Problem space of modern society: philosophical-communicative and pedagogical interpretations. Part I

This collective monograph offers the description of philosophical bases of definition of communicative competence and pedagogical conditions for the formation of communication skills. The authors of individual chapters have chosen such point of view for the topic which they considered as the most important and specific for their field of study using the methods of logical and semantic analysis of concepts, the method of reflection, textual reconstruction and comparative analysis. The theoretical and applied problems of modern society are investigated in the context of philosophical, communicative and pedagogical interpretations

Analysis of ergonomic indicators and compliance with the principles of the instructional design of education courses in adaptive learning systems

The article is devoted to the research of the instructional design features of the education courses in the adaptive training systems. The instructional design as a modern didactic direction in the use of modern information technologies has been considered and investigated. The increasing role of the instructional design has been defined in conditions when the learning environment and learning itself are transferred into the electronic environment, when it is necessary to develop the most efficient, comfortable and at the same time, effective training systems and methods. The position that instructional design can be considered an essential component should be taken into account when designing modern education courses in the electronic environment has been justified. The compliance with the principles of usability and user interface ergonomics of the developed educational materials by means of adaptive learning systems Knewton, RealizeIt, CourseArc, Brightspace LeaP, Revel, Open Learning Initiative, and the Generalized Intelligent Framework for Tutoring has been reviewed. The conditions of the designing of electronic educational resources based on the instructional design that enable to convey the educational material more effectively and to create the conditions for better learning by students have been defined. Copyright © 2020 for this paper by its authors

Aerospace medicine and biology: A continuing bibliography with indexes (supplement 355)

This bibliography lists 147 reports, articles and other documents introduced into the NASA Scientific and Technical Information System during October, 1991. Subject coverage includes: aerospace medicine and psychology, life support systems and controlled environments, safety equipment, exobiology and extraterrestrial life, and flight crew behavior and performance

A Transparency Index Framework for Machine Learning powered AI in Education

The increase in the use of AI systems in our daily lives, brings calls for more ethical AI development from different sectors including, finance, the judiciary and to an increasing extent education. A number of AI ethics checklists and frameworks have been proposed focusing on different dimensions of ethical AI, such as fairness, explainability and safety. However, the abstract nature of these existing ethical AI guidelines often makes them difficult to operationalise in real-world contexts. The inadequacy of the existing situation with respect to ethical guidance is further complicated by the paucity of work to develop transparent machine learning powered AI systems for real-world. This is particularly true for AI applied in education and training. In this thesis, a Transparency Index Framework is presented as a tool to forefront the importance of transparency and aid the contextualisation of ethical guidance for the education and training sector. The transparency index framework presented here has been developed in three iterative phases. In phase one, an extensive literature review of the real-world AI development pipelines was conducted. In phase two, an AI-powered tool for use in an educational and training setting was developed. The initial version of the Transparency Index Framework was prepared after phase two. And in phase three, a revised version of the Transparency Index Framework was co- designed that integrates learning from phases one and two. The co-design process engaged a range of different AI in education stakeholders, including educators, ed-tech experts and AI practitioners. The Transparency Index Framework presented in this thesis maps the requirements of transparency for different categories of AI in education stakeholders, and shows how transparency considerations can be ingrained throughout the AI development process, from initial data collection to deployment in the world, including continuing iterative improvements. Transparency is shown to enable the implementation of other ethical AI dimensions, such as interpretability, accountability and safety. The 3 optimisation of transparency from the perspective of end-users and ed-tech companies who are developing AI systems is discussed and the importance of conceptualising transparency in developing AI powered ed-tech products is highlighted. In particular, the potential for transparency to bridge the gap between the machine learning and learning science communities is noted. For example, through the use of datasheets, model cards and factsheets adapted and contextualised for education through a range of stakeholder perspectives, including educators, ed-tech experts and AI practitioners

Telemedicine for improving access to health care in resource-constrained areas : from individual diagnosis to strengthening health systems

