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Rethinking assessment? Research into the affective impact of higher education grading
Get PDFVikki Hill - ORCID: 0000-0002-9277-2715
https://orcid.org/0000-0002-9277-2715Assessment plays a central role in learning in higher education (HE), but often the impact of grading assessment on student motivation, behaviour and wellbeing is insufficiently considered in policy and practice. With the growing concern in the HE sector about student mental health, a consideration of the affective dimension of grading is timely.The discussion in this paper on the affective dimension of grading is based on research conducted during the pandemic on the ‘no-detriment’ implementation of pass/fail assessment at the University of the Arts London (UAL). Qualitative research was undertaken with first-and second-year undergraduate students in the fields of creative arts, design and communication to investigate the effects of the switch from letter grading to pass/fail and student views on grading more generally. Our findings suggest that grading affects student stress, anxiety, learner identity, motivation, student self-expression, creativity, and peer relationships.In the light of our findings, we bring together discourses about assessment, grading and student wellbeing to consider the longer-term implications for assessment practices in a post-pandemic world.https://doi.org/10.21100/compass.v17i1.149617pubpub
Communicating Collective Memory: The Narrative Nexus of Stefan Zweig's Vienna and Edward Said's Jerusalem
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BECOMING A PERSON-CENTRED FACILITATOR OF LEARNING: A participatory action-oriented inquiry exploring the experience of embodying person-centredness by educators working in hospital settings
Get PDFBackground: Many educators working in the hospital setting are not well-prepared for their role. They rely on the expert teacher-centred model which is not aligned with nor contributing to developing person-centred cultures. As these educators are positioned to contribute to developing and advancing person-centredness, it is imperative they are enabled to become person-centred in their practice. Little is known about how educators transform from the expert teacher-centred approach to a person-centred facilitation approach. This study investigated how educators become person-centred facilitators.
Approach and Methods: With a participatory, action-oriented research design informed by four person-centred methodological principles predicated on practice development and relational inquiry, educators in the hospital setting co-investigated their experience of becoming person-centred facilitators. Collective and individual capacity development activities enabled educators to co-create a pathway to embodying person-centredness. Data was analyzed through five phases of relational inquiry infused critical creative hermeneutics.
Findings: A conceptual framework representing becoming person-centred emerged and a Roadmap for Becoming Person-centred was developed. Transformation was guided by three principles, Starting with Self, Developing Community & Belonging, and Bumping Against Culture & Inviting Transformation. Becoming occurred intrapersonally, interpersonally, and contextually through moments of discovery, reconciliation, and action. Findings indicate the four person-centred methodological principles, developed into the RACC Model, are effective in providing educational theory and working in person-centred ways. These principles enable educators to contribute to advancing person-centredness within the realities and complexities of the hospital setting.
Conclusions and Implications: Educators working in hospital settings can be enabled to become person-centred facilitators by providing them person-centred learning opportunities and support over time. As pedagogy, the four person-centred methodological principles should be used within orientation programs so educators attain competence in educational theory and person-centredness and use these principles within their own practice. As educators embody being person-centred facilitators, they can contribute to advancing person-centredness
The role of the pro-Kurdish DEM party in the 2024 local elections: Navigating new political waters
No full textItem is not available in this repository.This contribution aims to analyze the outcomes of the recent local elections held on March 31, 2024, by focusing on the DEM Party as an emerging actor across three key themes: coalition and alliance strategies, conflict resolution, and the potential to restore the democratic autonomy model. It is important to look at these fields as the DEM Party has the potential to consolidate its power in Kurdish-populated areas, across Turkey and influence the trajectory of the next Presidential elections.https://www.geopolitica.info/prodotto/geopolitical-brief-45-an-analysis-of-turkish-municipal-elections/pubpu
Development and Delivery of an Integrated Digital Healthcare Approach for children with Juvenile Idiopathic Arthritis: Usability Study
Get PDFDerek Santos - ORCID: 0000-0001-9936-715X
https://orcid.org/0000-0001-9936-715XBackground:
Juvenile Idiopathic Arthritis (JIA) is a chronic inflammatory disorder, with no cure. Most children are prescribed: several medications aimed to control disease activity, manage symptom, and reduce pain. Physical activity is also encouraged to retain musculoskeletal function. The primary determinants of treatment success are maintaining long term adherence, ongoing monitoring from a paediatric rheumatologist, and involvement from an interdisciplinary team. To support these goals, a new digital intervention was developed, InteractiveClinics, aimed to prompt children to take their medications, report pain levels, and increase their physical activity.
