6,202 research outputs found

    La enseñanza-aprendizaje del español como lengua extranjera en Rumanía. Análisis de la situación y propuesta de mejora

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    [ES] El auge de la lengua española en muchos países es indudable y esto impulsa la investigación de su enseñanza y aprendizaje. Son múltiples los estudios realizados (Fernández Saavedra y Gómez, 2010; Fondo y Gago, 2022; Manzanares, 2020; Merziq, 2022; Rabadán y Orgambídez, 2018; Rodríguez García, 2022) en diferentes contextos educativos y sus aportaciones y relevancia son de suma importancia para la didáctica de las lenguas. Ante el cambio constante y acelerado en el mundo, principalmente en los ámbitos económico, social y tecnológico, mejorar la actuación docente supone muchos beneficios para la sociedad. Permite formar al estudiantado para su futuro laboral, así como promover el uso de tendencias pedagógicas actuales y plantear nuevas propuestas adaptadas a las demandas de la sociedad. La presente tesis doctoral tiene como objetivo general investigar la situación actual de la enseñanza-aprendizaje del español como lengua extranjera en Rumanía a nivel de secundaria y de universidad para detectar necesidades y carencias y ofrecer propuestas pedago-didácticas innovadoras, aplicables al aula. Para conseguirlo, primero se hace una incursión teórica en los métodos de enseñanza-aprendizaje y en la evolución del español en Rumanía. Después, la metodología de investigación adopta un enfoque mixto de recogida de datos basado en técnicas cuantitativas y cualitativas. Se recolecta información acerca de las características, creencias, necesidades y dificultades del profesorado y alumnado rumano de secundaria superior y universitario. Se trabaja con una muestra de 60 docentes y 470 estudiantes de diferentes centros educativos del país. Los datos se analizan estadística y manualmente. En base a ello se diseñan dos propuestas de mejora: una guía de buenas prácticas basada en las tendencias pedagógicas actuales y un proyecto formativo para el profesorado de Español Lengua Extranjera (ELE). Su implementación en la realidad educativa rumana se lleva a la práctica utilizando dos vías: la guía se aplica a un grupo clase de 23 estudiantes universitarios de la Universidad Babe¿-Bolyai de Cluj-Napoca y el proyecto formativo se da a conocer entre los docentes del país y se difunde bajo la forma de Encuentros virtuales a nivel nacional e internacional. Los resultados obtenidos revelan la necesidad de un cambio en el sistema educativo y en la metodología docente para adaptarse a los intereses de los actuales aprendientes. Asimismo, ponen de manifiesto el requisito del profesorado de formarse en las tendencias actuales de enseñanza-aprendizaje. Las propuestas responden a los deseos expresados y consiguen motivar al estudiantado y entusiasmar a los docentes. Las conclusiones evidencian los beneficios que reporta la presente tesis doctoral a la comunidad educativa y científica, transferibles a contextos educativos similares.[CA] L'auge de la llengua espanyola en molts països és indubtable i això impulsa la investigació del seu ensenyament i aprenentatge. Són múltiples els estudis realitzats (Fernández Saavedra i Gómez, 2010; Fons i Gago, 2022; Manzanares, 2020; Merziq, 2022; Rabadán i Orgambídez, 2018; Rodríguez García, 2022) en diferents contextos educatius i les seues aportacions i rellevància són de summa importància per a la didàctica de les llengües. Davant el canvi constant i accelerat en el món, principalment en els àmbits econòmic, social i tecnològic, millorar l'actuació docent suposa molts beneficis per a la societat. Permet formar a l'estudiantat per al seu futur laboral, així com promoure l'ús de tendències pedagògiques actuals i plantejar noves propostes adaptades a les demandes de la societat. La present tesi doctoral té com a objectiu general investigar la situació actual de l'ensenyament-aprenentatge de l'espanyol com a llengua estrangera a Romania a nivell de secundària i d'universitat per a detectar necessitats i mancances i oferir propostes pedago- didàctiques innovadores, aplicables a l'aula. Per a aconseguir-ho, primer es fa una incursió teòrica en els mètodes d'ensenyament-aprenentatge i en l'evolució de l'espanyol a Romania. Després, la metodologia d'investigació adopta un enfocament mixt de recollida de dades basat en tècniques quantitatives i qualitatives. Es recol·lecta informació sobre les característiques, creences, necessitats