A new approach to teaching feedback

The Control and Dynamical Systems (CDS) Department at the California Institute of Technology (Caltech) has revised its entry-level curriculum in dynamics, feedback, and control with the goals of updating the subject matter to include modern tools and making control tools accessible to a nontraditional audience. One of the approaches made was to divide the introductory control theory class into two tracks, with a conceptual track geared toward students who need only a conceptual overview of control tools and an analytical track providing a more detailed mathematical treatment of feedback. The conceptual track, CDS 101, which is mainly discussed in the paper, is intended for advanced students in science and engineering who can benefit from an overview of control techniques but who might not have the need for the mathematical depth underlying the material. Special attention is paid to ensuring that the course is accessible to students from biological, physical, and information sciences, using examples from these domains to illustrate concepts. The goal of the course is to enable students to use the principles and tools of feedback in their research activities

Collaborative pedagogy and digital scholarship: a case study of 'Media Culture 2020'

This paper presents an educational case study of ‘Media Culture 2020’, an EU Erasmus Intensive Programme that utilised a range social media platforms and computer software to create open, virtual spaces where students from different countries and fields could explore and learn together. The multi-disciplinary project featured five universities from across Europe and was designed to develop new pedagogical frameworks to encourage collaborative approaches to teaching and learning in the arts. The main objective of the project was to break down classroom and campus walls by creating digital learning environments that facilitated new forms of production, transmission and representation of knowledge. Media Culture 2020 was designed to pilot a novel mode of ‘blended learning’, demonstrating a number of ways in which ‘Web 2.0’ networked technologies might be adopted by academics to encourage open and collaborative modes of practice. The project utilised a number of social media platforms (including Facebook, Twitter, Google+, Google Hangout, Google Docs and Blogger) to enhance the learning experiences of a diverse set of students from different cultural and international contexts. In doing so, Media Culture 2020 enabled participants with a diverse range skills and cultural experiences to develop new working practices that respond to the convergence of digital media and art, as well as the internationalisation of media production and business, through the use of open, interactive software

E-SKILLS IP – MASTERING THE 21ST CENTURY SKILLS

In this paper we will present the results of a case study carried out with attendees of an Erasmus Intensive Programme (e-skills IP - Competences for Collaboration and Knowledge Sharing in Digital Society), which has promoted the development of 21st century skills among participants. The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. The Intensive Programme took place during 2014 spring in Timisoara, Romania involving the participation of teachers (with skills in the areas of ICT, digital literacy, non-formal education and intervention, design & illustration and teacher education) and students (of teacher training, social education and intercultural relations and migration fields) from four different countries. The classes covered different tools and six tutors were involved. At the end, attendees were: able to master the different tools & applications; capable to use and select the most adequate web 2.0 tools & applications according with a specific situation; able to create and manage their PLE/N; able to share and work collaboratively in a synchronous and asynchronous way; able to communicate an idea and to interact with peers from different countries. The working methodology was hands on workshop based and a package of a two and a half weeks of sessions covering a variety of web 2.0 tools was prepared and delivered to the participants. The e-skills IP had a positive impact in the participants since they saw their 21st century skills enhanced along with foreign language skills improvement. They had the opportunity to learn about different cultures through the nation nights activities and to discover a bit more about cultural aspects of the host region/country through the social events. A website was built in order to aggregate all the contents and results of the IP. The IP gave an intense overview about the different tools that are available in the web 2.0 and that can be very useful for teaching/learning activities. Learning, literacy and life skills are key competences in this information age, with an impact not only in our daily lives but also in our professional and academic careers.info:eu-repo/semantics/publishedVersio

Evaluating the ‘Focus on Normal Birth and Reducing Caesarean section Rates Rapid Improvement Programme’: A mixed method study in England

