An Investigation Of How Faculty Learn To Teach At A Distance With Technology: Their Strategies For Solving The Problem

This exploratory, qualitative research study sought to understand--from the faculty members\u27 viewpoint--how they went about learning to teach at a distance with technology when not required to attend training. Findings point toward the importance of institutional context and indicate that some developmental process is occurring

Community-based knowledge translation: unexplored opportunities

<p>Abstract</p> <p>Background</p> <p>Knowledge translation is an interactive process of knowledge exchange between health researchers and knowledge users. Given that the health system is broad in scope, it is important to reflect on how definitions and applications of knowledge translation might differ by setting and focus. Community-based organizations and their practitioners share common characteristics related to their setting, the evidence used in this setting, and anticipated outcomes that are not, in our experience, satisfactorily reflected in current knowledge translation approaches, frameworks, or tools.</p> <p>Discussion</p> <p>Community-based organizations face a distinctive set of challenges and concerns related to engaging in the knowledge translation process, suggesting a unique perspective on knowledge translation in these settings. Specifically, community-based organizations tend to value the process of working in collaboration with multi-sector stakeholders in order to achieve an outcome. A feature of such community-based collaborations is the way in which 'evidence' is conceptualized or defined by these partners, which may in turn influence the degree to which generalizable research evidence in particular is relevant and useful when balanced against more contextually-informed knowledge, such as tacit knowledge. Related to the issues of evidence and context is the desire for local information. For knowledge translation researchers, developing processes to assist community-based organizations to adapt research findings to local circumstances may be the most helpful way to advance decision making in this area. A final characteristic shared by community-based organizations is involvement in advocacy activities, a function that has been virtually ignored in traditional knowledge translation approaches.</p> <p>Summary</p> <p>This commentary is intended to stimulate further discussion in the area of community-based knowledge translation. Knowledge translation, and exchange, between communities, community-based organizations, decision makers, and researchers is likely to be beneficial when ensuring that 'evidence' meets the needs of all end users and that decisions are based on both relevant research and community requirements. Further exploratory work is needed to identify alternative methods for evaluating these strategies when applied within community-based settings.</p

New Spaces: Safeguarding Students from Violence and Hate

Full report of the HEFCE Catalyst funded projectSexual assault, harassment, violence and hate crime on university campuses is a prevalent and pressing concern. A recent Universities UK taskforce report recommended that urgent action in this area is needed. Universities are significant sites for implementing a joined-up approach and tackling these issues. As a campus of Changemakers, students, inter-disciplinary researchers, professional and support staff at The University of Northampton decided to take action to address these significant and important issues, in particular within the context of a major campus move to a town centre location. As one of only 60 institutions across the country to be awarded funding from HEFCE’s Catalyst fund, this ‘New Spaces: Safeguarding Students from Violence and Hate’ cross collaborative project aimed to create vital partnerships in tackling sexual violence and hate crime on campus. The aims of the project were to evaluate existing policies and develop a student-led collaborative approach to identify what currently happens when disclosures are made; staff and student perceptions, knowledge and experiences within the campus transition; as well as providing recommendations for new institutional policies, strategies and recommendations to support students in reporting harassment, sexual abuse, sexual violence and hate crime. This project also contributes to HEFCE’s wider work in creating guidelines and recommendations for HEIs for addressing these issues. A survey of the published literature, as well as an evaluation of existing processes and policies at The University of Northampton were carried out within this project. Data collection involved 2 Staff and 2 student focus groups, as well as 11 interviews with members of the university management team. These were conducted to discuss staff and student experiences, what support was in place for disclosures and recommendations for future practice within the transition to the new campus. One of the student focus groups utilised photo-elicitation methods to allow students to visually conceptualise and create a new, safe campus space. Recommendations are provided for understanding the prevalence of these issues within a campus context; tackle normative beliefs which may influence how they are perceived; increasing knowledge and awareness of sexual violence and hate crime; implementing mechanisms for disclosure and reporting; addressing issues related to security measures and procedures; enhancing partnership working within the local community. These recommendations have local impact and are being used to inform institutional policies and procedures at The University. Project findings are also being implemented into HEFCE’s wider work and national action around these issues. Internationally, the dissemination of these findings is contributing to the limited research in this area