i dificultats del professorat i alumnat romanés de secundària superior i universitari. Es treballa amb una mostra de 60 docents i 470 estudiants de diferents centres educatius del país. Les dades s'analitzen estadística i manualment. Sobre la base d'això es dissenyen dues propostes de millora: una guia de bones pràctiques basada en les tendències pedagògiques actuals i un projecte formatiu per al professorat d'Espanyol Llengua Estrangera (ELA). La seua implementació en la realitat educativa romanesa s'emporta a la pràctica utilitzant dues vies: la guia s'aplica a un grup classe de 23 estudiants universitaris de la Universitat Babe¿-Bolyai de Cluj-Napoca i el projecte formatiu es dona a conéixer entre els docents del país i es difon sota la forma de Trobades virtuals a nivell nacional i internacional. Els resultats obtinguts revelen la necessitat d'un canvi en el sistema educatiu i en la metodologia docent per a adaptar-se als interessos dels actuals aprendientes. Així mateix, posen de manifest el requisit del professorat de formar-se en les tendències actuals d'ensenyament- aprenentatge. Les propostes responen als desitjos expressats i aconsegueixen motivar a l'estudiantat i entusiasmar als docents. Les conclusions evidencien els beneficis que reporta la present tesi doctoral a la comunitat educativa i científica, transferibles a contextos educatius similars.[EN] The increased interest in studying Spanish as a Foreign Language in numerous countries is unquestionable and thus encourages us to research peculiarities about its teaching and learning. Multiple investigations (Fernández Saavedra y Gómez, 2010; Fondo y Gago, 2022; Manzanares, 2020; Merziq, 2022; Rabadán y Orgambídez, 2018; Rodríguez García, 2022) have been conducted in different educational contexts and their contributions and relevance are of the utmost importance for language teaching. Given the constant and rapid changes in the world, mainly in the economic, social and technological fields, improving teaching performance brings a number of benefits into our society. It allows the student body to be trained for its future inclusion in the labor market, but also promotes the use of current pedagogical trends and proposes new programmes adapted to the demands of the society. The general objective of this doctoral thesis is to investigate the current situation of the process of teaching-learning Spanish as a foreign language in Romania in both secondary and university levels in order to detect needs and deficiencies and offer innovative pedagogical and didactic proposals, applicable to the classroom. To achieve this, first a theoretical incursion is made into the teaching-learning methods and the evolution of Spanish in Romania. Then, the research methodology adopts a mixed approach to data collection based on quantitative and qualitative techniques. Information is collected about the characteristics, beliefs, needs and difficulties of Romanian upper secondary and university teachers and students. A sample of 60 teachers and 470 students from different educational centers in the country was used. The data is statistically and manually analyzed. Based on this, two proposals for improvement are designed: a guide to good practices based on current pedagogical trends and a training project for teachers of Spanish as a Foreign Language (ELE). Its implementation in the Romanian educational context is put into practice using two approaches: the guide is applied to a class group of 23 university students from the Babe¿-Bolyai University of Cluj-Napoca and the training project is made known amongst teachers in the country and is disseminated in the form of virtual meetings at the national and international level. The results obtained reveal the need for a change in the educational system and in the teaching methodology in order to adapt to the interests of current learners. Likewise, they highlight the requirement of teachers to be trained in the current teaching-learning trends. The proposals are based on the highlighted requests and advise to motivate the students and enthuse the teachers. The conclusions demonstrate the benefits that this doctoral thesis reports to the educational and scientific community and how they are transferable to similar educational contexts.Stînga, PA. (2023). La enseñanza-aprendizaje del español como lengua extranjera en Rumanía. Análisis de la situación y propuesta de mejora [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/20155