Objective:
This study aims to evaluate the usability of InteractiveClinics, by children with JIA.
Methods:
As part of this pediatric cross-sectional usability study, twelve children were asked to wear a smart watch for two weeks, synchronized to the InteractiveClinics phone app and web-based platform. Personalized notifications were sent daily to the watch and phone, to prompt and record medication adherence and pain levels. Physical activity was automatically recorded by the watch. At the end of the study, all children and parents completed a post-intervention survey. Written comments were also encouraged to gain further feedback. Descriptive statistics were used to summarize the survey results, and all qualitative data employed thematic analysis.
Results:
Twelve children, aged 10 to 18 years (mean 14.2, SD 3.1, female 66.7%, 8/12) and one parent for each child (n=12, 66.7%, 8/12, female) were enrolled in the study. Reviewing the highest and lowest agreement areas of the survey, most children and parents liked the smart watch and web-based platform, they found it easy to learn and simple to use. They were also satisfied with the pain and physical activity module. However, usability and acceptability barriers were identified in the phone app and medication module that hindered uptake. Children required a more unique in-app experience, and their suggestive improvements included: more personalisation within the app, simplification by removing all non-relevant links, flexibility in response times, improved conferment through gamification, additional comment fields for the input of more data such as medication side effects or pain-related symptoms, more detailed graphical illustrations of the physical activity module, including a breakdown of metrics, and importantly, interconnections between modules, because medication adherence, pain levels and physical activity can each influence the other. Overall improving usefulness for children and parents.
Conclusions:
Usability of InteractiveClinics was positive. Children and parents liked the watch and web-based platform and were satisfied with the pain and physical activity module. However, children wanted a more unique in-app experience, through more personalisation, simplification, flexibility, conferment, comment fields, graphical illustrations, a breakdown of metrics, and interconnections. Certainly, inclusions needed to promote user adoption and advancement of new validated digital health interventions in pediatric rheumatology, to support the delivery of integrated care. Clinical Trial: Australian and New Zealand Clinical Trial Registry: ACTRN12616000665437.https://preprints.jmir.org/preprint/56816https://doi.org/10.2196/568167pubpu
TREE-BUILDING RELATIONSHIPS: INVESTIGATING THE EFFECTS OF ARBORICULTURAL KNOWLEDGE ON UK ARCHITECTS’ DESIGN PRACTICE.
Get PDFDespite an exiguous amount of published literature investigating the effects of arboricultural knowledge on UK architects’ design practice, factors influencing the practice of UK architects to incorporate trees within their designs have not been fully considered. The research presents a contribution towards this issue through an interpretative, qualitative study comprising a design workshop. It investigated the incorporation of arboricultural topics within UK architectural practice and resulting features of success. A purposive sample group participated in workshops considering application of arboricultural knowledge to design practice. Members of the sample group are defined as stakeholders: those with a professional interest in the study with potential to be affected by any outcomes. The study adopts Action Research (AR) utilising phases of planning, action, and reflection. Following a pilot study comprising three AR cycles, cycle 4 constitutes the intervention explored herein. The intervention adapted a tree-building system promoting possibilities for trees and buildings to coexist in close proximity. The system supported an evolution of current practice, enabling stakeholder utilisation within various areas of professional practice. General System Theory (GST) provided a strategy for exploring issues relating to the association between arboriculture and architecture.
