Information technology as boundary object for transformational learning

Collaborative work is considered as a way to improve productivity and value generation in construction. However, recent research demonstrates that socio-cognitive factors related to fragmentation of specialized knowledge may hinder team performance. New methods based on theories of practice are emerging in Computer Supported Collaborative Work and organisational learning to break these knowledge boundaries, facilitating knowledge sharing and the generation of new knowledge through transformational learning. According to these theories, objects used in professional practice play a key role in mediating interactions. Rules and methods related to these practices are also embedded in these objects. Therefore changing collaborative patterns demand reconfiguring objects that are at the boundary between specialized practices, namely boundary objects. This research is unique in presenting an IT strategy in which technology is used as a boundary object to facilitate transformational learning in collaborative design work

E-learning in a rural context : alternative media and contemporary applications

This report has been written as part of the E-ruralnet –project that addresses e-learning as a means for enhancing lifelong learning opportunities in rural areas, with emphasis on SMEs, micro-enterprises, self-employed and persons seeking employment. E-ruralnet is a European network project part-funded by the European Commission in the context of the Lifelong Learning Programme, Transversal projects-ICT. This report aims to address two issues identified as requiring attention in the previous Observatory study: firstly, access to e-learning for rural areas that have not adequate ICT infrastructure; and secondly new learning approaches introduced through new interactive ICT tools such as web 2.0., wikis, podcasts etc. The possibility of using alternative technology in addition to computers is examined (mobile telephones, DVDs) as well as new approaches to learning (simulation, serious games). The first part of the report examines existing literature on e-learning and what e-learning is all about. Institutional users, learners and instructors/teachers are all looked at separately. We then turn to the implementation of e-learning from the organizational point of view and focus on quality issues related to e-learning. The report includes a separate chapter or e-learning from the rural perspective since most of Europe is geographically speaking rural and the population in those areas is that which could most benefit from the possibilities introduced by the e-learning development. The section titled “Alternative media”, in accordance with the project terminology, looks at standalone technology that is of particular use to rural areas without proper internet connection. It also evaluates the use of new tools and media in e-learning and takes a look at m-learning. Finally, the use of games, serious games and simulations in learning is considered. Practical examples and cases are displayed in a box to facilitate pleasant reading

Using Nursing Simulation to Improve Early Recognition of Emergent Situations

Nurses\u27 ability to recognize and respond to postoperative patients who require emergent medical care and need immediate assistance during a code blue in the first 10 minutes is essential to improve patient outcomes. This is particularly important for the project site, a 44-bed inpatient surgical specialty hospital located in the Northeast, providing care for patients with head and neck cancer, as the hospital does not have an internal code blue response team. An adjacent facility responds to all code blue emergencies and takes approximately 10 minutes for the team to respond. The purpose of this DNP project was to develop an evidence based, theory supported educational effort using a rapid response in-situ simulation program with 2 simulation scenarios specific to the patient population. As a first step in the DNP project, 2 simulation scenarios were developed and then evaluated by a panel of 4 expert nurse educators using a modified National League of Nursing/Jeffries Simulation Design Scale. The qualitative evaluation the expert nurse educators provided strengthened the simulation design for each simulation scenario. The revised simulation scenarios, respiratory distress/pulseless electrical activity, and the postoperative patient with unstable hemodynamics, as part of the education rapid response in-situ simulation program, have the potential to improve the nurse\u27s ability to recognize early warning signs of respiratory distress and hemodynamic instability from postoperative complications. The simulation program has the potential for positive social change by empowering the nurses to provide quality patient care and improve patient outcomes during a code blue event

Interface design of educational games for middle school students

The purpose of this report is to identify interface design elements in educational games for a middle school audience. The four games in this report were selected based on their availability to the general public and their reputable developers. The purpose in undertaking this research is to determine interface and interaction conventions in educational games for 11-14 year olds in order to make recommendations to designers and developers. This report identifies the ways each game approaches important features such as art direction, providing feedback, portraying significant events, indicating clickable items, and event timing. It discusses the games’ techniques to guide gameplay. This report also addresses how interface design supports pedagogical goals.Curriculum and Instructio

