Structure, content, delivery, service, and outcomes: Quality e-Learning in higher education

This paper addresses the need for quality e-Learning experiences. We used the Demand-Driven Learning Model (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001) to evaluate an online Masters in Education course. Multiple data collection methods were used to understand the experiences of stakeholders in this case study: the learners, design team, and facilitators. We found that all five dimensions of the model (structure, content, delivery, service, and outcomes) must work in concert to implement a quality e-Learning course. Key themes include evolving learner needs, the search for connection, becoming an able e-participant, valued interactions, social construction of content, integration of delivery partners, and mindful weighing of benefits and trade-offs. By sharing insights into what is needed to design and deliver an e-Learning experience, our findings add to the growing knowledge of online learning. Using this model to evaluate perceptions of quality by key stakeholders has led to insights and recommendations on the Demand Driven Learning Model itself which may be useful for researchers in this area and strengthen the model

Learners' perspectives on what is missing from online learning: Interpretations through the community of inquiry framework

Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners' perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate and improve the online learning experience. The inquiry was qualitative in nature and conducted from a constructivist perspective. Ten learners who had indicated that they missed and/ or would have liked more face-to-face contact following their participation in an online course were interviewed to elicit responses that would provide insights into what it is they miss about face-to-face contact when learning online. Five themes emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner. Garrison and colleagues' (Garrison, Anderson, & Archer, 2000) community of inquiry framework was used to interpret the findings

Knowledge Translation of Interprofessional Collaborative Patient-Centred Practice: The Working Together Project Experience

The Working Together (WT) project involved the design and delivery of an online learning resource for healthcare teams in long-term care (LTC) so that knowledge regarding interprofessional collaborative patient-centred practice (ICPCP) could be readily accessed and then transferred to the workplace. The purpose of this paper is to better understand the process of knowledge translation in continuing education for healthcare professionals by documenting our experiences using Lavis et al.’s (2003) organizing framework for knowledge transfer, and highlighting the impact this approach had on the design, development, delivery, and evaluation of the WT program. Fifty-nine pharmacists, physicians, nurses, and nurse practitioners from 17 LTC homes across Ontario, Canada participated in this project. The effectiveness of the knowledge translation of ICPCP through the WT project was evaluated using the Demand-Driven Learning Model (DDLM) evaluation tool (MacDonald, Breithaupt, Stodel, Farres, & Gabriel, 2002) to assess learners’ reactions to the learning resource. Data from quantitative pre-post surveys and qualitative interviews revealed that learners found using the WT online resource to be a satisfactory learning experience, obtained new knowledge and skills regarding ICPCP, transferred knowledge to the workplace, and reported that learning had a positive effect on the residents they cared for.Le projet Working Together (WT) comprend la conception et la production d’une ressource d’apprentissage en ligne pour les équipes de professionnels prodiguant des soins de santé de longue durée (SLD) afin que les connaissances relatives à la pratique interprofessionnelle en collaboration axée sur le patient (PICAP) puissent être facilement accessibles, puis transférées dans le milieu de travail. L’objectif de cet article est de mieux comprendre le processus d’application des connaissances dans la formation continue des professionnels de la santé en documentant notre expérience à l’aide de Lavis et coll. (2003), en établissant un cadre théorique pour le transfert des connaissances et en mettant en évidence l’incidence de cette approche sur la conception, le développement, la réalisation et l’évaluation du programme WT. Cinquante-neuf pharmaciens, médecins, infirmiers et infirmières, infirmiers et infirmières praticiens de 17 centres de SLD en Ontario, au Canada, ont participé à ce projet. L’efficacité de l’application des connaissances de la PICAP à l’échelle du projet WT a été évaluée à l’aide du modèle d’apprentissage axé sur la demande (DDLM) (MacDonald, Breithaupt, Stodel, Farres et Gabriel, 2002) afin de déterminer les réactions des apprenants à la ressource d’apprentissage. Des données tirées de prétest et de postest quantitatifs ainsi que d’entrevues qualitatives ont révélé que les apprenants étaient satisfaisants de l’expérience d’apprentissage que procure la ressource en ligne WT, qu’ils ont acquis de nouvelles connaissances et aptitudes concernant la PICAP et mis en application ces connaissances dans leur milieu de travail, et que l’apprentissage a eu un effet positif sur les pensionnaires dont ils prennent soin

