Professional Learning in healthcare settings in resource-limited environments: What are the tensions for professionals’ knowing and learning about antimicrobial resistance?

This article examines tensions that professionals in healthcare settings in low-to-middle income countries (LMICs) face in the evolving field around surveillance of antimicrobial resistance (AMR). Few public health problems are of greater global importance today than AMR, that poses a threat to our ability to treat infections. In this context, the microbiology laboratory occupies a prominent place and the knowledge field of microbiology is expanding. In this study, we interviewed twenty-three (n = 23) professionals with expertise on AMR and public health systems to synthesise knowledge on strengthening AMR surveillance in LMICs. By drawing on a practice approach [Schatzki, T. R. 2001. “Practice Ttheory.” In The Practice Turn in Contemporary Theory (1–14), edited by T. R. Schatzki, K. Knorr-Cetima, and E. von Savigny. New York: Routledge.] combined with socio-cultural and cultural-historical theories (CHAT) [Engeström, Y. 1987. Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit] the analysis reveals seven tensions between elements of the systems and discusses how such tensions serve to frame implications for implementing a capacity strengthening programme. The analysis shows that the novelty of the AMR as well as being a multi-disease and multisectoral by nature challenges existing forms of professional practice in healthcare settings. It also suggests that AMR requires to be dealt with through inter-professional and inter-sectoral approaches, while maintaining a focus across the local, national, and global systems, which is essential for initiatives that are set to address challenges to global health

Crossing over settings, practices and experiences: connecting learning in museums and classrooms

This chapter considers the potential of social and mobile technologies—and particularly of a microblogging technology—to support connections between formal and informal learning experiences. It particularly looks at the crossover between experiences in the classroom and the museum with a purpose to understand the relationship between a particular technology and how it elicits new forms of interactions that may support learning across settings. The chapter offers an empirical investigation that examines the use of a microblogging technology (Twitter) by a Year 9 History class (13-14s) from a secondary school in Milton Keynes during a trip to the Museum of London (http://www.museumoflondon.org.uk/). It draws the concept of 'mobile pedagogy' (Kukulska-Hulme et al., 2015) to examine designs and pedagogies in the classroom with a purpose to address one specific challenge, namely the need to understand and promote learning across school and out-of-school contexts. Addressing this challenge is important for researchers and practitioners who are interested in connecting classroom learning and out of classroom learning spaces in order to create rich and holistic learning experiences for the students

Students’ Conducts During a Digital Game-Based Museum School Visit

Part 4: Games-Based Learning and GamificationInternational audienceThis paper deals with a preliminary empirical study carried out during a museum school visit. The study aims to understand the influence of a game on students’ conduct in the museum. We address the use of digital games for personalising experiences in museums and for fostering visitors’ interactions with the museum exhibition. The paper describes the design-based methodology and the collaborative design and testing of a digital game dedicated to help young museum visitors address the consequences of their relationships with nature and to understand the concept of anthropocene. Students were videotaped and the data collected enabled the identification of different conducts and situations depending on the gameplay performed by students

Mobile Collaboration for Language Learning and Cultural Learning

Locations outside the classroom represent social spaces or “settings” that offer a variety of affordances for language learning, but these opportunities will not be fully realized unless we make efforts to propose and try out new designs for learning in these settings. It is especially important to consider how learners might assemble, configure or help create learning designs that involve mobile technologies, tasks and resources corresponding to their needs, in readiness for chance encounters and for more sustained learning. Two key questions are pertinent to the issues outlined above when considering the nexus of collaboration, cultural experiences, and the interface between formal and informal learning: (1) What are the key findings from research studies and reported experiences of collaboration in mobile language learning, with particular reference to informal settings and cultural learning? (2) What do these findings mean for teacher roles, and how can learners be supported and developed to engage more effectively in collaborative and cultural mobile language learning? These two broad questions set the scene for this chapter and guide its structure. In the first part, we focus on existing studies to examine what has been tried and to establish the key findings. The existing studies include some in which we have been involved, often as lead researchers. After that, we consider teachers’ and learners’ changing roles and the foregrounding or development of competencies and skills that are important for more informal, and perhaps increasingly collaborative, mobile language learning. In the conclusion we propose a list of five areas of focus for teachers and learners to become aware that language learning with mobiles can operate across a highly‐flexible continuum from informal to formal learning and intercultural exchange

DiscoVRCoolTour. Discovering, Capturing and Experiencing Cultural Heritage and Events Using Innovative 3D Digitisation Technologies and Affordable Consumer Electronics

Recent years have seen the growing digitisation of cultural heritage, leveraged by innovative information technologies (imaging technologies, multimedia, virtual reality etc.). Advanced digitisation technologies have been instrumental in transforming conservation and scientific research methods regarding cultural heritage, as well as people’s experience of cultural heritage relics, monuments and events, thus paving the way for novel consumer services. The present paper revolves around the use of advanced 2D/3D digital scanning of large scale objects and surroundings and the valorisation of the digital spatial models produced, in order to advance preservation efforts, to enhance scientific research work and to create unique, immersive cultural experiences, using affordable consumer electronics. With regards to the latter, the proposed DiscoVRCoolTour prototype specifically targets the production, marketing and consumption of cultural tourism. Digitisation technologies are already in use in the context of cultural tourism (e.g. in museums and monuments). However, limited research and solutions can be found with respect to the interaction between cultural heritage, scan/photo and immersive technologies, potential customers’ and visitors’ experiences in the cultural tourism locations, events and attractions. Physical as well as virtual customer services based on digitisation technologies for cultural tourism attractions, locations and entire destinations are still not exploited properly. Overall, a manifold of applications and services can be generated from the adoption and adaptation of relevant 2D/3D digital scanning technologies already applied in other sectors (e.g. construction industry). In this context, the paper first presents relevant digital technologies for digital data acquisition of large scale objects and surroundings and discusses critical aspects of the proposed solution, namely with regards to digital imaging, scan/photographing methods, virtual reality experience, secure metadata storage, etc. Subsequently, the applications and expected benefits of the DiscoVRCoolTour prototype for cultural heritage conservation and valorisation are discussed, including new emerging forms of cooperation and novel “technology-induced” business models