scholarly journals Strengthening students’ academic digital competencies through development of learning patterns

2020 ◽  
Author(s):  
Helle Brink ◽  
Charlotte Wind ◽  
Ulla Buch Nilson ◽  
Dorthe Brauner Sejersen ◽  
Lisbeth Ramsgaard Carlsen
Keyword(s):  
Best Practice ◽  
Open Educational Resource ◽  
Digital Information ◽  
Work Processes ◽  
Learning Patterns ◽  
Digital Production ◽  
Information Competencies ◽  
Digital Competencies ◽  
Technological Opportunities ◽  
Insight Into

Today students are met with expectations of being able to navigate in a broad spectre of digital challenges. The STAK project aims at developing specific digital didactic designs in the form of learning patterns that support and develop students' digital competencies, within areas such as digital sharing, open access, online collaboration and other emerging technological opportunities and challenges. The concept of “Learning Patterns” covers a method used to capture experience about best practice from educators and other experts, and disseminate these into concrete learning patterns and activities. These concrete learning patterns are then systematised and described in such a way that it is possible for others to understand them and reuse them. As a product, learning patterns can be described as a “how-to”-formula that you can transfer to your own teaching. The STAK project aims at developing approximately 300 learning patterns within four categories: Digital information competencies, digital participatory competencies, digital production competencies, and digital responsibility- and security competencies. As the STAK project progresses, the concrete learning patterns will be available on an OER (open educational resource) along with models and templates for how to develop learning patterns. In the presentation, we focus on our work processes with developing learning patterns in the project and present a concrete learning pattern. We are also going to provide you with insight into how you can use this method to develop your own learning patterns. 

scholarly journals Strengthening students’ academic digital competencies through development of learning patterns

2021 ◽  
Author(s):  
Charlotte Wind ◽  
Helle Brink ◽  
Dorthe Brauner Sejersen ◽  
Lisbeth Ramsgaard Carlsen ◽  
Ulla Buch Nilson
Keyword(s):  
Digital Media ◽  
Best Practice ◽  
Open Educational Resource ◽  
Digital Information ◽  
Work Processes ◽  
Research Libraries ◽  
Learning Patterns ◽  
Information Competencies ◽  
Digital Competencies ◽  
Technological Opportunities

Today students are met with expectations of being able to navigate in a broad spectrum of digital challenges. The STAK project aims at developing specific digital didactic designs in the form of learning patterns that support and develop students' digital competencies, within areas such as digital sharing, open access, online collaboration and other emerging technological opportunities and challenges.The concept of “Learning Patterns” covers a method used to capture experience about best practice from educators and other experts, and disseminate these into concrete learning patterns and activities. These concrete learning patterns are then systematised and described in such a way that it is possible for others to understand them and reuse them. As a product, learning patterns can be described as a “how-to”-formula that you can transfer to your own teaching.The STAK project have developed more than 100 learning patterns within four categories: Digital information competencies, digital participatory competencies, digital production competencies, and digital responsibility-and security competencies. The concrete learning patterns are available on an OER (open educational resource), https://open-tdm.au.dk/blogs/stak/,along with models and templates for how to develop learning patterns. In the presentation, we focus on our work processes with developing learning patterns in the project and present a concrete learning pattern. We are also going to provide you with insight into how you can use this method to develop your own learning patterns. The STAK project (Studerendes Akademiske Digitale Kompetencer på videregående uddannelser) is a Danish national project where six education - and research libraries collaborate with CUDIM (Centre for Teaching Development and Digital Media) at Aarhus University on developing learning patterns to strengthen students’ digital competencies.

scholarly journals ANALYSIS OF THE READINESS OF GENERAL SECONDARY EDUCATION INSTITUTIONS TO INTRODUCE DIGITAL EDUCATION

2019 ◽  
pp. 51-65
Author(s):  
Viktoriia Miziuk
Keyword(s):  
Secondary Education ◽  
Educational Process ◽  
Digital Information ◽  
Digital Education ◽  
Digital Space ◽  
Information Competencies ◽  
Training Courses ◽  
The Subject ◽  
Digital Competencies ◽  
Technological Means

