When I*Teach means I*Learn: developing and implementing an innovative methodology for building ICT-enhanced skills

The paper presents research findings and pilot experiences related to the development and validation of an innovative methodology for building ICT-enhanced skills. The concept of ICT-enhanced skills and the essence of the methodology are explained. The process of methodology validation – via a pilot teacher training course – is presented by offering the reader a dual perspective: that of a teacher and that of a learner. The main insights and conclusions are illustrated by authentic teachers’ impressions

Civil Society in the 'Visegrad Four': Data and Literature in the Czech Republic, Hungary, Poland and Slovakia

The first of three publications on the '25 Years After -- Mapping Civil Society in the Visegrád Four' project contains an overview of existing data and literature in the Czech Republic, Hungary, Poland and Slovakia. It looks at where and what kind of research on civil society has been and is being done, who is doing it and where the gaps are.To be consistent and comparable, the four country reports include the same core sections: relevant publications on civil society in the respective country; existing databases and other data sources; active centres of research, training, and policy studies. More than providing just a list, this report looks at how they can be evaluated in terms of scope, accurateness and depth. Finally, it considers the question of what the most crucial gaps in research and funding in the countries are.An academic volume is slated for the end of 2014. For other publications in English and German, see www.maecenata.eu

A framework to maximise the communicative power of knowledge visualisations

Knowledge visualisation, in the field of information systems, is both a process and a product, informed by the closely aligned fields of information visualisation and knowledg management. Knowledge visualisation has untapped potential within the purview of knowledge communication. Even so, knowledge visualisations are infrequently deployed due to a lack of evidence-based guidance. To improve this situation, we carried out a systematic literature review to derive a number of “lenses” that can be used to reveal the essential perspectives to feed into the visualisation production process.We propose a conceptual framework which incorporates these lenses to guide producers of knowledge visualisations. This framework uses the different lenses to reveal critical perspectives that need to be considered during the design process. We conclude by demonstrating how this framework could be used to produce an effective knowledge visualisation

Developing higher order thinking in medical education through reflective learning and research

Reflection in education is not a new concept for as Meiklejohn (1882) enthused, ‘learning is a social act.’ Dewey (1933), a key twentieth century instigator of the concept of reflection, expanded upon the ideas of earlier educators including Plato, Aristotle, Confucius, Lao Tzu, Solomon, and Buddha (Houston, 1988). The preferred reflective model of Perioperative Critical Care pathway students at the University of Bedfordshire has been Reflection-for-Learning. This student-centred model of reflection was developed for their use to meet student identified needs