    Teachers’ Professional Competence for Bilingual (Economic) Education

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    Bilingual education holds great potential to simultaneously nurture bilingualism, biliteracy as well as subject-specific and intercultural competences – all crucial skills for the 21st century. However, the widespread implementation of bilingual education faces challenges such as the lack of learning materials and considerable training needs of active bilingual education teachers. Although teachers’ challenges and pedagogical practices within different content-based bilingual education types like immersion, dual-language education or content and language integrated learning are similar, an overarching and comprehensive overview of bilingual education teachers’ required competences is still missing. To address this research gap and ultimately increase the quality of teacher training, the present dissertation closely examines the required competences of bilingual education teachers for secondary education both in general and in the context of the promising bilingual subject of economics. This investigation incorporates a systematic literature review, a mixed-methods study to accumulate practitioners’ insights into professionalism and a linguistic analysis of learning materials. The systematic review encompassed 79 international reports on bilingual education teachers’ competences, which were categorically grouped and narratively synthesised. A competence model specific to bilingual education teachers was developed based on the converging competences found in the competence frameworks and the reports on individual competences. Important competences included several aspects of language proficiency such as subject-specific or academic language proficiency and additional requirements like critical consciousness, cooperation skills, pedagogical/psychological knowledge of methodology or material design and pedagogical content knowledge. The second study used a mixed-methods design with 32 participants (trainee teachers and teacher educators involved in a bilingual education qualification program) filling in a questionnaire and 11 follow-up interviews with participants teaching political studies or geography bilingually. It compared beliefs about generalist and bilingual education teachers’ professional competences and revealed that bilingual education teachers’ competence requirements were more pronounced. These included expanded language proficiency, international content knowledge and pedagogical content knowledge of merging language, content, learning and culture. Higher motivation and enhanced pedagogical/psychological knowledge of material design, methodology and assessment were also deemed important by practitioners. Notable differences between trainee teachers and teacher educators emerged particularly regarding the importance of reflection and the required level of language proficiency. In the third study, the linguistic complexity of 1529 English main body texts in 30 bilingual economics learning materials was analysed. The results showed a lack of systematic complexity progression across grade levels that can potentially hinder students’ continuous language development. Together with substantial fluctuations in lexical richness and the overall scarcity of ready-made materials, these results highlighted the need for bilingual education teachers to create or adapt their own learning materials. To this effect, language proficiency, pedagogical/psychological knowledge of material design and learning processes, (pedagogical) content knowledge and intrinsic motivation were identified as essential for high-quality material production. The present dissertation furthermore discusses and triangulates the results of the three studies to come up with a competence model specifically targeted at bilingual economic education teachers. Overall, it sheds light on teachers’ competences, challenges and opportunities in the field of bilingual (economic) education. Therefore, this comprehensive dissertation contributes to the enhancement of teacher training for bilingual (economic) education. Additionally, the two competence models developed in this dissertation can be used as reflective tools by interested generalist (economic) education teachers. Finally, this dissertation creates a solid foundation for future research, which overall benefits policy, schools, teachers, students and researchers alike

    Taser and Social, Ethnic and Racial Disparities research programme

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    Report from the 'Taser use and its association with social, ethnic and racial disparities in policing (TASERD)' research project. The research project was initiated by the National Police Chiefs’ Council and commissioned by the College of Policing, after their Officer and Staff Safety Review (OSSR) in 2019 found there was growing evidence to suggest that Tasers were being used disproportionately in society. It was carried out by researchers from Keele University, UCL, The University of Exeter and Staffordshire University.National Police Chiefs’ CouncilLondon’s Mayor's Office for Policing and Crime (MOPAC

    Research Assessment Exercise : Report 2023 : International evaluation of research at the University of Vaasa

