Problem-based learning: enhancing students learning of building information modelling

Building Information Modelling (BIM) is an innovative collaborative process underpinned by digital technologies introduced to improve project performance in the Architecture, Engineering and Construction (AEC) industry. Growth in industry demands has necessitated BIM inclusion into the Higher Education (HE) curricula as both a pedagogic and practical objective to prepare and develop aspiring Built Environment (BE) professionals with the required competence for contemporary practice. However, comprehension of BIM concepts and developing the skill set required for its application can be overwhelming for students and crucial to mitigating this challenge is the adoption of appropriate learner-centred strategies. Problem-based Learning (PBL) is becoming a widespread strategy to address such concern. This paper evaluates the impact of PBL strategy on students accelerated learning of BIM based on a case study of an undergraduate BIM module. Findings from the study show PBL benefits on students’ knowledge acquisition (cognitive and affective) of BIM concept and development of transferable skills (academic and disciplinary) equipping them with capabilities to become BIM competent and workplace ready for the AEC industry

Developing enabling environments in practitioner training

In response to the World Health Organisation’s (WHO) recommendations on effective and ethical disability provision, training providers need to consider more widely how to deliver psychological training which is sensitive to the needs of service users who have a disability. Johnson and Haigh discuss the use of the term ‘enabling environments’ which usefully summarizes the challenge facing the profession with regard to practitioner training. Counselling and Psychotherapy education, by its very nature, requires training providers to demonstrate a commitment to accessibility and social inclusion for people with disabilities. By modelling examples of good practice, training providers can affirm and promote competence in professional practice which consequently impacts standards of psychotherapeutic care for this population. The creation and promotion of an enabling environment in practitioner training is achieved in a number of ways: affirming basic principles of social inclusion, modelling policies and procedures which shape the training environment, demonstrating evidence of professional practice in the disability arena and the assessment of practitioner competence to practice in a transcultural environment. Standards of ethical practice in this field warrant a clear statement and focus by training providers and a move towards the achievement of empathic resonance in practitioner training is suggested. This can be effectively demonstrated only where institutional policies and procedures are established to reflect the professional standards of the profession. The article includes several vignettes which aim to highlight consideration of the creation of an enabling environment in psychological training provision

Digital literacy

While digital literacy may be understood and defined differently within disciplines, the concept is primarily about literacies rather than digital technologies or digital competence. Digital literacy involves finding, using and disseminating information in a digital world. Digital Literacy underpins teaching and research, regardless of discipline, and is an essential graduate skill for effective participation in employment and all aspects of life. Building on all Deakin Graduate Attributes, digital literacy already has a good foundation in many unit curricula, with many academic staff modelling aspects of this literacy both in their teaching and their research practice

Cross-Cultural Competence of Communicators as a Way to Create a Positive Eco-Informational Environment

This research is dedicated to the study of the essence of the phenomenon of cross-cultural competence, the acquisition of cross-cultural competence, which seems necessary in the context of globalisation. The aim of the article is a clarification of the definition of cross-cultural competence and description of its structure, types of knowledge (subject and procedural) in it, methods and strategies for its assimilation. A number of research methods were deployed to accomplish the objectives of the research – observation, survey, cognitive analysis, modelling, text information analysis method, linguo-ecological analysis, interview and sociolinguistic survey method. The research obtained the following scientific results: the definition of cross-cultural competence is given, its signs are revealed, types of knowledge are indicated in it, methods and strategies for mastering it as well as its frame model are presented. The novelty of the work lies in the development of the theoretical foundations of cross-cultural competence and studying the strategies and tactics for mastering it. The article deals with the problems of a new branch of knowledge ‒ ecolinguistics, one of the areas of which is translation and focus of attention on the negative aspects of intercultural communication. Theoretical significance to practical value is the main provisions and conclusions of the article can be used in the development of the theory of cross-cultural communication applied in the practice of cross-cultural teaching

