Translating Embodied Cognition for Embodied Learning in the Classroom

In this perspective piece, we briefly review embodied cognition and embodied learning. We then present a translational research model based on this research to inform teachers, educational psychologists, and practitioners on the benefits of embodied cognition and embodied learning for classroom applications. While many teachers already employ the body in teaching, especially in early schooling, many teachers’ understandings of the science and benefits of sensorimotor engagement or embodied cognition across grades levels and the content areas is little understood. Here, we outline seven goals in our model and four major “action” steps. To address steps 1 and 2, we recap previously published reviews of the experimental evidence of embodied cognition (and embodied learning) research across multiple learning fields, with a focus on how both simple embodied learning activities—as well as those based on more sophisticated technologies of AR, VR, and mixed reality—are being vetted in the classroom. Step 3 of our model outlines how researchers, teachers, policy makers, and designers can work together to help translate this knowledge in support of these goals. In the final step (step 4), we extract generalized, practical embodied learning principles, which can be easily adopted by teachers in the classroom without extensive training. We end with a call for educators and policy makers to use these principles to identify learning objectives and outcomes, as well as track outcomes to assess whether program objectives and competency requirements are met

Barreiras para o sucesso do estudante com diversidade lingüística e cultural com necessidades especiais = Barriers to the success of culturally and linguistically diverse student with special needs

Neste artigo, a autora procura criar uma consciência no leitor sobre a falta de pesquisa na área de educação de estudantes cultural e linguisticamente diversos (CLD) sem deficiências. Isto se torna ainda mais importante ao se reconhecer a necessidade de se educar estudantes CLD com deficiência para que possamos desafiar as atuais políticas de educação especial e inclusão por serem de fato práticas inerentemente exclusivas (FERRI; CONNOR, 2005). Somente assim poderemos cumprir o objetivo de educar “todas” as crianças para participar numa democracia (GIROUX; SCHMIDT, 2004; FURMAN; SHIELDS, 2003). Nesse artigo, Macrine apresenta os maiores desafios enfrentados por estudantes CLD com deficiência e como esses desafios criam barreiras para o sucesso, tanto na escola como posteriormente. A autora argumenta que é imperativo interromper estas práticas de exclusão e criar uma “forma diferente de se falar que possa revisitar, informar, criticar, mas, sobretudo imaginar o que pode ser feito” com relação à educação de estudantes CLD (FINE, 1991, p. xiii

From Disembodiment to Embodiment in Artificial Intelligence and Psychology - Parallels in Thinking

This paper briefly traces how both Computer Science and Psychology grew- in tandem- to share similar notions of Embodied Cognition. It concludes an analysis of how the two fields are uniting in their work on Embodied Artificial Intelligence, and future challenges for the field

Immersive Extended Reality (I-XR) in Medical and Nursing for Skill Competency and Knowledge Acquisition: A Systematic Review and Implications for Pedagogical Practices

Simulation has evolved from basic practice to Immersive Extended Reality (I-XR). This systematic review examined 56 published studies on the impact of I-XR, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), on the education of medical and nursing students, specifically their skill competency, and knowledge acquisition. The results demonstrate the significant potential of I-XR in healthcare education, with 42.5% of VR studies, 42.9% of AR studies, and the single MR study also demonstrating greater improvements in clinical skills and knowledge acquisition compared to non-immersive (non-I-XR) training conditions. In contrast, only 2.5% of VR studies and 7.14% of AR studies favored non-I-XR methods. It is important, however, to acknowledge the 26.8% of studies that showed mixed results (some evidence for the I-XR methods on some outcomes, but also some evidence for the non-I-XR methods, on other outcomes). Notably, the review also identified a critical gap in the theoretical foundations of I-XR learning, highlighting the urgent need for research to inform the effective pedagogical implementation of these powerful tools. We offer a preliminary framework to address the lack of learning theory in healthcare I-XR training, with implications for pedagogical practices

Time to full enteral feeds in hospitalised preterm and very low birth weight infants in Nigeria and Kenya