Findings produced three primary themes: 1. Engagement, freedom and enablement; impact on practice as a result of arboricultural understanding 2. Outcomes following acquisition of arboricultural hard skills; abilities and understanding 3. Shift of attitude towards a change of practice; relationships and education. Thus, acquired arboricultural knowledge and a holistic approach to design solutions has benefits including enabling better understanding of treebuilding relationships and deeper engagement with site contexts. Additionally, application of acquired arboricultural hard skills revealed changing attitudes towards tree-building relationships, with conflict emerging as a contributing mechanism. Stakeholders confirmed positive responses to receiving arboricultural knowledge, contextualising trees and practice within a variety of situations, including well-being and sustainability. Findings also identified a gap in professional training and current practice
SohoNet: A Novel Social Honeynet Framework for Detecting Social Bots in Online Social Networks
Get PDFStefania Paladini - ORCID: 0000-0002-1526-3589
https://orcid.org/0000-0002-1526-3589Online social networks (OSNs) are increasingly threatened by social bots – software-controlled accounts that mimic human users for various purposes. In this paper, we propose SohoNet, a novel social honeynet designed to identify, monitor, and detect these malicious entities. This innovative approach improves upon existing research by integrating multiple honeypots with a semi-automatic label engine, thereby significantly enhancing the accuracy of social bot detection. We deployed SohoNet on Platform X (formerly known as Twitter) to analyze activities during the 2022 Malaysian general election over a 14-day campaigning period. Our results show that the semi-automatic label engine successfully auto-labeled 73% of the profiles captured by SohoNet with a moderately high True Positive Rate (TPR) (0.75). Furthermore, SohoNet's overall performance (0.856), measured based on precision and capture rates, surpassed that of existing social honeypots. These findings demonstrate that SohoNet is an effective tool for detecting social bots, particularly in politically sensitive environments. However, the policy of cutting access to X API, along with the costly paid tiers introduced, poses significant challenges for future research as it restricts access to vital data and diminishes the ability to track and analyze bot behavior over time. Future work will aim to extend SohoNet's application across various OSNs to enhance its adaptability and utility.https://doi.org/10.37934/ard.122.1.234248122pubpub
Learning sites for health systems research: Reflections on five programs in Africa, Asia, and Central America
Get PDFFrom Wiley via Jisc Publications RouterHistory: received 2024-04-22, rev-recd 2024-11-04, accepted 2024-11-17, epub 2024-12-04Article version: VoRPublication status: PublishedFunder: Foreign Commonwealth and Development Office; Grant(s): PO 8610Funder: European Union Horizon 2020 Research and Innovation Programme for PERFROM2Scale; Grant(s): 733360Funder: Health Systems Research Initiative from Department for International Development (DFID)Funder: Medical Research Council (MRC)Funder: Wellcome Trust; doi: http://dx.doi.org/10.13039/100010269Funder: Economic and Social Research Council (ESRC); doi: http://dx.doi.org/10.13039/501100000269Funder: VAPAR; Grant(s): MR/N005597/1, MR/P014844/1Sophie Witter - ORCID: 0000-0002-7656-6188 https://orcid.org/0000-0002-7656-6188Introduction: Learning sites have supported intervention development and testing in health care, but studies reflecting on lessons relating to their deployment for health policy and system research (HPSR) in low‐ and middle‐income settings are limited. Methods: This experience report draws from learning over three continents and five research and community engagement programs—the oldest starting in 2010—to reflect on the challenges and benefits of doing embedded HPSR in learning sites, and how those have been managed. Its objective is to generate better understanding of their potential and constraints. The report draws from team members' experiential insights and program publications. Results: Challenges relating to initial engagement in the sites included building and maintaining trust, managing partner expectations, and negotiating priority topics and stakeholders. Once the embedded research was underway, sustaining engagement, and managing power dynamics within the group, supporting all participants in developing new skills and managing rapidly changing settings were important. Finally, the complexity of reflecting on action and assessing impact are outlined, along with potential approaches to managing all of these challenges and the variety of gains that have been noted across the programs. Conclusions: We highlight the potential of learning sites to develop relationships, capacities, and local innovations which can strengthen health systems in the long term and some lessons in relation to how to do that, including the importance of stable, long‐term funding as well as developing and recognizing facilitation skills among researchers. Supporting spaces for learning is particularly important when health systems face resource constraints and everyday or acute stressors and shocks.9pubpub
A model of occupational stress to assess impact of COVID-19 on critical care and redeployed nurses: a mixed-methods study
Get PDFLisa Salisbury - ORCID: 0000-0002-1400-3224
https://orcid.org/0000-0002-1400-3224Objective:
To use the job demands−resources model of occupational stress to quantify and explain the impact of working in critical care during the COVID-19 pandemic on nurses and their employing organisation.