The influence of digital technologies on the educational sector, the requirements of educational reform in the direction of introducing digital education in the educational process of institutions of general secondary education are examined. It is established that the basis of the digital space is the information and educational environment, which consists of information resources, pedagogical technologies, technological means and means of maintaining the system’s performance. It turned out that a modern teacher, regardless of the subject he teaches, should have informational and digital competencies. The article presents the results of a study of the existing conditions for the introduction of digital education in institutions of general secondary education at the regional level. An insufficient level of resource provision of institutions, a low level of teachers' knowledge of digital information competencies was found, problems were formulated that needed to be solved. An adaptive approach to the organization of teacher training courses on the formation of information and digital competencies is proposed.

scholarly journals Evidence-Based Educational Innovation Model Linked to Digital Information Competence in the Framework of Education 4.0

2021 ◽  
Vol 13 (18) ◽  
pp. 10034
Author(s):  
Celia Paola Sarango-Lapo ◽  
Juanjo Mena ◽  
María Soledad Ramírez-Montoya
Keyword(s):  
Ad Hoc ◽  
Educational Innovation ◽  
Academic Community ◽  
Open Educational Resource ◽  
Evidence Based ◽  
Digital Information ◽  
Central Value ◽  
Close Relationship ◽  
Innovation Model ◽  
Digital Competencies

Education 4.0 promotes visualizing how teachers’ traditional digital competencies adopt innovative practices. The present research analyzes the relationship between the perceived digital information competencies (DICs) of university teachers and the implementation of evidence-based, innovative actions (EBEI) in a model that supports innovative practices. The research method applied was the mixed method. In the quantitative phase, the final sample consisted of 271 teachers. The ad hoc digital competency-open educational resource scale (DC-OER) was applied to measure their perception of DIC. In the qualitative phase, 15 teachers were interviewed. The results showed (a) a close relationship between the fulfillment of EBEI and the support of DIC; (b) in quantitative results, in most cases, the means are close to the central value 3, and the standard deviation is close to 1, which indicates higher DIC; (c) the qualitative results indicate that teachers search, select, evaluate information, and produce new knowledge; and (d) the theoretical model of EBEI links DIC to the formation of digital citizenship. The data can be of value to the academic community in relevant environments within the framework of Education 4.0. As a future line of research, we envision analyzing the perceived digital competencies of teachers versus their effective behavior.

scholarly journals MIL Competency Framework: Mapping Media and Information Competencies

2020 ◽  
Vol 19 (37) ◽  
pp. 49-67
Author(s):  
Tomás Durán Becerra ◽  
Jesus Lau
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
Information Literacy ◽  
Qualitative Content Analysis ◽  
Competence Assessment ◽  
Practical Applications ◽  
Information Competencies ◽  
Qualitative Technique ◽  
Digital Competencies ◽  
New Interpretation

This article explores a literature review on different proposals to assess media and information literacy (MIL) competencies in citizens seeking to define the fundamental MIL skills and competencies to be considered in national curricula and assessment schemes. The study is based on qualitative content analysis to map and systematize the main MIL frameworks, research reports, and their practical applications/experiences. This qualitative technique allows the combination of categories (dimensions) and correlation of individual indicators (skills and capabilities) to group subcategories (components). The study inquires Unesco’s framework, as well as the authors upon which this theoretical approach was built, together with the European Commission’s views on media education. It gathers their principal propositions on media competence assessment and sets a reflection on information literacy and Educommunication as a contribution strongly developed in the Ibero-American context. A broad analysis of digital competencies related to media and information literacy is also included in the study. A new interpretation is given to the studied concepts to draw a structured systematization of competences on media and information literacy that sets a framework to assess and design MIL programs, actions or curricula. Finally, it proposes a map of skills and competences in MIL that allows the future creation of methodologies and strategies for the visibility, promotion, strengthening or evaluation of MIL. 

Parental Presence during Child Resuscitation: A Critical Review of a Research Article

2012 ◽  
Vol 22 (2) ◽  
pp. 63-66 ◽  
Author(s):  
Dominika Litak
Keyword(s):  
Patient Care ◽  
Critical Review ◽  
Best Practice ◽  
Phenomenological Study ◽  
Parental Presence ◽  
Research Article ◽  
Difficult Time ◽  
Professional Duty ◽  
Insight Into ◽  
Parents Experiences

The article reviewed is: Parental presence during resuscitation in the PICU: the parents' experience. Sharing and surviving the resuscitation: a phenomenological study (Maxton 2008). The article provides an insight into parents' experiences of being present or absent during successful or unsuccessful resuscitation attempts on their child. It can help healthcare practitioners to understand what parents' perspectives and needs may be during this difficult time. Lack of such understanding could potentially lead healthcare practitioners to neglect or misjudge the parents' needs and apply inappropriate interventions which may result in long-lasting and detrimental effects on parental welfare (Dingeman et al 2007). Patient care on this particular occasion extends to a family and therefore it becomes a professional duty of the healthcare practitioners to ensure best practice through provision of a well informed support (HPC 2008).

