized that working in camp would increase competency test scores due to opportunities for staff to experientially apply knowledge learned online. Hierarchical linear modeling was used to analyse the cross-level effects of a between-individuals factor (assignment to experimental or comparison group) and within-individual effects of time (pre-test, post-test #1, and post-test #2) on online course test scores. At post-test #2, the difference in average test scores between groups was ~30 points, with the treatment group scoring lower on average than the comparison group. Factors that may have influenced these findings are explored, including fatigue and the limited durability of online learning. Recommendations for research and practice are discussed

An update of the July 2007 snapshot of UK higher and further education developments in Second Life

This report summarises an investigation into the use and uptake of Second Life (SL) by UK Higher and Further Education. The research, initially carried out in the period up until July 2007 and subsequently expanded by further investigation during September 2007, had four main goals: * to determine the "state of play" of SL developments within the Higher and Further Education sector, * to discover how these developments are supported, in terms of time, funding and other resources, * to explore the functionality of these developments, i.e. which types of media or interactive service they incorporate, * to establish how "busy", or well-used, the developments have been and discover any impacts resulting from their implementation and use

Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments

Having students learn and be assessed in groups is a means to develop among students intellectual and interactive skills/competencies described as generic or “wicked”, as well as of producing deeper learning of various types of knowledge (e.g. organicistic, contextualistic, formistic, mechanistic). This paper reports assessments constituting and reflecting strategies of learning in groups. The assessments and the strategies were crafted while working with students on four courses presented annually in recent years and covering accounting, management and finance for public services and private activities in various organisations. Data about group experiences and their implications for working as accountants were collected from students during assessments and are used to elaborate the strategies. The paper provides insights into reducing impediments among students and teachers to shifting learning from teacher-centred to learner-centred, and suggests areas for further research in reducing institutional impediments.Student engagement; generic skills/competencies; group assessment; group learning

Non-Psychiatric Registered Nurses\u27 Perceptions of Caring for Persons with Mental Illness in a Non-Psychiatric Healthcare Setting

Patients with mental illness receive care in acute medical facilities for medical and acute psychiatric problems. Non-psychiatric nurses are responsible for the care of patients with mental illness regardless of their training in psychiatric nursing skills. The purpose of this study was to inform the nursing profession and nursing education of the needs of non-psychiatric nurses in caring for patients with mental illness. This study also sought to discover non-psychiatric nurses’ experiences during the COVID-19 pandemic. This research study used qualitative descriptive phenomenology to explore the research phenomenon. Eight participants were interviewed virtually using a semi-structured interview guide with interview prompts to explore participants’ lived experiences. Data analysis was accomplished using Colaizzi’s (1978) seven-step analysis method. Findings from the first research question revealed five themes with an overarching theme of barriers to caring for patients with mental illness. A significant barrier in caring for patients with mental illness was the lack of mental health resources. In some cases, patients were housed in the emergency department for extended periods of time as the staff searched for a psychiatric facility that would accept the patient. Nurses and nursing leaders need to take an active role in educating legislators and policymakers on the need for improved funding for psychiatric services and the significant issue resulting from using the emergency department as an entry point for mental health treatment. This study added to the literature on evidence-based strategies to inform the nursing profession and nursing education in nursing care for patients with mental illness. Findings from this study indicated multiple strategies that support non-psychiatric nurses in caring for this population. This study also explored the stressors and perceived preparation of non-psychiatric nurses working during the COVID-19 pandemic. The study findings indicated a nurse’s responsibility to enforce visitation restrictions during the pandemic, even for patients who did not have COVID-19, was a major stressor, potentially resulting in moral distress for the nurses caring for patients during the pandemic. Also consistent with the literature on nurses caring for patients during the COVID-19 pandemic was the concern for the short- and long-term effects of psychological stress, anxiety, burnout, exhaustion, and depression