Design:
Two-phase mixed methods: a cross-sectional survey (January 2021–March 2022), with comparator baseline data from April to October 2018 (critical care nurses only), and semistructured interviews.
Participants:
Critical care nurses (n = 461) and nurses redeployed to critical care (n = 200) who worked in the United Kingdom National Health Service (primarily Scotland) between January 2021 and March 2022. The 2018 survey was completed by 557 critical care nurses (Scotland only). Survey response rate in Scotland was 32% but could not be determined outside Scotland. Forty-four nurses were interviewed (critical care = 28, redeployed = 16).
Methods:
A survey measured job demands, job resources, health impairment, work engagement and organisational outcomes. Data were compared to 2018 data. Regression analyses identified predictors of health impairment, work engagement and organisational outcomes. Semistructured interviews were conducted remotely, audio-recorded and transcribed. Data were analysed deductively using framework analysis.
Findings:
Three-quarters of nurses reached threshold for psychological distress, approximately 50% reached threshold for burnout emotional exhaustion and a third clinically concerning post-traumatic stress symptoms. Compared to 2018, critical care nurses were at elevated risk of probable psychological distress, odds ratio 6.03 (95% CI 4.75 to 7.95); burnout emotional exhaustion, odds ratio 4.02 (3.07 to 5.26); burnout depersonalisation, odds ratio 3.18 (1.99 to 5.07); burnout accomplishment, odds ratio 1.53 (1.18 to 1.97). There were no differences between critical care and redeployed nurses on health impairment outcomes, suggesting elevated risk would apply to redeployed nurses. Job demands increased and resources decreased during the pandemic. Higher job demands predicted greater psychological distress. Job resources reduced the negative impact of job demands on psychological distress, but this moderating effect was not observed at higher levels of demand. All organisational outcomes worsened. Lack of resources predicted worse organisational outcomes.
In interviews, staff described the pace and amount, complexity, physical and emotional effort of their work as the most difficult job demands. The sustained high-demand environment impacted physical and psychological well-being, with most interviewees experiencing emotional and physical exhaustion, burnout, and symptoms of post-traumatic stress disorder. Camaraderie and support from colleagues and supervisors were core job resources. The combination of sustained demands and their impact on staff well-being incurred negative organisational consequences, with increasing numbers considering leaving their specialty or nursing altogether.
Dissemination events with a range of stakeholders, including study participants, identified staffing issues and lack of learning and development opportunities as problematic. Critical care nurses are concerned about the future delivery of high-quality critical care services. Positive aspects were identified, for example, reduced bureaucratic systems, increased local autonomy and decision-making, recognition of the critical care nurse skill set.
Conclusions:
The National Health Service needs to recognise the impact of COVID-19 on this staff group, prioritise the welfare of critical care nurses, implement workplace change/planning, and support them to recover from the pandemic. The National Health Service is struggling to retain critical care nurses and, unless staff welfare is improved, quality of care and patient safety will likely decline.This synopsis presents independent research funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research as award number NIHR132068.https://doi.org/10.3310/PWRT8714aheadofprintaheadofprin
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