TIDieR-PHP: a reporting guideline for population health and policy interventions

We lack guidance on how to describe population health and policy (PHP) interventions in reports of evaluation studies. PHP interventions are legal, fiscal, structural, organisational, environmental, and policy interventions such as the regulation of unhealthy commodities, health service reorganisation, changes in welfare policy, and neighbourhood improvement schemes. Many PHP interventions have characteristics that are important for their implementation and success but are not adequately captured in the original Template for Intervention Description and Replication (TIDieR) checklist. This article describes the development of a revised reporting template for PHP interventions (TIDieR-PHP) and presents the checklist with examples for each ite

The Urgency to Train Online Instructors

Coronavirus (COVID-19) has redefined the manner in which those seeking advanced degrees will succeed in the academic arena. Due to the effectiveness of learning in the traditional brick-and-mortar classroom, a certain sense of complacency exists but suddenly, learners are forced to alter that established learning path and arrive at new methods of acquiring information. Alongside the COVID-19 attack, the modern era of academia calls for the need and desire to learn in online, distance education learning programs. Long distance teaching programs are designed to rely upon the abilities of technology to facilitate effective communication as well as the sharing of information, human interaction, and knowledge building for those post-baccalaureate learners. In order for this process to occur, educators must be adequately trained to ensure successes on the parts of their students but it has been reported by many that such training is not typical of course room preparation and design. Limited information exists about “teaching teachers” to become online instructors, to construct their course rooms for student success, to become knowledgeable and skilled at using online technology, or how to overcome limitations that exist with many classroom devices. Online instructors find themselves questioning whether they have provided ample opportunity for learners to interact with one another, for learners to see their instructors as accessible and transparent, and ultimately to utilize the technology they have been presented. Many distance educators report that they are inexperienced in such a program, are untrained and ill-prepared for the online teaching experience, and ultimately worry about the imminent effects on their students. In the end, despite the need and desire for long-distance education, the issue of “teaching online instructors to effectively teach” remains a paramount concern

Recognising the importance of preference change: A call for a coordinated multidisciplinary research effort in the age of AI

As artificial intelligence becomes more powerful and a ubiquitous presence in daily life, it is imperative to understand and manage the impact of AI systems on our lives and decisions. Modern ML systems often change user behavior (e.g. personalized recommender systems learn user preferences to deliver recommendations that change online behavior). An externality of behavior change is preference change. This article argues for the establishment of a multidisciplinary endeavor focused on understanding how AI systems change preference: Preference Science. We operationalize preference to incorporate concepts from various disciplines, outlining the importance of meta-preferences and preference-change preferences, and proposing a preliminary framework for how preferences change. We draw a distinction between preference change, permissible preference change, and outright preference manipulation. A diversity of disciplines contribute unique insights to this framework.Comment: Accepted at the AAAI-22 Workshop on AI For Behavior Change held at the Thirty-Sixth AAAI Conference on Artificial Intelligence (AAAI-22), 7 pages, 1 figur

The influence on unaided vision of age, pupil diameter and spherocylindrical refractive error

