Insights of Medication Adherence Management: A Qualitative Study with Healthcare Professionals and Technology Designers

Poor Medication Adherence (MA) remains a major challenge to ensuring good patient health. This qualitative study examines health professionals’ and health technology designers’ insights for improving this problem using mHealth. We interviewed twenty-three New Zealand health professionals and analysed the interviews using content analysis. In this paper, we discuss the four main themes that emerged from our analysis: 1) patient characteristics, 2) collaboration among members of the health team, 3) medication impact including effectiveness and side effects 4) technology acceptance. We present a conceptual model to visually summarise MA issues from healthcare professionals\u27 and technology designers’ perspective

Co-Designing a Medication Notification Application with Multi-Channel Reminders

Evidence suggests that medication adherence applications (apps) are one of the most effective methods to remind patients to take medication on time. Reminders via apps are overwhelming today, consumers discard using them after a brief period of initial usage, eventually becoming unfavourable towards them and not using them at all. This study aims to qualitatively determine the key features and design of medication reminder apps that facilitate or disrupt usage from the users perceptive. Three focus groups were conducted with participants aged between 15 and 65+ (N= 12). The participants evaluated a smart medication reminder prototype, then sketched and discussed their thoughts and perceptions within the group. Participants identified, 1) Multi-channel reminders, 2) Medication intake acknowledgement for reporting and 3) Seamless addition of medications and associated reminders as important elements. Understanding consumers needs and concerns will inform the future development of medication reminder apps that are acceptable and valuable to consumers

Co-Designing a Medication Notification Application with Multi-Channel Reminders

Evidence suggests that medication adherence applications (apps) are one of the most effective methods to remind patients to take medication on time. Reminders via apps are overwhelming today, consumers discard using them after a brief period of initial usage, eventually becoming unfavourable towards them and not using them at all. This study aims to qualitatively determine the key features and design of medication reminder apps that facilitate or disrupt usage from the users’ perceptive. Three focus groups were conducted with participants aged between 15 and 65+ (N= 12). The participants evaluated a smart medication reminder prototype, then sketched and discussed their thoughts and perceptions within the group. Participants identified, 1) Multi-channel reminders, 2) Medication intake acknowledgement for reporting and 3) Seamless addition of medications and associated reminders as important elements. Understanding consumers’ needs and concerns will inform the future development of medication reminder apps that are acceptable and valuable to consumers

Symposium 5: Applications of networked learning to the support of learning and teaching in higher education

This symposium is the result of a broad effort by the authors to consider the applicability of networked learning to our work to support learning and teaching across our institution.  We, the authors, work in a central learning and teaching support unit within Auckland University of Technology (AUT), in Auckland, Aotearoa/New Zealand.  We are concerned with how networked learning is applicable to our efforts to support learning and teaching at AUT-specifically- to operationalise the institution’s strategic commitments to learner success.  Our focus on supporting learning and teaching operates at various levels, from the ‘local’ level of individual courses to the intermediate level of supporting degree programmes to the more ‘global’ level associated with developing institutional policy that supports effective academic teaching practices and the ongoing evolution of a technology infrastructure that enables and supports productive learning and teaching activity. Moreover, our work deals with questions and challenges which range from specific, situated practical challenges to broad, philosophical questions which affect learning and teaching across the institution. This symposium represents our efforts to synthesise our understandings of networked learning and connect general ideas about networked learning with specific, situated aspects of our work to support learning and teaching across the institution. &nbsp

Symposium 5: Networked Learning: Classroom Experiences at AUT

This short paper describes a proposed case study which aims at exploring to what extent Networked Learning enhances classroom experiences at the authors’ institution and how the authors’ institution could adopt networked learning in producing Great Graduates, the authors' institution mission. The case study is significant with the re-definition of Networked Learning within an institutional context. The study employs an interpretivist research approach (Erickson, 1998) with a combination of direct observation and interview-like methods to understand the experiences of students and teaching academics in on-campus Networked Learning situations among all 15 study options at the authors' institution. Participants will include volunteered students and academics from various disciplines. The literature review indicates that the adoption of Networked Learning in classroom boosts students’ self-efficacy for social networking and professional development, enhances student-centred experiences with a community focus (e.g., social presence) and provides opportunities for students to further develop their critical thinking. The changing landscape of higher education, especially in this post global pandemic era, warrants the development of a case study approach within a particular context in order to further investigate the adoption of Networked Learning in enhancing teaching and learning processes. The findings will gain insights into achieving the strategic goal of student-directed learning at the authors' institution and could be applicable to higher education in general in order to improve teaching and learning experiences further. In short, it is an iterative process of developing one’s own Networked Learning application through the affordance of the Networked Learning principles and the practical accomplishment of teaching and learning practices at the course as well as the programme level. Limitations and possible future study are being identified from this proposal

Symposium 5: How can Networked Learning promote student-directed learning at AUT?

Auckland University of Technology (AUT) is a young university in Aotearoa New Zealand, focusing on the student experience. This paper looks at the learning environment in that context and questions where networked learning principles could contribute to the strategic goal of student-directed learning. The paper explores central notions in networked learning as strengths and weaknesses, and redefines student-directed learning for the context of AUT

Symposium 5: A Proposed Institutional Approach to Designing for Networked Learning at the Course Level

This conceptual paper proposes a design approach for implementing networked learning at a course level at a University in New Zealand (Aotearoa). Networked learning has been noted to have many benefits for learners in the growing body of literature. However, the principles could be implemented differently depending on the institutional context, strategic goals and current practices. The objective of this paper is to propose an institutional approach to design for networked learning at the course level. The implementation approach should be systematic not uniform. This paper outlines the institutional context and rationale, evaluates each of the eight principles of networked learning to institutional context and suggests implementation ideas. A tiered approach to implementing design for networked learning at a course level is proposed, along with future work needed for the implementation across our institution

Symposium 5: Design for networked learning: A case study in health science

Higher education (HE) institutions have been transforming dramatically since the pandemic started late 2019 and early 2020. After an initial period of emergency online teaching and learning, HE educators have focused our energy on supporting students' learning in a complex dynamic learning environment, where digital/online - material/physical - social elements are interwoven and interrelated. Networked learning can be a useful medium for us in this complex context. This paper explores a case study of design for networked learning in a health science postgraduate course. The course was designed in the context of a New Zealand university. The paper will examine how the course design reflects the eight principles of design for networked learning, and proposes some recommendations on design for networked learning at a course level. It links practice and theories, and illustrates how networked learning is unpacked in the context of the course design. While the current paper focuses on the design of the course, it is suggested that future research should conduct an evaluation of the design and develop empirical studies on students' and teacher's experience