Making Interdisciplinary Collaboration Work: Key Ideas, a Case Study and Lessons Learned

This article discusses the ‘lessons learned’ from an attempt to establish an interdisciplinary education research group. The growth, development and dissolution of the group are treated as an instrumental case study. Current literature on interdisciplinary collaboration is synthesized in order to provide a frame for analysis. Data was collected over several years and included three rounds of written participant reflections and documentation of group activities and meetings. Five major themes arose from the research, covering issues such as disciplinary diversity, common ground, interpersonal relationships, career pressures, and the need for concrete problems and tangible progress. Based on these themes, a number of ‘lessons learned’ are discussed which will likely be of great interest to those considering similar interdisciplinary initiatives.Cet article discute des «leçons apprises» d’une tentative visant l’établissement d’un groupe de recherche sur l’enseignement interdisciplinaire. La croissance, le développement et la dissolution du groupe sont présentés comme une étude de cas déterminante. Les ouvrages actuels portant sur la collaboration interdisciplinaire sont synthétisés de sorte à produire un cadre pour l’analyse. La collecte des données s’est étendue sur plusieurs années et a impliqué trois cycles de réflexions écrites par les participants et de documentation des activités de groupe et des réunions. Cinq grands thèmes ont découlé de la recherche, portant sur des questions comme la diversité disciplinaire, le terrain d’entente, les relations interpersonnelles, les pressions professionnelles, et le besoin de problèmes concrets et de progrès tangibles. À partir de ces thèmes, on discute de plusieurs «leçons apprises» qui intéresseront sans doute ceux qui envisagent des initiatives interdisciplinaires similaires

Designing and Operationalizing a Toolkit of Bilingual Interprofessional Education Assessment Instruments

This article addresses one of the most important unresolved issues of interprofessional education (IPE): assessment. Here we describe our process and experiences designing and operationalizing a toolkit of qualitative and quantitative IPE assessment instruments for online and face-to-face education programs developed concurrently in both English and French. The toolkit includes a) the quantitative W(e)Learn program evaluation survey, which aligns with the W(e)Learn framework, b) the quantitative Interprofessional Collaborative Competencies Attainment Survey (ICCAS), to self-assess competency development in collaborative practice using a post-post design, and c) qualitative team and learner contracts, with explanatory exemplars, that serve as both learning and assessment tools. These instruments are currently undergoing validation in hopes of a) increasing the likelihood that IPE experiences are planned and delivered effectively and b) increasing the justification and accountability of IPE experiences and practical outcomes. Although this validation process will continue for some time, the development of the IPE assessment tools is worthy of particular attention in order to guide further work in this field. French and English copies of the toolkit assessments can be downloaded from http://ennovativesolution.com/WeLearn/IPE-Instruments.html. Although these instruments were designed with interprofessional healthcare teams in mind, we feel they could readily be transferable to a variety of interdisciplinary tasks and settings, such as social work and human services education

European Union digital education framework : a quality standard to guide the design of healthcare apps