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    The University of Vaasa is a business-oriented and multidisciplinary science university established in 1968. The university’s strategy focuses on three areas of research: management and change, finance and economic decision-making, and energy and sustainable development. It highlights multidisciplinary research with strong disciplinary knowledge integrated through research platforms to support solving important global challenges. The core mission is to advance new knowledge and to “Energise Business and Society.” The University of Vaasa has a core faculty of 584 and 5,203 students with 190 international students and 296 PhD students. International accreditations, unique research infrastructure, and partnerships with global businesses and organisations make the University of Vaasa a trusted and valued partner within both regional and international innovation ecosystems. The Universities Act (Section 87. Evaluation (Amendment 1302/2013)) stipulates that universities must evaluate their research activities. In line with the strategy of the University of Vaasa, the university evaluates its research activities every five years in order to strengthen the quality of the research internationally, to advance academic and societal impacts of the research, and to further develop the research activities and environment. The previous research evaluations were carried out in 2010 and in 2015. This third research evaluation covered research activities from 2015 to 2020. Diversity, meaningfulness, and focus on future were important features of the research assessment exercise (RAE). The RAE was carried out as a multilevel and multidimensional evaluation targeting research environment, research cooperation and funding, publications, and scientific activities including societal impact. In addition to research groups and the university as a whole, it focused on schools and platforms. The evaluation material and the expert panels’ interviews thus covered three different levels of the university organisation. A Steering Committee consisting of members of the Research Council of the University of Vaasa (2021–2023) was nominated to support and guide the research evaluation. The RAE Univaasa 2022 followed practices of responsible evaluation. Engagement of the research units and researchers was an important aspect of the evaluation process. The evaluation team designed, organised, and implemented the different phases of the RAE in collaboration with the heads of the schools, platforms, and research group leaders. All evaluated units got basic summaries of their research output and bibliometric reports before preparing their self-evaluation reports. The material and the bibliometric reports aimed to provide the units tools for self-reflection and further development of their research. In addition to the CWTS analysis prepared by Leiden University, SciVal analyses on Scopus publications were performed for each unit by the Tritonia Academic Library. Bibliometric analyses also included results from AI-analysis of the themes of open access publications (OSUVA, 2018-2021). The external evaluation was performed by five panels of independent scientific experts. Four of the panels were discipline-specific (based on the school’s disciplines). These school-based panels were asked to provide written comments by comparing each research group’s research to the international and national level of research in the respective field. Based on the research group level evaluations, each school-based panel was asked to offer an overall assessment of the school’s research activities and quality of research. A separate team of the panellists were responsible for the assessment of the three research platforms. The University Panel, consisting of the panel chair and the chairs of the school-based panels, was asked to provide an integrating evaluation of the quality of research activities and environment at the University of Vaasa and to offer recommendations for how the university should develop its research. The results of the assessment and the expert panels’ reports and recommendations will have an effect on the strategic development of research within the university from 2023 onwards. Evaluation indicated that several research groups are currently at a high international level. The areas represented at the University of Vaasa are ones where excellent researchers have many possibilities. The societal impact of research and the industrial cooperation with regional businesses and also the wider interaction with the society work very well at the University of Vaasa. The flexibility of the cooperation seems to be far greater than in many other universities. Many of the projects contribute clearly to the research and the education of the university and provide useful information for the companies the research groups partner with. However, building international research capacity will remain challenging. This is partly a product of the size of the University and the research groups, most of which are relatively small and rely on a small number of high performing professors. The international experts gave several recommendations on how to improve the quality of research at the University of Vaasa. Externally funded projects that support the university’s aim to become an international research university should be encouraged. The experts suggested that the strategy is augmented with more concrete goals on the research focus, quality, and volume. The implementation plan should specify at some level what would be the areas, or modes of operation, in which the university wants to excel, and how this excellence is going to be measured. Recruitment should be prioritised based on the strategy of the university and the availability of excellent people. The university also should consider using international Professors of Practice and inviting more international Visiting Professorships. Moreover, increased possibilities for faculty and PhD students to engage in international activities could boost production of top-level research. The panels also assessed the role of the evaluated units and the internal cooperation within the university. The research groups vary a lot in their size, but also in their cohesion. The panellists saw that in terms of organisation, some groups were tight clusters, while other groups did not seem to have a clear structure. They considered that it would be very useful if each researcher would have an intellectual home base at the university. The panellists perceived the relationship between research groups and platforms to be unclear. The model was considered complicated relative to the size of the schools and the university. The panellists suggested reviewing the role and form of the platforms. In particular, the panellists suggested that in relation to the service of schools and their research groups, the platforms should have a supporting role, instead of trying to form research identities of their own. However, the panellists also considered that there is no definite need to have all the platforms operate in the same way

    A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution

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    Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners

