DEVELOPMENT AND VALIDITY INQUIRY OF A RUBRIC FOR INTERDISCIPLINARY COMPETENCIES IN OCCUPATIONAL SAFETY AND HEALTH IN CAPSTONE PROJECTS OF CARERC PROGRAM GRADUATES

Emerging demands in the field of interdisciplinary studies reveal a need for competent professionals who can apply their skills and experience to solving complex tasks of the workplace. This has placed inevitable demands on training institutions to adequately equip graduates to deliver on their mandate. Competency appraisal is an effective way to ensure proficiency in graduates. Meanwhile, transparent and valid rubrics provide opportunities for both students and trainers to continuously assess and evaluate the transfer of necessary skills. This study focused on evaluating interdisciplinary competencies in Occupational Safety and Health (OSH) in the capstone projects of the CARERC program, a graduate and continuing education package that combines the academic resources of seven colleges of two major universities in Kentucky for research and training in the region. An Interdisciplinary Competency Evaluation Rubric in OSH (iCER-OSH) confirming the “presence” or “not” of the relevant competencies in the final projects was developed from literature and program core-syllabi and was tested and calibrated using Rasch model. The psychometric evaluation of the rubric also supports the use of this tool for research and formative assessment in this population and related programs

Topics in construction safety and health : training : an interdisciplinary annotated bibliography

"These referenced articles provide literature about the need for training and safety education in the construction industry to decrease and prevent the number of worker injuries and fatalities in this field." - NIOSHTIC-2NIOSHTIC no. 20068259Production of this document was supported by cooperative agreement OH 009762 from the National Institute for Occupational Safety and Health (NIOSH). The contents are solely the responsibility of the authors and do not necessarily represent the official views of NIOSH.Training-annotated-bibliography.pdfcooperative agreement OH 009762 from the National Institute for Occupational Safety and Healt

Facilitating implementation of research evidence (FIRE): A randomised controlled trial and process evaluation of two models of facilitation informed by the promoting action on research implementation in health services (PARIHS) framework

Background: The PARIHS framework proposes that successful implementation of research evidence results from the complex interplay between the evidence to be implemented, the context of implementation and the facilitation processes employed. Facilitation is defined as a role (the facilitator) and a process (facilitation strategies/methods). Empirical evidence comparing different facilitation approaches is limited; this paper reports a trial of two different types of facilitation represented in the PARIHS framework. Methods: A pragmatic cluster randomised controlled trial with embedded process evaluation was undertaken in 24 long-term nursing care settings in four European countries. In each country, sites were randomly allocated to standard dissemination of urinary incontinence guideline recommendations and one of two types of external-internal facilitation, labelled Type A and B. Type A facilitation was a less resource intensive approach, underpinned by improvement methodology; Type B was a more intensive, emancipatory model of facilitation, informed by critical social science. The primary outcome was percentage documented compliance with guideline recommendations. Process evaluation was framed by realist methodology and involved quantitative and qualitative data collection from multiple sources. Findings: Quantitative data were obtained from reviews of 2313 records. Qualitative data included over 332 hours of observations of care; 39 hours observation of facilitation activity; 471 staff interviews; 174 resident interviews; 120 next of kin/carer interviews; and 125 stakeholder interviews. There were no significant differences in the primary outcome between study arms and all study arms improved over time. Process data revealed three core mechanisms that influenced the trajectory of the facilitation intervention: alignment of the facilitation approach to the needs and expectations of the internal facilitator and colleagues; engagement of internal facilitators and staff in attitude and action; and learning over time. Data from external facilitators demonstrated that the facilitation interventions did not work as planned, issues were cumulative and maintenance of fidelity was problematic. Implications for D&I Research: Evaluating an intervention - in this case facilitation - that is fluid and dynamic within the methodology of a randomised controlled trial is complex and challenging. For future studies, we suggest a theoretical approach to fidelity, with a focus on mechanisms, as opposed to dose and intensity of the intervention

Transport 2040 : Impact of Technology on Seafarers - The Future of Work

https://commons.wmu.se/lib_reports/1091/thumbnail.jp

GVSU Undergraduate and Graduate Catalog, 2021-2022

Grand Valley State University 2021-2022 undergraduate and graduate course catalog. Course catalogs are published annually to provide students with information and guidance for enrollment.https://scholarworks.gvsu.edu/course_catalogs/1096/thumbnail.jp

GVSU Undergraduate and Graduate Catalog, 2019-2020

Grand Valley State University 2019-2020 undergraduate and/or graduate course catalog published annually to provide students with information and guidance for enrollment.https://scholarworks.gvsu.edu/course_catalogs/1094/thumbnail.jp

Knowledge Communities in Online Education and (Visual) Knowledge Management: 19. Workshop GeNeMe‘16 as part of IFKAD 2016: Proceedings of 19th Conference GeNeMe

