Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research

The teacher-research agenda has become a significant consideration for policy and professional development in a number of countries. Encouraging research-based teacher education programmes remains an important goal, where teachers are able to effectively utilize educational research as part of their work in school settings and to reflect on and enhance their professional development. In the last decade, teacher research has grown in importance across the three i’s of the teacher learning continuum: initial, induction and in-service teacher education. This has been brought into even starker relief with the global spread of COVID-19, and the enforced and emergency, wholesale move to digital education. Now, perhaps more than ever, teachers need the perspective and support of research-led practice, particularly in how to effectively use Internet technologies to mediate and enhance learning, teaching and assessment online, and new blended modalities for education that must be physically distant. The aim of this paper is to present a number of professional development open educational systems which exist or are currently being developed to support teachers internationally, to engage with, use and do research. Exemplification of the opening up of research to schools and teachers is provided in the chapter through reference to the European Union-funded Erasmus + project, BRIST: Building Research Infrastructures for School Teachers. BRIST is developing technology to coordinate and support teacher-research at a European level

Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic.

This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices

Celebrating Spatial Planning at TU Delft 2008-2019:

The Department of Urbanism of the TU Delft is organised in five sections: Spatial Planning & Strategy (SPS), Urban Design, Environmental Modelling, Urban Studies, and Landscape Architecture. SPS has three distinct and complementary pillars: (i) Spatial Planning & Strategy, (ii) Regional Design and Planning, and (iii) International Urbanisation & Development Planning. Spatial Planning at TU Delft has an evident, but unique relationship with spatial design, focusing on the development and transformation of spatial form, composition, patterns, structures, and networks. Spatial Planning, together with Design and Technology, form the key pillars to Urbanism at Delft University of Technology. This integrative approach to urbanism has a long history at TU Delft and makes the University’s academic profile in spatial planning highly distinctive and also highly ranked. All over the world, cities and regions are challenged by the risks and opportunities associated with accelerating challenges arising from migration, climate change, the fourth industrial revolution, globalisation, rising inequality, and political instability. They face urgent questions with respect to sustainable growth and transformation that can only be tackled in an interdisciplinary integrative way that promotes social, economic, and environmental sustainability and spatial justice. In other words, they are not only concerned with what to do (i.e. the objectives of spatial planning) but also with how to do it (i.e. processes of democratic citizen engagement and governance). Over recent decades, spatial planning, policy-making and territorial governance have changed drastically. First, trends of deregulation and decentralisation have had a large impact on traditionally strong spatial planning authorities, such as national governments and national bodies of planning. They have repositioned themselves and gotten new responsibilities, but regional and local planning authorities have had to adapt as well. Additionally, at least in the European Union, private stakeholders and civil society have been given much more room to co-create spatial plans and interventions with those planning authorities. Spatial planning has developed into an inter- and transdisciplinary activity, especially in advanced economies. Secondly, vision and strategy-making have become mainstream in spatial planning with an increased understanding of the complex, uncertain, networked, and dynamic nature of cities and regions. Planning for resilience and sustainability, for organic growth, for flexibility, and for adaptivity means that planning has become a process of intensive interaction, negotiation, and communication between involved stakeholders, looking for shared visions and strategies to go forward. Such a process is helped by diverse tools and ways of approaching the tasks at hand, with the formulation of alternative spatial scenarios and by vision and strategy-making. These tools contribute to a new planning paradigm that focuses on communication and consensus-seeking in collaborative decision-making processes. This has increased the need for urbanism-planning professionals who can lead, guide, facilitate, mediate, manage, and steer those processes, across a variety of spatial scales, from neighbourhood to city-region and beyond. Thirdly, spatial planning has become a more digitised and digitally supported process in many ways. In several places, spatial planning processes are based on E-participation and innovative ways of citizen engagement. Urban (big) data and sophisticated 2D and 3D analysis, visualisation, modelling, and decision-making tools are providing urbanism professionals with more input on the city than ever before, making urban policy-making processes potentially more transparent, explicit, and democratic, and strongly underpinned and supported by actual and dynamic data that allows for evidence-based decision- making. The changes within the professional field of spatial planning come with many questions that can be researched at the University , focusing on issues of: fairness, spatial justice, and democracy building; the roles and responsibilities of stakeholders in spatial development processes, including the roles and values of planners spatial decision-making processes and how they are informed by socio-spatial data (analysis). SPS contributes to teaching and research on these questions and contributes to the understanding of theoretical perspectives on the nature, scope, and effects of spatial planning. Our section focuses on (i) international and European territorial governance and policy-making, including their potential for democracy building, (ii) contemporary methods of spatial planning, spatial planning instruments, and spatial planning systems, (iii) territorial evidence and impact assessment. By doing so, the Section contributes to theories of spatial planning and builds on SPS’s strong tradition of international comparative studies. TU Delft is the leading institution in the Netherlands for research and education on Urbanism. It has an established track record of excellence in research, teaching, and learning, confirmed by external assessments

5th International Open and Distance Learning Conference Proceedings Book = 5. Uluslararası Açık ve Uzaktan Öğrenme Konferansı Bildiri Kitabı

In celebration of our 40th anniversary in open and distance learning, we are happy and proud to organize the 5th International Open & Distance Learning Conference- IODL 2022, which was held at Anadolu University, Eskişehir, Türkiye on 28-30 September 2022. After the conferences in 2002, 2006, 2010, and 2019, IODL 2022 is the 5th IODL event hosted by Anadolu University Open Education System (OES)

The COVID-19 Clinician Cohort (CoCCo) Study: Empirically Grounded Recommendations for Forward-Facing Psychological Care of Frontline Doctors