    Rethink Digital Health Innovation: Understanding Socio-Technical Interoperability as Guiding Concept

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    Diese Dissertation sucht nach einem theoretischem Grundgerüst, um komplexe, digitale Gesundheitsinnovationen so zu entwickeln, dass sie bessere Erfolgsaussichten haben, auch in der alltäglichen Versorgungspraxis anzukommen. Denn obwohl es weder am Bedarf von noch an Ideen für digitale Gesundheitsinnovationen mangelt, bleibt die Flut an erfolgreich in der Praxis etablierten Lösungen leider aus. Dieser unzureichende Diffusionserfolg einer entwickelten Lösung - gern auch als Pilotitis pathologisiert - offenbart sich insbesondere dann, wenn die geplante Innovation mit größeren Ambitionen und Komplexität verbunden ist. Dem geübten Kritiker werden sofort ketzerische Gegenfragen in den Sinn kommen. Beispielsweise was denn unter komplexen, digitalen Gesundheitsinnovationen verstanden werden soll und ob es überhaupt möglich ist, eine universale Lösungsformel zu finden, die eine erfolgreiche Diffusion digitaler Gesundheitsinnovationen garantieren kann. Beide Fragen sind nicht nur berechtigt, sondern münden letztlich auch in zwei Forschungsstränge, welchen ich mich in dieser Dissertation explizit widme. In einem ersten Block erarbeite ich eine Abgrenzung jener digitalen Gesundheitsinnovationen, welche derzeit in Literatur und Praxis besondere Aufmerksamkeit aufgrund ihres hohen Potentials zur Versorgungsverbesserung und ihrer resultierenden Komplexität gewidmet ist. Genauer gesagt untersuche ich dominante Zielstellungen und welche Herausforderung mit ihnen einhergehen. Innerhalb der Arbeiten in diesem Forschungsstrang kristallisieren sich vier Zielstellungen heraus: 1. die Unterstützung kontinuierlicher, gemeinschaftlicher Versorgungsprozesse über diverse Leistungserbringer (auch als inter-organisationale Versorgungspfade bekannt); 2. die aktive Einbeziehung der Patient:innen in ihre Versorgungsprozesse (auch als Patient Empowerment oder Patient Engagement bekannt); 3. die Stärkung der sektoren-übergreifenden Zusammenarbeit zwischen Wissenschaft und Versorgungpraxis bis hin zu lernenden Gesundheitssystemen und 4. die Etablierung daten-zentrierter Wertschöpfung für das Gesundheitswesen aufgrund steigender bzgl. Verfügbarkeit valider Daten, neuen Verarbeitungsmethoden (Stichwort Künstliche Intelligenz) sowie den zahlreichen Nutzungsmöglichkeiten. Im Fokus dieser Dissertation stehen daher weniger die autarken, klar abgrenzbaren Innovationen (bspw. eine Symptomtagebuch-App zur Beschwerdedokumentation). Vielmehr adressiert diese Doktorarbeit jene Innovationsvorhaben, welche eine oder mehrere der o.g. Zielstellung verfolgen, ein weiteres technologisches Puzzleteil in komplexe Informationssystemlandschaften hinzufügen und somit im Zusammenspiel mit diversen weiteren IT-Systemen zur Verbesserung der Gesundheitsversorgung und/ oder ihrer Organisation beitragen. In der Auseinandersetzung mit diesen Zielstellungen und verbundenen Herausforderungen der Systementwicklung rückte das Problem fragmentierter IT-Systemlandschaften des Gesundheitswesens in den Mittelpunkt. Darunter wird der unerfreuliche Zustand verstanden, dass unterschiedliche Informations- und Anwendungssysteme nicht wie gewünscht miteinander interagieren können. So kommt es zu Unterbrechungen von Informationsflüssen und Versorgungsprozessen, welche anderweitig durch fehleranfällige Zusatzaufwände (bspw. Doppeldokumentation) aufgefangen werden müssen. Um diesen Einschränkungen der Effektivität und Effizienz zu begegnen, müssen eben jene IT-System-Silos abgebaut werden. Alle o.g. Zielstellungen ordnen sich dieser defragmentierenden Wirkung unter, in dem sie 1. verschiedene Leistungserbringer, 2. Versorgungsteams und Patient:innen, 3. Wissenschaft und Versorgung oder 4. diverse Datenquellen und moderne Auswertungstechnologien zusammenführen wollen. Doch nun kommt es zu einem komplexen Ringschluss. Einerseits suchen die in dieser Arbeit thematisierten digitalen Gesundheitsinnovationen Wege zur Defragmentierung der Informationssystemlandschaften. Andererseits ist ihre eingeschränkte Erfolgsquote u.a. in eben jener bestehenden Fragmentierung begründet, die sie aufzulösen suchen. Mit diesem Erkenntnisgewinn eröffnet sich der zweite Forschungsstrang dieser Arbeit, der sich mit der Eigenschaft der 'Interoperabilität' intensiv