Background Caesarean section plays an important role in ensuring safety of mother and infant but rising rates are not accompanied by measurable improvements in maternal or neonatal mortality or morbidity. The ‘Focus on Normal Birth and Reducing Caesarean section Rates Rapid Improvement Programme’ was a facilitative initiative developed to promote opportunities for normal birth and reduce Caesarean section rates in England. Objective To evaluate the ‘Focus on Normal Birth and Reducing Caesarean section Rates’ programme, by assessment of: impact on Caesarean section rates, use of service improvements tools and participants’ perceptions of factors that sustain or hinder work within participating maternity units. Design A mixed methods approach included analysis of mode of birth data, web-based questionnaires and in-depth semi-structured telephone interviews. Participants Twenty Hospital Trusts in England (selected from 68 who applied) took part in the ‘Focus on Normal Birth and Reducing Caesarean section Rates Rapid Improvement Programme’ initiative. In each hospital Trust, the head of midwifery, an obstetrician, the relevant lead for organisational development, a supervisor of midwives, or a clinical midwife and a service user representative were invited to participate in the independent evaluation. Methods Collection and analysis of mode of birth data from twenty participating hospital Trusts, web-based questionnaires administered to key individuals in all twenty Trusts and in-depth semi-structured telephone interviews conducted with key individuals in a sample of six Trusts. Results There was a marginal decline of 0.5% (25.9% from 26.4%) in mean total Caesarean section rate in the period 1 January 2009 to 31 January 2010 compared to the baseline period (1 July to 31 December 2008). Reduced total Caesarean section rates were achieved in eight trusts, all with higher rates at the beginning of the initiative. Features associated with lower Caesarean section rates included a shared philosophy prioritising normal birth, clear communication across disciplines and strong leadership at a range of levels, including executive support and clinical leaders within each discipline. Conclusions It is important that the philosophy and organisational context of care are examined to identify potential barriers and facilitative factors

Stroke education for healthcare professionals: making it fit for purpose

<b>Research questions:</b> 1. What are healthcare professionals’ (HCPs) educational priorities regarding stroke care? 2. Do stroke care priorities vary across the primary and secondary sectors? 3. How do HCPs conceive stroke care will be delivered in 2010? <b>Study design:</b> This was a two-year study using focus groups and interviews for instrument development, questionnaires for data collection and workshops to provide study feedback. Data were collected in 2005–06. <b>Study site:</b> One Scottish health board. <b>Inclusion criteria:</b> All National Health Service healthcare professionals working wherever stroke care occurred. <b>Population and sample:</b> Participants were drawn from 4 university teaching hospitals, 2 community hospitals, 1 geriatric medicine day hospital, 48 general practices (GPs), 12 care homes and 15 community teams. The sample comprised 155 doctors, 313 nurses, 133 therapists (physiotherapists, occupational therapists, speech and language therapists), and 29 ‘other HCPs’ (14 dieticians, 7 pharmacists, 2 podiatrists and 6 psychologists). <b>Results:</b> HCPs prefer face-to-face, accredited education but blended approaches are required that accommodate uni- and multidisciplinary demands. Doctors and nurses are more inclined towards discipline-specific training compared to therapists and other healthcare professionals (HCPs). HCPs in primary care and stroke units want more information on the social impact of stroke while those working in stroke units in particular are concerned with leadership in the multidisciplinary team. Nurses are the most interested in teaching patients and carers. <b>Conclusions</b> Stroke requires more specialist stroke staff, the upskilling of current staff and a national education pathway given that stroke care is most effectively managed by specialists with specific clinical skills. The current government push towards a flexible workforce is welcome but should be educationally-sound and recognise the career aspirations of healthcare professionals

Community hospitals – the place of local service provision in a modernising NHS: an integrative thematic literature review