Quality Management

2014 ◽  
pp. 1547-1570
Author(s):  
Alessandra Vecchi ◽  
Louis Brennan
Keyword(s):  
Quality Management ◽  
Best Practice ◽  
Global Leadership ◽  
Manufacturing Strategy ◽  
Organizational Behaviour ◽  
Comprehensive Management ◽  
Quality Practices ◽  
National Boundaries ◽  
Self Administered Questionnaire ◽  
Insight Into

The purpose of this chapter is to address the extent to which quality management is “culture-specific.” The chapter presents the results of a survey administered across 21 countries that seeks to examine quality priorities and practices by adopting the Global Leadership and Organizational Behaviour Effectiveness (GLOBE) framework (House et al., 2004). Drawing on previous research (Vecchi & Brennan, 2011), data was collected in 2009 as part of the fifth iteration of the International Manufacturing Strategy Survey (IMSS). The methodology involved the use of a self-administered questionnaire to director/head of operations/manufacturing in best practice firms within the sector of firms classified by ISIC codes (rev.3.1) Divisions 28-35. From this study, it emerges that adopting the GLOBE framework provides an invaluable insight into understanding quality management across countries. While some previous research portrays quality management as a comprehensive management paradigm with elements and relationships that transcend cultural and national boundaries, the current study provides evidence that the adoption of certain quality practices across different countries can follow distinctive patterns.

scholarly journals Practitioner perspectives of multi-agency safeguarding hubs (MASH)

2019 ◽  
Vol 22 (1) ◽  
pp. 9-20
Author(s):  
Sarah Shorrock ◽  
Michelle M. McManus ◽  
Stuart Kirby
Keyword(s):  
Design Methodology ◽  
Best Practice ◽  
Governance Structure ◽  
Structured Interviews ◽  
Content Type ◽  
The North ◽  
Everyday Practices ◽  
Agency Practices ◽  
Practical Implications ◽  
Insight Into

Purpose The challenges of transferring the theoretical requirements of an effective multi-agency partnership into everyday practices are often overlooked, particularly within safeguarding practices. Therefore, the purpose of this paper is to explore practitioner perspectives of working within a multi-agency safeguarding hub (MASH) and those factors that encourage or hinder a multi-agency approach to safeguarding vulnerable individuals. Design/methodology/approach Semi-structured interviews with 23 practitioners from one MASH location in the North of England were conducted, with a thematic analysis being used to analyse findings. Findings The interviews with practitioners illustrated the complexity of establishing a multi-agency approach to safeguarding. It was inferred that whilst information sharing and trust between agencies had improved, the absence of a common governance structure, unified management system, formalisation of practices and procedures and shared pool of resources limited the degree to which MASH could be considered a multi-agency approach to safeguarding. Practical implications Establishing a multi-agency approach to safeguarding is complex and does not occur automatically. Rather, the transition to collaborative practices needs to be planned, with agreed practices and processes implemented from the beginning and reviewed regularly. Originality/value Few studies have investigated the implementation of MASH into safeguarding practices, with this paper providing a unique insight into practitioner opinions regarding the transition to multi-agency practices. Whilst there is a focus on MASH, the challenges to arise from the research may be reflective of other multi-agency partnerships, providing a foundation for best practice to emerge.

Ongoing and Focused Provider Performance Evaluations in Emergency Medicine: Current Practices and Modified Delphi to Guide Future Practice

2019 ◽  
Vol 35 (4) ◽  
pp. 306-314 ◽  
Author(s):  
Laura E. Walker ◽  
Michael P. Phelan ◽  
Matthew Bitner ◽  
Eric Legome ◽  
Christian A. Tomaszewski ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Best Practice ◽  
Online Survey ◽  
Performance Evaluations ◽  
Provider Performance ◽  
Modified Delphi ◽  
Delphi Approach ◽  
Future Practice ◽  
Insight Into ◽  
Current Practices

The Joint Commission requires ongoing and focused provider performance evaluations (OPPEs/FPPEs). The authors aim to describe current approaches in emergency medicine (EM) and identify consensus-based best practice recommendations. An online survey was distributed to leaders in EM to gain insight into current practices. A modified Delphi approach was then used to develop consensus to recommend best practice. A variety of strategies are currently in use for OPPE/FPPE. “Peer reviewed cases with opportunity for improvement” was identified as a preferred metric for OPPE. Although the preference was for use of peer review in OPPE, a consistent and standard adoption of robust internal care review processes is needed to establish expected norms. National benchmarking is not available currently. This was a limited survey of self-identified leaders, and there is an opportunity for additional engagement of leaders in EM to identify a unified approach that appropriately relates to patient outcomes.