auseinandersetzt. Er untersucht, wie diese Eigenschaft eine zentrale Rolle für Innovationsvorhaben in der Digital Health Domäne einnehmen soll. Denn Interoperabilität beschreibt, vereinfacht ausgedrückt, die Fähigkeit von zwei oder mehreren Systemen miteinander gemeinsame Aufgaben zu erfüllen. Sie repräsentiert somit das Kernanliegen der identifizierten Zielstellungen und ist Dreh- und Angelpunkt, wenn eine entwickelte Lösung in eine konkrete Zielumgebung integriert werden soll. Von einem technisch-dominierten Blickwinkel aus betrachtet, geht es hierbei um die Gewährleistung von validen, performanten und sicheren Kommunikationsszenarien, sodass die o.g. Informationsflussbrüche zwischen technischen Teilsystemen abgebaut werden. Ein rein technisches Interoperabilitätsverständnis genügt jedoch nicht, um die Vielfalt an Diffusionsbarrieren von digitalen Gesundheitsinnovationen zu umfassen. Denn beispielsweise das Fehlen adäquater Vergütungsoptionen innerhalb der gesetzlichen Rahmenbedingungen oder eine mangelhafte Passfähigkeit für den bestimmten Versorgungsprozess sind keine rein technischen Probleme. Vielmehr kommt hier eine Grundhaltung der Wirtschaftsinformatik zum Tragen, die Informationssysteme - auch die des Gesundheitswesens - als sozio-technische Systeme begreift und dabei Technologie stets im Zusammenhang mit Menschen, die sie nutzen, von ihr beeinflusst werden oder sie organisieren, betrachtet. Soll eine digitale Gesundheitsinnovation, die einen Mehrwert gemäß der o.g. Zielstellungen verspricht, in eine existierende Informationssystemlandschaft der Gesundheitsversorgung integriert werden, so muss sie aus technischen sowie nicht-technischen Gesichtspunkten 'interoperabel' sein. Zwar ist die Notwendigkeit von Interoperabilität in der Wissenschaft, Politik und Praxis bekannt und auch positive Bewegungen der Domäne hin zu mehr Interoperabilität sind zu verspüren. Jedoch dominiert dabei einerseits ein technisches Verständnis und andererseits bleibt das Potential dieser Eigenschaft als Leitmotiv für das Innovationsmanagement bislang weitestgehend ungenutzt. An genau dieser Stelle knüpft nun der Hauptbeitrag dieser Doktorarbeit an, in dem sie eine sozio-technische Konzeptualisierung und Kontextualisierung von Interoperabilität für künftige digitale Gesundheitsinnovationen vorschlägt. Literatur- und expertenbasiert wird ein Rahmenwerk erarbeitet - das Digital Health Innovation Interoperability Framework - das insbesondere Innovatoren und Innovationsfördernde dabei unterstützen soll, die Diffusionswahrscheinlichkeit in die Praxis zu erhöhen. Nun sind mit diesem Framework viele Erkenntnisse und Botschaften verbunden, die ich für diesen Prolog wie folgt zusammenfassen möchte: 1. Um die Entwicklung digitaler Gesundheitsinnovationen bestmöglich auf eine erfolgreiche Integration in eine bestimmte Zielumgebung auszurichten, sind die Realisierung eines neuartigen Wertversprechens sowie die Gewährleistung sozio-technischer Interoperabilität die zwei zusammenhängenden Hauptaufgaben eines Innovationsprozesses. 2. Die Gewährleistung von Interoperabilität ist eine aktiv zu verantwortende Managementaufgabe und wird durch projektspezifische Bedingungen sowie von externen und internen Dynamiken beeinflusst. 3. Sozio-technische Interoperabilität im Kontext digitaler Gesundheitsinnovationen kann über sieben, interdependente Ebenen definiert werden: Politische und regulatorische Bedingungen; Vertragsbedingungen; Versorgungs- und Geschäftsprozesse; Nutzung; Information; Anwendungen; IT-Infrastruktur. 4. Um Interoperabilität auf jeder dieser Ebenen zu gewährleisten, sind Strategien differenziert zu definieren, welche auf einem Kontinuum zwischen Kompatibilitätsanforderungen aufseiten der Innovation und der Motivation von Anpassungen aufseiten der Zielumgebung verortet werden können. 5. Das Streben nach mehr Interoperabilität fördert sowohl den nachhaltigen Erfolg der einzelnen digitalen Gesundheitsinnovation als auch die Defragmentierung existierender Informationssystemlandschaften und trägt somit zur Verbesserung des Gesundheitswesens bei. Zugegeben: die letzte dieser fünf Botschaften trägt eher die Färbung einer Überzeugung, als dass sie ein Ergebnis wissenschaftlicher Beweisführung ist. Dennoch empfinde ich diese, wenn auch persönliche Erkenntnis als Maxim der Domäne, der ich mich zugehörig fühle - der IT-Systementwicklung des Gesundheitswesens

