Riding the seismic waves: Re-blending teacher education in response to changing demands

Editors: G. Williams, P. Statham, N. Brown & B. Cleland ISBN Proceedings USB: 978-1-86295-644-5 published by the University of TasmaniaBlended learning plays an important role in many tertiary institutions but little has been written about the implementation of blended learning in times of adversity, natural disaster or crisis. This paper describes how, in the wake of the 22 February Canterbury earthquake, five teacher educators responded to crisis-driven changing demands and changing directions. Our narratives describe how blended learning provided students in initial teacher education programmes with some certainty and continuity during a time of civil emergency. The professional learning generated from our experiences provides valuable insights for designing and preparing for blended learning in times of crisis, as well as developing resilient blended learning programmes for the future

Study protocol for VIdeo assisted thoracoscopic lobectomy versus conventional Open LobEcTomy for lung cancer, a UK multicentre randomised controlled trial with an internal pilot (the VIOLET study)

INTRODUCTION: Lung cancer is a leading cause of cancer deaths worldwide and surgery remains the main treatment for early stage disease. Prior to the introduction of video-assisted thoracoscopic surgery (VATS), lung resection for cancer was undertaken through an open thoracotomy. To date, the evidence base supporting the different surgical approaches is based on non-randomised studies, small randomised trials and is focused mainly on short-term in-hospital outcomes. METHODS AND ANALYSIS: The VIdeo assisted thoracoscopic lobectomy versus conventional Open LobEcTomy for lung cancer study is a UK multicentre parallel group randomised controlled trial (RCT) with blinding of outcome assessors and participants (to hospital discharge) comparing the effectiveness, cost-effectiveness and acceptability of VATS lobectomy versus open lobectomy for treatment of lung cancer. We will test the hypothesis that VATS lobectomy is superior to open lobectomy with respect to self-reported physical function 5 weeks after randomisation (approximately 1 month after surgery). Secondary outcomes include assessment of efficacy (hospital stay, pain, proportion and time to uptake of chemotherapy), measures of safety (adverse health events), oncological outcomes (proportion of patients upstaged to pathologic N2 (pN2) disease and disease-free survival), overall survival and health related quality of life to 1 year. The QuinteT Recruitment Intervention is integrated into the trial to optimise recruitment. ETHICS AND DISSEMINATION: This trial has been approved by the UK (Dulwich) National Research Ethics Service Committee London. Findings will be written-up as methodology papers for conference presentation, and publication in peer-reviewed journals. Many aspects of the feasibility work will inform surgical RCTs in general and these will be reported at methodology meetings. We will also link with lung cancer clinical studies groups. The patient and public involvement group that works with the Respiratory Biomedical Research Unit at the Brompton Hospital will help identify how we can best publicise the findings

Weaving Digital Citizenship within Pre-Service Teacher Education: Preparing Graduate Students for High-Quality Educational Practices within Modern Learning Environments and the Virtual World

Effective beginning teachers require the digital citizenship and digital literacy skills that will enable them to participate ethically and safely, and teach effectively, in complex, digitally saturated classroom learning environments. It is increasingly important that initial teacher education providers ensure their students are able to develop the ‘Digital Literacies’ required for effective participation as digital citizens, use a range of digital technologies to support teaching and learning, and subsequently prepare their own students for safe, active participation in the digital world. This paper illustrates how digital citizenship has been woven throughout a Graduate Teacher Education qualification at the University of Canterbury in New Zealand, includes the successes and challenges identified after the first year of delivery, and recommendations for tertiary institutions interested in weaving digital citizenship throughout their teacher education qualifications

Social media and e-learning in response to seismic events : resilient practices

The motivation to adopt innovative communication and e-learning practices in education settings can be stimulated by events such as natural disasters. Education institutions in the Pacific Rim cannot avoid the likelihood of natural disasters that could close one or more buildings on a campus and affect their ability to continue current educational practices. For the University of Canterbury in New Zealand, the impetus to innovate was a series of seismic events in 2010 and 2011. This paper presents findings from studies that identified resilient practices in this organisation, which was a ‘late adopter’ of e-learning. The findings indicate that the combined use of social media and e-learning to support teaching, learning, communication, and related organisational practices fosters resilience for students, staff, and organisations in times of crises. The recommendations presented are relevant for all educational organisations that could be affected by similar events