ZeroAbuse, a serious game to prevent child maltreatment

La maltraitance des enfants est un problème critique qui touche environ un milliard d'enfants dans le monde chaque année. Les blessures qui persistent toute leur vie, les handicaps ou même la mort sont des conséquences risquées découlant de la maltraitance des enfants. Plusieurs approches, y compris les Jeux Sérieux (SGs), ont été conçues pour éduquer les individus sur la maltraitance des enfants et comment la prévenir. Cependant, les SGs qui sont présentement en existence se concentrent uniquement sur l’intimidation ou les abus sexuels chez les enfants et non sur toutes les formes possibles de maltraitance des enfants. De plus, la plupart des ressources concernant la prévention de la maltraitance des enfants s'adressent aux adultes et non aux enfants. Ce travail se concentre sur la conception d'un SG appelé ZeroAbuse qui englobe les quatre types de maltraitance des enfants: Physique, Émotionnel, Abus Sexuel et Négligence. Il combine les principes d'apprentissage, les éléments pour immerger le joueur dans le jeu et les critères de qualité des programmes de prévention. ZeroAbuse s'adresse aux enfants âgés de 9 à 11 ans, qui sont exposés de manière homogène à tous les types de maltraitance. Il tient également compte des compétences cognitives et physiques propres aux enfants de cet âge. La conception du SG a pris en compte les perspectives d'experts en prévention de la maltraitance des enfants et a été testée sur la population cible afin d’améliorer l'expérience de jeu et valider l'approche d'apprentissage.Child abuse is a critical problem affecting approximately one billion children worldwide annually. Lifelong injuries, disabilities, or even fatalities are risky consequences derived from child abuse. Several approaches, including Serious Games (SGs), have been designed to educate individuals about child abuse and how to prevent it. However, existing SGs focus only on bullying or sexual abuse and not all possible forms of child abuse. In addition, most of the existing resources for child abuse prevention are aimed at adults and not at children. This work focuses on designing an SG called ZeroAbuse that encompasses the four types of child abuse: Physical, Emotional, Sexual abuse and Neglect. It combines the principles of learning, the elements to immerse the player into the game, and the quality criteria of prevention programs. ZeroAbuse is aimed at children aged 9 to 11 years, given that they show homogeneous participation in all types of abuse. It also considers the cognitive and physical competencies of children at this age. The SG design considers the perspectives of experts in child abuse prevention and was tested on the target population to enhance the game experience and validate the learning approach

Evaluation of medical response in disaster preparedness : with special reference to full-scale exercises

Background: Disaster exercises and simulations serves as teaching and training tool for improving medical response in disaster preparedness. Rapid and effective medical response in major incidents is known as a “key phase” to optimise resources, and this requires that management systems have an “all hazards” approach. Decision-making at all levels of management is based on available information and involves allocation of medical resources and triage decisions. Aim: The overall aim of this thesis was to increase our knowledge of the impact of quantitative evaluation of medical response on disaster preparedness. The specific aims were: to increase the ability to learn from full-scale exercises by applying quality indicators at two levels of command and control (I, II); to identify key indicators essential for initial disaster medical response registration (III); to explore ambulance staff attitudes towards practising triage tagging (IV); and to increase our knowledge of the applicability of a technical support system and its potential to provide real-time, overall situation awareness available to those overseeing the medical management of the operation. Methods: Study I, II and V were observational studies based on data collections from full-scale exercises. Templates with measurable performance indicators for evaluation of command and control were used in Study I and II and the same performance indicators combined with outcome indicators was also included in Study II. A consensus method, the Delphi technique, with 30 experts was used in Study III. Study IV used mixed methods, a pre-and post web survey answered by ambulance nurses and physicians (n=57 respectively 57) before and after a time limited strategy with triage tags and three focus groups interviews comprising 21 ambulance nurses and emergency medical technicians. Study V used major two incidents simulations to test the applicability of Radio Frequency Identification (RFID tags) technology and compare it with traditionally paper-based triage tags (n= 20 respectively 20). The quantitative data were analysed using descriptive statistics, and content analysis was used for the qualitative data. Results: The evaluation model exposed several problems occurring in the initial decision-making process that were repeatedly observed (I, II). These results in study II also demonstrated to have a major impact on patient outcome.Out of 17 severely injured patients five respectively seven were at risk for preventable death. A total of 97 statements were generated, of these 77 statements reached experts consensus, and 20 did not (III). Ambulance staffs believe in the usefulness of standardised triage methods, but the sparse application of triage tags at the scene indicates that the tags are not used frequently. Infrequent use in daily practice prevents participants from feeling confident with the triage tool (IV).The Radio Frequency Identification system improved situational awareness in disaster management. Triage information was available at least one hour earlier compared to a paper-based triage system (V). Conclusions: The presented evaluation model can be used in an objective, systematic and reproducible way to evaluate complex medical responses, which is a prerequisite for quality assurance, identification of problems, and the development of disaster preparedness