Communities in New Media started in 1998 as a workshop series at TU Dresden, and since then has annually dealt with online communities at the interface between several disciplines such as education and economics, computer science, social and communication sciences, and more. (See Köhler, Kahnwald & Schoop, 2015). The workshop is traditionally a forum for interdisciplinary dialogue between science and business and serves to share experiences and knowledge among participants from different disciplines, organisations, and institutions. In addition to the core themes of knowledge management and communities (in the chapters of the same name), the main focus of the conference is also on the support of knowledge and learning processes in the field of (media-assisted) higher education. This is complemented by an informational perspective when it comes to more functional and methodological approaches - use cases, workflows, and automation in knowledge management. In addition, systems and approaches for feedback, exchange, and ideas are presented. With the focus of knowledge media design and visual research as well as creative processes, this time there is also a highlight on visual aspects of knowledge management and mediation. For IFKAD 2016, three GeNeMe tracks were accepted which focus on the interface of knowledge communities and knowledge management as well as knowledge media design in science, business, or education. In this conference volume you will find detailed information about these three tracks: -- Knowledge Communities I: Knowledge Management -- Knowledge Communities II: Online Education -- Visual Knowledge Management [From the Preface.]:Preface IX Vorwort XIII Knowledge Communities I: Knowledge Management 1 Process Learning Environments 1 Two Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME 13 Social Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks 26 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy 39 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior 51 Knowledge Communities II: Online Education 64 Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning 64 Analysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom 78 Gamifying Higher Education. Beyond Badges, Points and Leaderboards 93 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan 105 Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement 117 MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology 131 A Survey on Knowledge Management in Universities in the QS Rankings: E-learning and MOOCs 144 Visual Knowledge Media 157 Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas 157 Behind the data – preservation of the knowledge in CH Visualisations 170 Building a Wiki resource on digital 3D reconstruction related knowledge assets 184 Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet 196 Graphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context 209 HistStadt4D – A four dimensional access to history 221 Ideagrams: A digital tool for observing ideation processes 234 Adress- und Autorenverzeichnis 251Gemeinschaften in Neuen Medien hat 1998 als Workshop-Reihe an der TU Dresden begonnen und seither jährlich das Thema Online-Communities an der Schnittstelle mehrerer Disziplinen wie Informatik, Bildungs- und Wirtschaftswissenschaften, Informatik sowie Sozial-und Kommunikationswissenschaft u.a.m. thematisiert (vgl. Köhler, Kahnwald & Schoop, 2015). Der Workshop ist traditionell ein Forum für den interdisziplinären Dialog zwischen Wissenschaft und Wirtschaft und dient dazu, Erfahrungen und Wissen unter den Teilnehmern aus verschiedenen Disziplinen, Organisationen und Institutionen zu teilen. Die inhaltlichen Schwerpunkte der Konferenz widmen sich neben den Kernthemen Wissensmanagement und Communities (in den gleichnamigen Kapiteln) auch der Unterstützung von Wissens- und Lernprozessen im Bereich der (mediengestützten) Hochschullehre. Ergänzt wird diese eher organisationswissenschaftliche durch eine informatorische Perspektive, wenn es um stärker funktionale bzw. auch methodische Ansätze geht – Use Cases, Workflows und Automatisierung im Wissensmanagement. Darüber hinaus werden Systeme und Ansätze für Feedback, Austausch und Ideenfindung vorgestellt. Mit den Schwerpunkten der Wissensmediengestaltung und visuellen Forschungs- sowie Kreativprozessen wird diesmal auch ein Schlaglicht auf visuelle Aspekte von Wissensmanagement und -vermittlung geworfen. Für die IFKAD 2016 wurden drei GeNeMe-Tracks angenommen, die sich auf das Interface von Wissensgemeinschaften und Wissensmanagement sowie die Wissensmediengestaltung in Wissenschaft, Wirtschaft oder Bildung konzentrieren. Im vorliegenden Tagungsband finden Sie detaillierte Informationen zu diesen drei Tracks: -- Knowledge Communities I: Knowledge Management -- Knowledge Communities II: Online Education -- Visual Knowledge Management [Aus dem Vorwort.]:Preface IX Vorwort XIII Knowledge Communities I: Knowledge Management 1 Process Learning Environments 1 Two Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME 13 Social Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks 26 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy 39 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior 51 Knowledge Communities II: Online Education 64 Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning 64 Analysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom 78 Gamifying Higher Education. Beyond Badges, Points and Leaderboards 93 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan 105 Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement 117 MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology 131 A Survey on Knowledge Management in Universities in the QS Rankings: E-learning and MOOCs 144 Visual Knowledge Media 157 Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas 157 Behind the data – preservation of the knowledge in CH Visualisations 170 Building a Wiki resource on digital 3D reconstruction related knowledge assets 184 Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet 196 Graphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context 209 HistStadt4D – A four dimensional access to history 221 Ideagrams: A digital tool for observing ideation processes 234 Adress- und Autorenverzeichnis 25

Development Of The Internet Of Things (IoT)-Based Robot Trainer As A Learning Media In Remote Robotic Practice

Vocational education is higher education that must be in harmony with the world of work. The development of the world of work today is following the demands of the Industrial Revolution 4.0, namely the Internet of Things (IoT), big data, augmented reality, cyber security, artificial intelligence, additive manufacturing, simulation, system integration, and cloud computing. Prosser's theory says that effective vocational education can only be provided which training tasks are carried out in the same way as tools and machines in the specified workplace, so that learning carried out in vocational education must adapt to the development of industry 4.0. The research aims to establish IoT-based robotics learning media and produce valid, practical, and effective robotics trainer media. The research method used is Research and Development with a 4D development model theory. The model elaborates on defining, designing, developing, and distributing. The definition is based on the learning achievement of practicum material by the competence of robotics practice. The population in this study were students of the Engineering Faculty of Universitas Negeri Makassar. The research samples needed include a one-to-one trial consisting of 3 people, a small group trial of 5 people, and a large group trial of 19 people. The model design uses a nonequivalent quasi-experimental. The research data analysis technique uses descriptive analysis of percentages that describe the development results, validator responses, outcomes of one-to-one trials, small group trials, and large group trials. This study uses two expert validators in electronics, microcontrollers, robotics, and artificial intelligence. The results of the validity data analysis stated that the IoT-based robotics learning media had been declared feasible to be used. The results of the effectiveness of media products based on the pretest and posttest results show that the average value of students before using the media trainer is 43.8, increasing to 87.1 after using the IoT-based robotics trainer media. The research data analysis and discussion conclude that the IoT-based robotics learning media developed are declared valid/feasible, practical, and effective in its use