Blended learning for academic resilience in times of disaster or crisis

Blended learning can provide academic resilience in times of natural disaster, civil emergency, and crisis. While blended pedagogies are widely used in tertiary settings, very little has been written about the role of blended learning in times of crisis, or the pedagogical challenges of rapid course redesign to mitigate disruptive circumstances. This case study describes the immediate post-earthquake challenges of redesigning courses using different blends of face-to-face and online activities to meet the needs of on-campus, regional campus, and distance pre-service teacher education students. The research question asked, "What can be learned from the experiences of academic staff directly involved in the adaptation and redesign of blended courses in a time of disaster?" This descriptive case study employed quick-response research strategies to gather time-sensitive data while it was fresh in the minds of the participants. This article discusses key findings and concludes with recommendations to assist program and course leaders to prepare in advance for resilient blended learning in times of natural disaster, crisis, and emergency

Growing resilience with social media and e-learning : the case of the University of Canterbury

A university set on a beautiful spacious landscape had little need for e-learning until it was stimulated by crises to become more innovative. This case study research provides a rich picture of rapid adoption of social media and e-learning as the ‘tide’ of e-learning rose in waves, both rising and falling as changing needs were addressed over five years (2010-2015). The overarching research question was: How has the University changed with e-learning in the wake of seismic activities? The co-evolution of digital technologies and education in this ‘late adopter’ (Rogers, 2003) university is linked with organisational development. Social media does support communication of organisational responses to crises, including increased adoption of e-learning. This paper shows there is a place for social media alongside e-learning tools and that their combined use also fosters resilience for students and academic staff (Dabner, 2012; Mackey, Gilmore, Dabner, Breeze & Buckley (2012). This case study of one University’s journey “there and back” from a major seismic event has charted only one aspect of the journey to increase resilience. Ayebi-Arthur (2016) describes more aspects that are relevant to DEANZ conference’s theme of Twin Pillars including infrastructure and e-learning support. Universities in Aotearoa New Zealand cannot dodge the likelihood of natural disasters that can close one or more buildings on a campus (Seville, Hawker, & Lyttle, 2012). The findings are also relevant to other crises such as those caused by weather and digital infrastructure. Research question: How has the University changed with e-learning in the wake of seismic activities

Is Emo Metal? Gendered Boundaries and New Horizons in the Metal Community

This article examines debates in Kerrang! magazine around emo’s position in the metal community. The author asks: Why is emo vilified and rejected in British metal magazines, what can debates around emo reveal about the gendered nature of metal, and what potential for new envisionings of metal do they encapsulate? As the only British weekly magazine to focus on metal and hard rock, Kerrang! fulfils a pedagogical role in the metal community, establishing a canon of musical works, and a history and ideology of the genre. Fans are vividly represented in its letters pages, their words and images used to disseminate Kerrang!’s ideology of metal. The reported increase in female readership in 2006 has been attributed to the coverage of “emo” bands, such as My Chemical Romance, who have a majority of women fans. This coverage has provoked debate and censure in the magazine’s letters pages, debate that illuminates gender relations and allows new consideration of the gendering of the metal community. Inspired by Barthes’s Mythologies, the author performs a semiotic reading of Kerrang!’s June letters pages between 2000 and 2008 in order to understand the gendered myths forged and propagated by the design, images, content and editorial treatment portrayed. Employing Thornton’s concept of the gendered mainstream, the author delineates the implications of Kerrang!’s myths for female fans, arguing that the influx of female emo fans reading Kerrang! has caused a revolt amongst fans of more established metal bands, who represent the magazine and emo as feminised, akin to the mainstream. The author concludes that whilst debates around emo are rooted in the metal community’s conservative ideas about gender, the presence of many vocal young fans open to ideas of fluidity of gender allows us to conceive of a more inclusive metal community in which gender boundaries are less constrained