    La traduzione specializzata all’opera per una piccola impresa in espansione: la mia esperienza di internazionalizzazione in cinese di Bioretics© S.r.l.

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    Global markets are currently immersed in two all-encompassing and unstoppable processes: internationalization and globalization. While the former pushes companies to look beyond the borders of their country of origin to forge relationships with foreign trading partners, the latter fosters the standardization in all countries, by reducing spatiotemporal distances and breaking down geographical, political, economic and socio-cultural barriers. In recent decades, another domain has appeared to propel these unifying drives: Artificial Intelligence, together with its high technologies aiming to implement human cognitive abilities in machinery. The “Language Toolkit – Le lingue straniere al servizio dell’internazionalizzazione dell’impresa” project, promoted by the Department of Interpreting and Translation (Forlì Campus) in collaboration with the Romagna Chamber of Commerce (Forlì-Cesena and Rimini), seeks to help Italian SMEs make their way into the global market. It is precisely within this project that this dissertation has been conceived. Indeed, its purpose is to present the translation and localization project from English into Chinese of a series of texts produced by Bioretics© S.r.l.: an investor deck, the company website and part of the installation and use manual of the Aliquis© framework software, its flagship product. This dissertation is structured as follows: Chapter 1 presents the project and the company in detail; Chapter 2 outlines the internationalization and globalization processes and the Artificial Intelligence market both in Italy and in China; Chapter 3 provides the theoretical foundations for every aspect related to Specialized Translation, including website localization; Chapter 4 describes the resources and tools used to perform the translations; Chapter 5 proposes an analysis of the source texts; Chapter 6 is a commentary on translation strategies and choices

    Speculative futures on ChatGPT and generative artificial intelligence (AI): a collective reflection from the educational landscape

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    While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd)and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindse

    NEMISA Digital Skills Conference (Colloquium) 2023

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    The purpose of the colloquium and events centred around the central role that data plays today as a desirable commodity that must become an important part of massifying digital skilling efforts. Governments amass even more critical data that, if leveraged, could change the way public services are delivered, and even change the social and economic fortunes of any country. Therefore, smart governments and organisations increasingly require data skills to gain insights and foresight, to secure themselves, and for improved decision making and efficiency. However, data skills are scarce, and even more challenging is the inconsistency of the associated training programs with most curated for the Science, Technology, Engineering, and Mathematics (STEM) disciplines. Nonetheless, the interdisciplinary yet agnostic nature of data means that there is opportunity to expand data skills into the non-STEM disciplines as well.College of Engineering, Science and Technolog
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