Digital Education Initiatives and Timely Solutions (DIG-IT) is an Erasmus+ project collaboration between university academics, clinical educators, industry partners, healthcare professionals, and technology experts over 5 European Union (EU) states. The objectives are to create digital educational capacity for academic faculty and mobile learning opportunities for continuing professional healthcare education. The first deliverable of this project was the innovative European Union Digital Education Quality Standards Framework and Toolkit or EU-DEF. This framework can be used to consider all principle and secondary aspects when designing, delivering, and evaluating digital education resources. In this article we explore the framework efficacy in collaboratively developing two open access, mobile healthcare apps, ECG Interpretation for Nurses and Nurse Leadership and Management. We describe the teamwork needed and steps taken during this process, and demonstrate the adaptability, usability, and value of this tool for other online development projects. The EU-DEF is an evidence-based, comprehensive framework that can be used as a starting point for individuals or teams when developing digital educational projects. Considering all variables helps focus the expertise required to produce robust end-products.peer-reviewe

Gravitational Waves From Known Pulsars: Results From The Initial Detector Era

We present the results of searches for gravitational waves from a large selection of pulsars using data from the most recent science runs (S6, VSR2 and VSR4) of the initial generation of interferometric gravitational wave detectors LIGO (Laser Interferometric Gravitational-wave Observatory) and Virgo. We do not see evidence for gravitational wave emission from any of the targeted sources but produce upper limits on the emission amplitude. We highlight the results from seven young pulsars with large spin-down luminosities. We reach within a factor of five of the canonical spin-down limit for all seven of these, whilst for the Crab and Vela pulsars we further surpass their spin-down limits. We present new or updated limits for 172 other pulsars (including both young and millisecond pulsars). Now that the detectors are undergoing major upgrades, and, for completeness, we bring together all of the most up-to-date results from all pulsars searched for during the operations of the first-generation LIGO, Virgo and GEO600 detectors. This gives a total of 195 pulsars including the most recent results described in this paper.United States National Science FoundationScience and Technology Facilities Council of the United KingdomMax-Planck-SocietyState of Niedersachsen/GermanyAustralian Research CouncilInternational Science Linkages program of the Commonwealth of AustraliaCouncil of Scientific and Industrial Research of IndiaIstituto Nazionale di Fisica Nucleare of ItalySpanish Ministerio de Economia y CompetitividadConselleria d'Economia Hisenda i Innovacio of the Govern de les Illes BalearsNetherlands Organisation for Scientific ResearchPolish Ministry of Science and Higher EducationFOCUS Programme of Foundation for Polish ScienceRoyal SocietyScottish Funding CouncilScottish Universities Physics AllianceNational Aeronautics and Space AdministrationOTKA of HungaryLyon Institute of Origins (LIO)National Research Foundation of KoreaIndustry CanadaProvince of Ontario through the Ministry of Economic Development and InnovationNational Science and Engineering Research Council CanadaCarnegie TrustLeverhulme TrustDavid and Lucile Packard FoundationResearch CorporationAlfred P. Sloan FoundationAstronom

Search for gravitational waves associated with the InterPlanetary Network short gamma ray bursts

We outline the scientific motivation behind a search for gravitational waves associated with short gamma ray bursts detected by the InterPlanetary Network (IPN) during LIGO's fifth science run and Virgo's first science run. The IPN localisation of short gamma ray bursts is limited to extended error boxes of different shapes and sizes and a search on these error boxes poses a series of challenges for data analysis. We will discuss these challenges and outline the methods to optimise the search over these error boxes.Comment: Methods paper; Proceedings for Eduardo Amaldi 9 Conference on Gravitational Waves, July 2011, Cardiff, U