Background: Recent developments within the United Kingdom's (UK) health care system have reawakened interest in community hospitals (CHs) and their role in the provision of health care. This integrative literature review sought to identify and assess the current evidence base for CHs. Methods: A range of electronic reference databases were searched from January 1984 to either December 2004 or February 2005: Medline, Embase, Web of Knowledge, BNI, CINAHL, HMIC, ASSIA, PsychInfo, SIGLE, Dissertation Abstracts, Cochrane Library, Kings Fund website, using both keywords and text words. Thematic analysis identified recurrent themes across the literature; narrative analyses were written for each theme, identifying unifying concepts and discrepant issues. Results: The search strategy identified over 16,000 international references. We included papers of any study design focussing on hospitals in which care was led principally by general practitioners or nurses. Papers from developing countries were excluded. A review of titles revealed 641 potentially relevant references; abstract appraisal identified 161 references for review. During data extraction, a further 48 papers were excluded, leaving 113 papers in the final review. The most common methodological approaches were cross-sectional/descriptive studies, commentaries and expert opinion. There were few experimental studies, systematic reviews, economic studies or studies that reported on longer-term outcomes. The key themes identified were origin and location of CHs; their place in the continuum of care; services provided; effectiveness, efficiency and equity of CHs; and views of patients and staff. In general, there was a lack of robust evidence for the role of CHs, which is partly due to the ad hoc nature of their development and lack of clear strategic vision for their future. Evidence for the effectiveness and efficiency of the services provided was limited. Most people admitted to CHs appeared to be older, suggesting that admittance to CHs was age-related rather than condition-related. Conclusion: Overall the literature surveyed was long on opinion and short of robust studies on CHs. While lack of evidence on CHs does not imply lack of effect, there is an urgent need to develop a research agenda that addresses the key issues of health care delivery in the CH setting

Moving from Data-Constrained to Data-Enabled Research: Experiences and Challenges in Collecting, Validating and Analyzing Large-Scale e-Commerce Data

Widespread e-commerce activity on the Internet has led to new opportunities to collect vast amounts of micro-level market and nonmarket data. In this paper we share our experiences in collecting, validating, storing and analyzing large Internet-based data sets in the area of online auctions, music file sharing and online retailer pricing. We demonstrate how such data can advance knowledge by facilitating sharper and more extensive tests of existing theories and by offering observational underpinnings for the development of new theories. Just as experimental economics pushed the frontiers of economic thought by enabling the testing of numerous theories of economic behavior in the environment of a controlled laboratory, we believe that observing, often over extended periods of time, real-world agents participating in market and nonmarket activity on the Internet can lead us to develop and test a variety of new theories. Internet data gathering is not controlled experimentation. We cannot randomly assign participants to treatments or determine event orderings. Internet data gathering does offer potentially large data sets with repeated observation of individual choices and action. In addition, the automated data collection holds promise for greatly reduced cost per observation. Our methods rely on technological advances in automated data collection agents. Significant challenges remain in developing appropriate sampling techniques integrating data from heterogeneous sources in a variety of formats, constructing generalizable processes and understanding legal constraints. Despite these challenges, the early evidence from those who have harvested and analyzed large amounts of e-commerce data points toward a significant leap in our ability to understand the functioning of electronic commerce.Comment: Published at http://dx.doi.org/10.1214/088342306000000231 in the Statistical Science (http://www.imstat.org/sts/) by the Institute of Mathematical Statistics (http://www.imstat.org

The Design and Development of a Multi-Disciplinary Project in Embedded Systems Design

As has been noted over the past ten years, “The wall between computer science and electrical engineering has kept the potential of embedded systems at bay. It is time to build a new scientific foundation with embedded systems design as the cornerstone, which will ensure a systematic and even-handed integration of the two fields.”[1] In Baylor University’s School of Engineering & Computer Science, the Embedded Systems course in the Department of Computer Science, and the Embedded Systems Design course in the Department of Electrical and Computer Engineering have been offered independent of each other in the recent past. In the past year, however, this is beginning to change, with plans developing to combine the project portion of the two courses into one multi-disciplinary group project. This paper will document the two courses – scope and sequence, as well as emphasis, equipment used, and delivery style – highlighting the need for a new and innovative approach at the systematic integration of software and hardware in the design and development of a mutli-disciplinary group project. The beta test of this group project is occurring in the fall 2017 semester, with full first-time full-scale deployment during the spring 2018 semester. The results of this beta test will be discussed, and the lessons learned and planned modifications to the course will be considered.Cockrell School of Engineerin