The failure of non‐binding declarations to achieve university sustainability

2007 ◽  
Vol 8 (3) ◽  
pp. 301-316 ◽  
Author(s):  
S.A. Bekessy ◽  
K. Samson ◽  
R.E. Clarkson
Keyword(s):  
Best Practice ◽  
Small Scale ◽  
Structured Interviews ◽  
Pilot Studies ◽  
Content Type ◽  
Institute Of Technology ◽  
University Leaders ◽  
The University ◽  
The Impact ◽  
Insight Into

PurposeThis paper aims to assess the impact and value of non‐binding agreements or declarations in achieving sustainability in universities.Design/methodology/approachA case study of Royal Melbourne Institute of Technology (RMIT) University is presented, analysing the reasons for lack of progress towards sustainability and evaluating best ways forward. Using a timeline and analysis of historical records for the 12 years since RMIT first engaged in the sustainability agenda, major trends in the process of implementing policies are identified. Secondly, 15 semi‐structured interviews with university leaders and key sustainability stakeholders from across the university are analysed to provide insight into how and why the university has failed to achieve sustainability.FindingsNew implications for successfully achieving sustainability arise from these findings. Accountability is a key issue, as RMIT appears to reap benefits from being signatory to declarations without achieving genuine progress. To ensure that declarations are more than simply greenwash, universities must open themselves up to scrutiny of progress to determine whether commitments have been honoured.Practical implicationsRelying on small‐scale “club” activities establishing demonstrations and raising awareness is unlikely to lead to permanent change. The evidence of RMIT's engagement with sustainability shows that, for example, even when successful pilot studies are conducted, these initiatives may do little to affect the mainstream practices of a university unless certain conditions exist. Furthermore, given the on‐paper commitments institutions have made, and the role of the university in society, small‐scale and gradual changes in university practice are a far from adequate response to the urgent sustainability imperative.Originality/valueThe initial engagement of RMIT University with the sustainability agenda 12 years ago marked it as a world leader in sustainability best‐practice. Analysing how and why such a disappointing lack of action has resulted from such promising beginnings provides insight into future directions for implementing sustainability in universities. The paper argues that considering the key responsibility of universities in leading the sustainability agenda, a more systemic and serious response is required.

The impact of extreme weather on mass-participation sporting events

2019 ◽  
Vol 10 (2) ◽  
pp. 95-109
Author(s):  
Julia Kathryn Giddy
Keyword(s):  
Best Practice ◽  
Weather Conditions ◽  
Extreme Weather ◽  
Survey Method ◽  
Sporting Events ◽  
Content Type ◽  
Sport Events ◽  
Mass Participation ◽  
The Impact ◽  
Insight Into

Purpose The purpose of this paper is to investigate the impact of extreme weather on tourism events through the perceptions of participants, using the case of the 2017 Cape Town Cycle Tour (CTCT). Design/methodology/approach This study utilized a survey method to collect data. Questionnaires were distributed online to would-be participants in the cancelled 2017 CTCT. The questionnaire included both fixed-response and open-ended questions. Findings The results show that participants experienced mixed emotions to event cancellation. Most felt that the weather conditions warranted cancellation, but some concerns emerged as to how the cancellation was managed. In addition, many felt that the organization of the race needs to be rethought due to numerous negative weather experiences in recent years. Research limitations/implications The findings in this study are exploratory. They focus on a single event in one city. However, they provide important initial insight into how sporting event participants react to the negative impacts of extreme weather. Practical implications These results have important management implications in addressing the impact of weather on the events sector. They are significant in understanding best practice with regard to managing participants in the case of weather impacts on an event. They also demonstrate interesting results with regard to participant loyalty among active sport events tourists. Originality/value The originality of this study is in its extension of the broad discussion of the impact of extreme weather and climate change on tourism to the events sector. The implications of changing weather and climatic patterns on events, particularly mass-participation sporting events, are clear and need to be considered in order to effectively manage future impacts on this important economic sector. This is done by providing insight into how participants respond to these types of circumstances.

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