Background: Preterm (born < 37 weeks’ gestation) and very low birthweight (VLBW; <1.5kg) infants are at the greatest risk of morbidity and mortality within the first 28 days of life. Establishing full enteral feeds is a vital aspect of their clinical care. Evidence predominantly from high income countries shows that early and rapid advancement of feeds is safe and reduces length of hospital stay and adverse health outcomes. However, there are limited data on feeding practices and factors that influence the attainment of full enteral feeds among these vulnerable infants in sub-Saharan Africa. Aim: To identify factors that influence the time to full enteral feeds, defined as tolerance of 120ml/kg/day, in hospitalised preterm and VLBW infants in neonatal units in two sub-Saharan African countries. Methods: Demographic and clinical variables were collected for newborns admitted to 7 neonatal units in Nigeria and Kenya over 6-months. Multiple linear regression analysis was conducted to identify factors independently associated with time to full enteral feeds. Results: Of the 2280 newborn infants admitted, 484 were preterm and VLBW. Overall, 222/484 (45.8%) infants died with over half of the deaths (136/222; 61.7%) occurring before the first feed. The median (inter-quartile range) time to first feed was 46 (27, 72) hours of life and time to full enteral feeds (tFEF) was 8 (4.5,12) days with marked variation between neonatal units. Independent predictors of tFEF were time to first feed (unstandardised coefficient B 1.69; 95% CI 1.11 to 2.26; p value <0.001), gestational age (1.77; 0.72 to 2.81; <0.001), the occurrence of respiratory distress (-1.89; -3.50 to -0.79; <0.002) and necrotising enterocolitis (4.31; 1.00 to 7.62; <0.011). Conclusion: The use of standardised feeding guidelines may decrease variations in clinical practice, shorten tFEF and thereby improve preterm and VLBW outcomes

Prospective observational study of the challenges in diagnosing common neonatal conditions in Nigeria and Kenya

Objectives: Accurate and timely diagnosis of common neonatal conditions is crucial for reducing neonatal deaths. In low/middle-income countries with limited resources, there is sparse information on how neonatal diagnoses are made. The aim of this study was to describe the diagnostic criteria used for common conditions in neonatal units (NNUs) in Nigeria and Kenya. Design: Prospective observational study. Standard case report forms for suspected sepsis, respiratory disorders, birth asphyxia and abdominal conditions were co-developed by the Neonatal Nutrition Network (https://www.lstmed.ac.uk/nnu) collaborators. Clinicians completed forms for all admissions to their NNUs. Key data were displayed using heatmaps. Setting: Five NNUs in Nigeria and two in Kenya comprising the Neonatal Nutrition Network. Participants: 2851 neonates, which included all neonates admitted to the seven NNUs over a 6-month period. Results: 1230 (43.1%) neonates had suspected sepsis, 874 (30.6%) respiratory conditions, 587 (20.6%) birth asphyxia and 71 (2.5%) abdominal conditions. For all conditions and across all NNUs, clinical criteria were used consistently with sparse use of laboratory and radiological criteria. Conclusion: Our findings highlight the reliance on clinical criteria and extremely limited use of diagnostic technologies for common conditions in NNUs in sub-Saharan Africa. This has implications for the management of neonatal conditions which often have overlapping clinical features. Strategies for implementation of diagnostic pathways and investment in affordable and sustainable diagnostics are needed to improve care for these vulnerable infants

Doing Pedagogy Publicly: Asserting the Right to the City to Rethink the University.

In recent times the Occupy movements globally have asserted the right to the city as a learning space, with teach-outs and public speeches. In Occupy London, in particular, alongside new social relations, occupiers experimented with new ways of publicly educating. This paper argues that a popular, critical education, such as the one experimented with in Occupy, can take up this mantel of doing pedagogy publicly. This way of enacting a radical public pedagogy would involve making connections between the civic agora, the ‘right to the city’ and a public and inclusive education, reconnecting people and places to form new learning spaces in the urban landscape, thus rendering the university a problematic space in need of rethinking. The paper concludes that the project may be simultaneous, the development of new education agora and the reclamation of the old ones – providing, of course, there is enough left to fight for

Scaffolding in teacher-student interaction: a decade of Research

Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade’s scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made

Welcome to the New Normal : The News Media and Neoliberal Reforming Education

The contributors to this special issue of The Journal of Inquiry and Action provide insight into why the Obama administration’s educational policies manifest the dominance of neoliberal ideology over most elements of social life. The articles presented herein build on the work originally presented in The Phenomenon of Obama and the agenda for Education: Can hope audaciously trump neoliberalism? (Carr & Porfilio, 2011)