In this book, we focus on health and wellbeing in the workforce within the context of the global COVID-19 pandemic, and the post-pandemic era. We begin by exploring the impacts of the pandemic on diverse occupational groups, considering the broader mental health impacts of the pandemic, reactions to national lockdowns and behavioural strategies to control the spread of the virus, such as social distancing and self-isolation, attitudes towards infection control and work presenteeism. Next, we explore the relationship between job factors, working conditions and psychological wellbeing of employees. The papers that follow examine changes in work patterns and locations, such as remote, hybrid, and on-site working, the impact of organizational climate on mental wellbeing, and organizational approaches to return-to-work after lockdown. Finally, we present innovative organizational- and individual-level pandemic mitigation interventions, including SARS-CoV-2 testing services and infection control approaches, digital mental health support, and COVID-19 Vaccine Education. This collection demonstrates the breadth of research on work, health and wellbeing, during and beyond the COVID-19 pandemic, covering workforce impacts and workforce interventions in various countries and settings. Learning from this research will help to build global preparedness for future pandemics and foster resilience for responding in times of crisis and uncertainty

Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward

No abstract available

Perspectives and Theories of Social Innovation for Ageing Population

In recent years we may observe increasing interest in the development of social innovation both regarding theory as well as the practice of responding to social problems and challenges. One of the crucial challenges at the beginning of the 21st century is population ageing. Various new and innovative initiatives, programs, schemes, and projects to respond to negative consequences of this demographic process are emerging around the world. However, social theories related to ageing are still insufficiently combined with these new practices, social movements, organisational models, and institutions. Many scholars are still using notions and tools from classical theories of social gerontology or the sociology of ageing such as disengagement theory, activity theory, and successful and productive ageing. Such theories do not sufficiently explain ageing in the context of, for example, a broad use of the information and communications technologies (ICTs) including robotics and automation, new healthcare and long-term care models, advancements in the development and governance of age-friendly environments, and public engagement of older adults into co-production of services delivered by public, private, non-governmental as well as non-formal entities

Workplace Health and Wellbeing during and beyond COVID-19

In this reprint, we focus on health and wellbeing in the workforce within the context of the global COVID-19 pandemic, and the post-pandemic era. We begin by exploring the impacts of the pandemic on diverse occupational groups, considering the broader mental health impacts of the pandemic, reactions to national lockdowns and behavioural strategies to control the spread of the virus, such as social distancing and self-isolation, attitudes towards infection control and work presenteeism. Next, we explore the relationship between job factors, working conditions and psychological wellbeing of employees. The papers that follow examine changes in work patterns and locations, such as remote, hybrid, and on-site working, the impact of organizational climate on mental wellbeing, and organizational approaches to return-to-work after lockdown. Finally, we present innovative organizational- and individual-level pandemic mitigation interventions, including SARS-CoV-2 testing services and infection control approaches, digital mental health support, and COVID-19 Vaccine Education. This collection demonstrates the breadth of research on work, health and wellbeing, during and beyond the COVID-19 pandemic, covering workforce impacts and workforce interventions in various countries and settings. Learning from this research will help to build global preparedness for future pandemics and foster resilience for responding in times of crisis and uncertainty

The development of an assessment of freedom for people living with dementia

Within the UK over 850,000 people live with dementia, 650,000 remain in their homes with the support of 600,000 carers. A problem faced by community dwelling PLWD is that of becoming lost when leaving their home. Carers may restrict the freedom of PLWD due to concerns about their safety. Leaving the home unsafely is a significant risk for PLWD with up to a third of people living with the condition becoming lost at some point. This is a frightening and distressing experience which may lead to injury and anxiety. However, when involved in research people living with dementia have identified the benefits of being involved with their local community and environment. For those whose condition is more advanced being able to walk may be calming and reduce agitation and distress. The issue of freedom for people living with the dementia is then a difficult balance between the benefits of risk and safety. This research developed an assessment of freedom for people living with dementia and a theoretical model of freedom. The acronym FREEDEM was used for the assessment. Methods This PhD used an exploratory sequential mixed methods approach to develop FREEDEM. A theoretical model of freedom was initially developed from philosophy. A scoping review collated relevant literature to identify the elements of this assessment. Thirty semi structured interviews were carried out with people living with dementia, carers, and occupational therapists. In these interviews the definition of freedom was explored and how this changed as the condition progressed. This data was used to refine the theoretical model of freedom. Results from the interviews and scoping review were synthesised using triangulation to inform the development of FREEDEM. The assessment components were then subjected to a Delphi study. Results from the Delphi study were used to finalise FREEDEM. Patient and public involvement was integrated into the research process, including study documentation and topic guide design. Results This assessment includes the assessment of risk, early warning systems, carer education, social groups, and telecare technology. The theoretical model identified that elements of the definition of freedom from PLWD included freedom of movement, social integration, choice of activities and relational autonomy. People living with dementia demonstrated an ethic of care towards their carers and the wider community at a point when they had capacity, and insight into the implications of their condition. This was manifested as a concern for both their carers and the wider community if they became lost. This ethic of care changed as the condition progressed. This then led to a situation where freedom may be sought, and carer’s freedom may be compromised as a result. Carers considered their freedom was defended or conceded depending upon their prior relationship with the PLWD and other demands upon their time. Conclusion In the event the freedom of the person living with dementia is restricted they are potentially deprived of their liberty. A legal authorisation may be required for the carer’s actions. Rather than this formal authorisation the assessment aims to facilitate freedom for people living with dementia thereby avoiding the needs for a judicial process. Instead, the person living with condition will be assessed by an occupational therapist who will carry out an assessment that facilitates their freedom and provides support to their carers in facilitating this freedom