In many developing countries there is an acute shortage of trained medical specialists. This does not only hamper individual patients’ access to medical diagnostics but furthermore limits the development of health systems because a major role of the specialists is the provision of continuous medical education of health care personnel. The rapid development of information and communication technologies has enabled radically new forms of virtual collaboration at a distance. So-called telemedicine enables us today to transmit knowledge to the patient rather than to only transport patients to the centres where the knowledge is available; this has promising implications in particular for remote and under-served areas. Initiated by a request from a Swiss surgeon from Solomon Islands, a project for supporting the hospital in Honiara, capital of Solomon Islands, with pathology diagnoses was started between Honiara and the Department of Pathology in Basel in 2001. After a successful start this pilot project found broad interest, and the Internet platform that had been developed was soon utilised by projects from other countries and medical disciplines. Thus, questions arose about the diagnostic accuracy of such remote diagnoses as well as about their acceptance and impact on the local health care system. The work presented here was initiated on this background. It analyses the applicability of telemedicine in the context of resource-constrained areas and in particular the possibilities to extend its impact from improving individual diagnosis towards strengthening health care systems. A central part of this project was the development of iPath, an Internet- and email-based telemedicine platform, which facilitates medical consultations, knowledge exchange and continuous education on a global scale. A particular emphasis was put on the applicability and accessibility for users from developing countries with limited infrastructure and network connectivity. The complete software was released under an open-source licence in order to allow unrestricted reuse for other institutions. The diagnostic accuracy of this form of telemedicine was studied in two projects from the field of pathology. A retrospective review of over 200 glass slides from each project revealed complete diagnostic concordance between the telemedical diagnosis and review diagnosis in 69% and 85% respectively. Clinically relevant discrepancies were found in 8% and 3.3% of all examinations. Selection of images by the non-expert and communication were found to have the greatest impact on diagnostic accuracy. Both factors can be addressed by training and organisation of workflow. In comparison to submitting material for pathological examination by courier, the turn-around time could be reduced from weeks to days or hours. Besides the more rapid availability of diagnosis, telemedicine enabled a direct dialogue between the surgeon and the pathologist and thus facilitated an implicit permanent medical education. The educational aspects of telemedicine were studied within the scope of a tele-dermatology project in South Africa. Distance collaboration with a dermatologist empowered a general practitioner based in a rural area to diagnose and treat a majority of patients with dermatological problems. Besides the direct benefit of saving the patients the cost of transportation to visit the dermatologist, the general practitioner could strengthen his own diagnostic skills under direct guidance and quality control of a specialist. As a consequence he will be able to treat more patients locally, close to their homes and families. The whole project was implemented within the local health system in order to facilitate a future inclusion of other primary care facilities. Regional telemedicine networks play a major role to ensure relevance and acceptability of consultative and educational telemedicine. Within the scope of the Ukrainian Swiss Perinatal Health Program a telemedicine component was included, and it was found that the use of regional language as well as inclusion of the regional specialists are important for the acceptance of telemedicine and should not be neglected in a era of globalisation. The presented results demonstrate that save and reliable telemedicine can be implemented with limited resources. Telemedicine is suitable in particular to strengthen existing international collaborations and to support professionally isolated medical specialists. Regional collaboration and inclusion of regional specialists are desirable if telemedicine shall help to strengthen health care systems. The application of telemedicine should not only focus on providing care to individual patients, but should explicitly incorporate skills development and capacity building of primary care staff. Organisation of work flow and communication have been found to be the most challenging task for the implementation of telemedicine networks. Resources must be invested not only in technology but more importantly in training and organisation. Utilisation of existing technological infrastructure is advisable wherever possible and greatly reduces the complexity of providing support and maintenance. The presented telemedicine platform provides an efficient tool for the organisation of interdisciplinary, regional and international telemedicine networks. We hope that the unrestricted availability of the software developed during this project will enable other institutions to utilise it for their own purpose and that they will thus be able to allocate resources on the organisation of workflow rather than technology

Exploring European Writing Cultures : Country Reports on Genres, Writing Practices and Languages Used in European Higher Education

At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 “European Research Network on Learning to Write Effectively”, funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project.Wissenschaftliches Schreiben an europäischen Hochschulen ist eine herkömmliche Form des Lernens, Prüfens und autonomen Studierens, auch wenn es in einer impliziten, eher auf Tradition denn auf bewusster Didaktik beruhenden Weise eingesetzt wird. Wenig auf systematische Weise erhobenes vergleichendes Wissen gibt es bislang über Schreibpraktiken, Genres und schreibdidaktische Ansätze in Europa und das, was an Wissen existiert ist oft in den nationalen Sprachen verfasst, die nicht mit internationalen Terminologien und Theorien der Schreibwissenschaft verbunden sind. Der vorliegende Band untersucht Schreibkulturen in Europa Land für Land und berichtet was jeweils hervorsticht. Die Berichte basieren auf einer 17-Item Themenliste, nach der die Autorenteams Daten über ihr jeweiliges Land sammelten, bevor sie es zu einem Bericht synthetisierten. Neben Schreibpraktiken und Genres werden dabei die Struktur des jeweiligen Bildungssystems, die verwendeten Sprachen und die besondere Schreibdidaktik hervorgehoben. Anmerkung: Das Projekt wurde im Rahmen der COST Aktion IS0703 “European Research Network on Learning to Write Effectively” durchgeführt, das von der EU finanziert wird. Wir bedanken uns bei Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber und David Russell für ihre Unterstützung und Mitwirkung in diesem Projekt.At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 “European Research Network on Learning to Write Effectively”, funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project

Towards a Multilingual Future: The Ecology of Language at a University in Eastern Ukraine

In Ukraine, the Russian and Ukrainian languages have historically alternated in policy and practice in their official status and social prestige. As in many areas of the world, English is emerging in Ukraine as a language of economic value, social prestige, and education though it is not a language of wider communication. The goal of the research was to explore the ecology of language at a university which is implementing English as a medium of instruction in all subjects for multiple groups of students in Dnipropetrovs&rsquok, Ukraine. Ethnographic fieldwork was conducted over the 2010-2011 academic year to answer the following questions: 1) What are the discourses about English language instruction at the university? 2) What is the day-to-day reality of English language instruction at the university? 3) How are English and English-language classroom practices situated in or reflective of the larger language ecology of the university? and 4) How is English language education practically and discursively connected with: Ukrainian language policy, international education policy, and goals of economic development or integration, especially integration with the European Union? Data were interpreted through the lenses of ethnography of communication, discourse analysis, and Conversation Analysis (CA). It was found that English is a source of prestige and achievement for the university, and is an attempt to recruit students by offering a &ldquoEuropean&rdquo level of education. Using English as a medium of instruction poses the challenge of finding teachers and textbooks and requires adjustments to classroom management, but also affords opportunities to learn academic content and language. Russian is the predominant native language used to support learning in EFL and English-medium classes. Ukrainian appears to be most prevalent in the written domains of use regardless of the medium of instruction, and in formal spoken situations. Russian was a predominant spoken language. English occupies spaces that Russian or Ukrainian do not, but is not seen as a threat to Russian or Ukrainian because it is a foreign language. Additional languages are used in and out of class in more limited ways, but are seen as equally important as English, Russian and Ukrainian for securing an economic future