Background - The aim was to derive equations for the relationship between unaided vision and age, pupil diameter, iris colour and sphero-cylindrical refractive error. Methods - Data were collected from 663 healthy right eyes of white subjects aged 20 to 70 years. Subjective sphero-cylindrical refractive errors ranged from -6.8 to +9.4 D (mean spherical equivalent), -1.5 to +1.9 D (orthogonal component, J0) and -0.8 to 1.0 D (oblique component, J45). Cylinder axis orientation was orthogonal in 46 per cent of the eyes and oblique in 18 per cent. Unaided vision (-0.3 to +1.3 logMAR), pupil diameter (2.3 to 7.5 mm) and iris colour (67 per cent light/blue irides) was recorded. The sample included mostly females (60 per cent) and many contact lens wearers (42 per cent) and so the influences of these parameters were also investigated. Results - Decision tree analysis showed that sex, iris colour, contact lens wear and cylinder axis orientation did not influence the relationship between unaided vision and refractive error. New equations for the dependence of the minimum angle of resolution on age and pupil diameter arose from step backwards multiple linear regressions carried out separately on the myopes (2.91.scalar vector +0.51.pupil diameter -3.14 ) and hyperopes (1.55.scalar vector + 0.06.age – 3.45 ). Conclusion - The new equations may be useful in simulators designed for teaching purposes as they accounted for 81 per cent (for myopes) and 53 per cent (for hyperopes) of the variance in measured data. In comparison, previously published equations accounted for not more than 76 per cent (for myopes) and 24 per cent (for hyperopes) of the variance depending on whether they included pupil size. The new equations are, as far as is known to the authors, the first to include age. The age-related decline in accommodation is reflected in the equation for hyperopes

Motivation, constraint and association: an analysis of Killeen's (1994) mathematical principles of reinforcement.

Mathematical principles of reinforcement (MPR; Killeen, 1994) is a useful model for predicting and describing behaviour. MPR is based upon three general principles represented by three independent parameters in the model: (1) incentives elicit responses and the quality or amount of a reinforcer will effect organisms arousal and motivation to work for that particular reinforcer (specific activation; a in the model), (2) there are time and energy constraints on responding resulting in ceilings on response rates (constraint; δ), and (3) reinforcement only occurs to the extent that responses are associated with reinforcers (Coupling; c.). This experiment tested the ability of MPR to predict response rates when the minimum force requirement to make a response and the reinforcer duration was increased. Five hens responded on a geometric fixed ratio (FR) schedule in three conditions; low force requirement, small reinforcer (0.24 N, 2-s access), high force requirement, small reinforcer (1.1 N, 2-s access) and high force requirement, large reinforcer (1.1 N, 4-s access). Response rates were well described by a bitonic function as predicted. Response rates were higher and the hens ceased responding at higher FR values when the force requirement was low. Constraint (δ) was not significantly affected by the increase in force requirement. Interestingly, estimates of a were most effected by the increase in force requirement. Estimates of a were not affected by the increase in the magnitude of the reinforcer. It was concluded that doubling the incentive value may require more than doubling the amount of reinforcement. Additionally, there may be a need to distinguish between time to make a response and effort required with the latter impacting more on the motivation of the organism

Magpie Trial in the UK: methods and additional data for women and children at 2 years following pregnancy complicated by pre-eclampsia

Background: The Magpie Trial, a randomised trial comparing magnesium sulphate with placebo for women with pre-eclampsia. This paper describes methods used for follow up in the UK, and presents additional data collected. Methods: In the UK 774 women and their 827 children were included; excluded were women discharged without a surviving child and families who opted out. General practitioners were sent a questionnaire when the child was around 18 months old. When the child was two years, or older, questionnaires asking about the health of the women and children were posted to families. A sample of families was offered a home visit, during which the child was assessed using the Bayley Scales of Infant Development. Results: Of the women, 12 were lost to follow up and three died. Of the children, 12 were lost to follow up, 5 were excluded and 19 died. General practitioners returned 688/759 (91%) questionnaires, as did 619/759 (82%) women. Responses were largely comparable. 32 women had serious morbidity potentially related to pre-eclampsia. 30% of children were reported to have been admitted to hospital. There were no clear differences between the randomised groups in the child's behaviour, women's fertility or use of health service resources. Conclusion: Data presented here provide further reassurance about the longer term safety of magnesium sulphate when used for women with pre-eclampsia. Postal questionnaires in the UK to assess the longer term health and wellbeing of women and children recruited to trials are feasible, and can achieve a high response rate. Responses from families and general practitioners were comparable. © 2009 Smyth et al; licensee BioMed Central Ltd