An Ontology Approach for Knowledge Acquisition and Development of Health Information System (HIS)

This paper emphasizes various knowledge acquisition approaches in terms of tacit and explicit knowledge management that can be helpful to capture, codify and communicate within medical unit. The semantic-based knowledge management system (SKMS) supports knowledge acquisition and incorporates various approaches to provide systematic practical platform to knowledge practitioners and to identify various roles of healthcare professionals, tasks that can be performed according to personnel’s competencies, and activities that are carried out as a part of tasks to achieve defined goals of clinical process. This research outcome gives new vision to IT practitioners to manage the tacit and implicit knowledge in XML format which can be taken as foundation for the development of information systems (IS) so that domain end-users can receive timely healthcare related services according to their demands and needs

An intervention addressing inequity of access to ICT for pre-service mathematics teachers

This study describes an intervention to address inequities in secondary mathematics pre-service teachers’ access to models of effective use of information and communication technologies (ICT) in classrooms and the opportunities afforded to these pre-service teachers to use the skills and knowledge they possess in developing pedagogical strategies for the effective use of ICT in the classroom. It explores the relationship between the skills necessary to use digital technologies and pedagogical subject-specific knowledge. We report on a key aspect of a wider study on a series of interventions to connect pre-service teachers’ ICT attitudes, confidence and skills with their pedagogical readiness to use ICT effectively in their teaching

Influence of therapist competence and quantity of cognitive behavioural therapy on suicidal behaviour and inpatient hospitalisation in a randomised controlled trial in borderline personality disorder: Further analyses of treatment effects in the BOSCOT study

<br>Objectives. We investigated the treatment effects reported from a high-quality randomized controlled trial of cognitive behavioural therapy (CBT) for 106 people with borderline personality disorder attending community-based clinics in the UK National Health Service – the BOSCOT trial. Specifically, we examined whether the amount of therapy and therapist competence had an impact on our primary outcome, the number of suicidal acts, using instrumental variables regression modelling. Design. Randomized controlled trial. Participants from across three sites (London, Glasgow, and Ayrshire/Arran) were randomized equally to CBT for personality disorders (CBTpd) plus Treatment as Usual or to Treatment as Usual. Treatment as Usual varied between sites and individuals, but was consistent with routine treatment in the UK National Health Service at the time. CBTpd comprised an average 16 sessions (range 0–35) over 12 months.</br> <br>Method. We used instrumental variable regression modelling to estimate the impact of quantity and quality of therapy received (recording activities and behaviours that took place after randomization) on number of suicidal acts and inpatient psychiatric hospitalization.</br> <br>Results. A total of 101 participants provided full outcome data at 2 years post randomization. The previously reported intention-to-treat (ITT) results showed on average a reduction of 0.91 (95% confidence interval 0.15–1.67) suicidal acts over 2 years for those randomized to CBT. By incorporating the influence of quantity of therapy and therapist competence, we show that this estimate of the effect of CBTpd could be approximately two to three times greater for those receiving the right amount of therapy from a competent therapist.</br> <br>Conclusions. Trials should routinely control for and collect data on both quantity of therapy and therapist competence, which can be used, via instrumental variable regression modelling, to estimate treatment effects for optimal delivery of therapy. Such estimates complement rather than replace the ITT results, which are properly the principal analysis results from such trials.</br&gt

Co-guarantor attributes: a systemic approach to evaluating expert support

The paper suggests features of a generic framework which can assist in highlighting good practice as well as revealing shortcomings in expert support for management decision-making. Following the earlier writings of Habermas, I argue that expertise might be identified and considered as a set of �co-guarantor attributes� based upon knowledge constitutive interests. Co-guarantor attributes can be used as a benchmark for evaluation, where affirmative features of expert support can be identified as well as the incidence of �false guarantor� attributes which might be significant in perpetuating costly and unsuccessful intervention