Swift follow-up observations of candidate gravitational-wave transient events

We present the first multi-wavelength follow-up observations of two candidate gravitational-wave (GW) transient events recorded by LIGO and Virgo in their 2009-2010 science run. The events were selected with low latency by the network of GW detectors and their candidate sky locations were observed by the Swift observatory. Image transient detection was used to analyze the collected electromagnetic data, which were found to be consistent with background. Off-line analysis of the GW data alone has also established that the selected GW events show no evidence of an astrophysical origin; one of them is consistent with background and the other one was a test, part of a "blind injection challenge". With this work we demonstrate the feasibility of rapid follow-ups of GW transients and establish the sensitivity improvement joint electromagnetic and GW observations could bring. This is a first step toward an electromagnetic follow-up program in the regime of routine detections with the advanced GW instruments expected within this decade. In that regime multi-wavelength observations will play a significant role in completing the astrophysical identification of GW sources. We present the methods and results from this first combined analysis and discuss its implications in terms of sensitivity for the present and future instruments.Comment: Submitted for publication 2012 May 25, accepted 2012 October 25, published 2012 November 21, in ApJS, 203, 28 ( http://stacks.iop.org/0067-0049/203/28 ); 14 pages, 3 figures, 6 tables; LIGO-P1100038; Science summary at http://www.ligo.org/science/Publication-S6LVSwift/index.php ; Public access area to figures, tables at https://dcc.ligo.org/cgi-bin/DocDB/ShowDocument?docid=p110003

Search for Gravitational Wave Bursts from Six Magnetars

Soft gamma repeaters (SGRs) and anomalous X-ray pulsars (AXPs) are thought to be magnetars: neutron stars powered by extreme magnetic fields. These rare objects are characterized by repeated and sometimes spectacular gamma-ray bursts. The burst mechanism might involve crustal fractures and excitation of non-radial modes which would emit gravitational waves (GWs). We present the results of a search for GW bursts from six galactic magnetars that is sensitive to neutron star f-modes, thought to be the most efficient GW emitting oscillatory modes in compact stars. One of them, SGR 0501+4516, is likely similar to 1 kpc from Earth, an order of magnitude closer than magnetars targeted in previous GW searches. A second, AXP 1E 1547.0-5408, gave a burst with an estimated isotropic energy >10(44) erg which is comparable to the giant flares. We find no evidence of GWs associated with a sample of 1279 electromagnetic triggers from six magnetars occurring between 2006 November and 2009 June, in GW data from the LIGO, Virgo, and GEO600 detectors. Our lowest model-dependent GW emission energy upper limits for band-and time-limited white noise bursts in the detector sensitive band, and for f-mode ringdowns (at 1090 Hz), are 3.0 x 10(44)d(1)(2) erg and 1.4 x 10(47)d(1)(2) erg, respectively, where d(1) = d(0501)/1 kpc and d(0501) is the distance to SGR 0501+4516. These limits on GW emission from f-modes are an order of magnitude lower than any previous, and approach the range of electromagnetic energies seen in SGR giant flares for the first time.United States National Science FoundationScience and Technology Facilities Council of the United KingdomMax-Planck-SocietyState of Niedersachsen/GermanyItalian Istituto Nazionale di Fisica NucleareFrench Centre National de la Recherche ScientifiqueAustralian Research CouncilCouncil of Scientific and Industrial Research of IndiaIstituto Nazionale di Fisica Nucleare of ItalySpanish Ministerio de Educacion y CienciaConselleria d'Economia Hisenda i Innovacio of the Govern de les Illes BalearsFoundation for Fundamental Research on Matter supported by the Netherlands Organisation for Scientific ResearchPolish Ministry of Science and Higher EducationFoundation for Polish ScienceRoyal SocietyScottish Funding CouncilScottish Universities Physics AllianceNational Aeronautics and Space Administration NNH07ZDA001-GLASTCarnegie TrustLeverhulme TrustDavid and Lucile Packard FoundationResearch CorporationAlfred P. Sloan FoundationRussian Space AgencyRFBR 09-02-00166aIPN JPL Y503559 (Odyssey), NASA NNG06GH00G, NASA NNX07AM42G, NASA NNX08AC89G (INTEGRAL), NASA NNG06GI896, NASA NNX07AJ65G, NASA NNX08AN23G (Swift), NASA NNX07AR71G (MESSENGER), NASA NNX06AI36G, NASA NNX08AB84G, NASA NNX08AZ85G (Suzaku), NASA NNX09AU03G (Fermi)Astronom