97 research outputs found
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Integration of e-learning systems into academic programmes in South African universities
No full textIncludes bibliographical references.This study set out to investigate the identified contradictions in conceptions, and to explain limited usage of a C/LMS among lecturers in South African universities. The goal was to empower curriculum planners, educators, policy makers, learners, system administrators and developers, with insight to improve e-Learning activities, and to make conceptual and theoretical contributions to the scientific body of knowledge. For this purpose, the interpretive research paradigm was adopted, together with qualitative data collection and analytical methods to investigate the factors affecting the integration of C/LMSs into academic programmes. Interviews were held with individual lecturers, and with groups of students at the Universities of Cape Town (UCT), Stellenbosch (US), the Western Cape (UWC), and the Cape Peninsula University of Technology (CPUT)
Universal design of an automatic page-turner
No full textThis thesis deals with the effectiveness of automatic page-turners as one form of assistive technology. It examines several of the existing commercially available products with a view to developing a universal system that would have the potential to satisfy both the special needs and musician sectors. It explores the current trends regarding the collection of statistical data on people with a physical disability, which is intended to identify the= present and future needs for such assistive technology devices. The project utilizes a usercentric approach to document the requirements of the end users of such a device, before conceptualising a model which would have the potential to satisfy the expanded target market. It explains in detail the development process of the working model, which employs two anthropomorphic finger-like mechanisms, both of which incorporate force feedback. These finger-mimetic components are used to separate and turn the pages of the reading material. A functional prototype was built and a report of the preliminary testing carried out, together with a fully documented illustration of the final working engineering model is included. The test results reveal that the system has shown great potential for the successful development of a more universal Automatic page turner that could satisfy both identified markets
Drawing the Line: An Exploration of How Lay People Construct Child Neglect
No full textThis thesis uses a Foucauldian approach to explore how lay people construct child neglect in England. The concept of child neglect developed after the Industrial Revolution in conjunction with the construction of ‘normal’ childhood. Both depend on developmental models of childhood produced by psy-complex discourse. However, the knowledge producing the ‘normal’ family and the disciplinary institutions producing and protecting the ‘normal’ childhood have been challenged by late modernity, with a potential impact on what can be considered ‘abnormal’ and therefore neglectful.
Recent years have seen an increasing professional and political focus on both the importance of child neglect, and the role of lay people in child protection – ‘everybody’s business’. It is unclear how lay people construct child neglect, a category that properly results from political and moral choices made by society. To analyse how lay people construct child neglect, data was collected from focus group discussions between 46 self-defined ‘lay’ people.
Children were constructed as having developmental needs during childhood, which, if unmet, could cause long term problems for child and society. Four clusters of needs were identified: physical, emotional, training and supervisory. If these needs were unmet, children could be seen as Deprived, Unloved, Uncontrolled or Escaping. However, this did not mean they were positioned as neglected. Neglect required some abnormal adult/parent behaviour. The normal parent was non-neglectful although sometimes temporarily Overburdened, the abnormal parent was neglectful, categorised as Clueless, Underinvested or Unsuitable. Lay people were constructed as having a responsibility to support parents and families within their midst. However the forces of late modernity, particularly globalisation, challenged the normal/abnormal family binary, leaving lay people unclear about where society and/or child protection professionals draw the line between normal and neglectful childhoods. The implications of these constructions for children, parents, state, professionals and lay people are examined and recommendations made
Extensión de la especificación IMS Learning Design desde la adaptación e integración de unidades de aprendizaje
No full textIMS Learning Design (IMS-LD) representa una corriente actual en aprendizaje online y blended que se caracteriza porque: a) Es una especificación que pretende estandarizar procesos de aprendizaje, así como reutilizarlos en diversos contextos b) Posee una expresividad pedagógica más elaborada que desarrollos anteriores o en proceso c) Mantiene una relación cordial y prometedora con Learning Management Systems (LMSs), herramientas de autoría y de ejecución d) Existe una amplia variedad de grupos de investigación y proyectos europeos trabajando sobre ella, lo que augura una sostenibilidad, al menos académica Aun así, IMS Learning Design es un producto inicial (se encuentra en su primera versión, de 2003) y mejorable en diversos aspectos, como son la expresividad pedagógica y la interoperabilidad. En concreto, en esta tesis nos centramos en el aprendizaje adaptativo o personalizado y en la integración de Unidades de Aprendizaje, como dos de los pilares que definen la especificación, y que al mismo tiempo la potencian considerablemente. El primero (aprendizaje adaptativo) hace que se puedan abordar itinerarios individuales personalizados de estudio, tanto en flujo de aprendizaje como en contenido o interfaz; el segundo (integración) permite romper el aislamiento de los paquetes de información o cursos (Unidades de Aprendizaje, UoL) y establecer un diálogo con otros sistemas (LMSs), modelos y estándares, así como una reutilización de dichas UoLs en diversos contextos. En esta tesis realizamos un estudio de la especificación desde la base, analizando su modelo de información y cómo se construyen Unidades de Aprendizaje. Desde el Nivel A al Nivel C analizamos y criticamos la estructura de la especificación basándonos en un estudio teórico y una investigación práctica fruto del modelado de Unidades de Aprendizaje reales y ejecutables que nos proporcionan una información muy útil de base, y que mayormente adjuntamos en los anexos, para no interferir en el flujo de lectura del cuerpo principal. A partir de este estudio, analizamos la integración de Unidades de Aprendizaje con otros sistemas y especificaciones, abarcando desde la integración mínima mediante un enlace directo hasta la compartición de variables y estados que permiten una comunicación en tiempo real de ambas partes. Exponemos aquí también las conclusiones de diversos casos de estudio basados en adaptación que se anexan al final de la tesis y que se vuelven un instrumento imprescindible para lograr una solución real y aplicable. Como segundo pilar de la tesis complementario a la integración de Unidades de Aprendizaje, estudiamos el aprendizaje adaptativo: Los tipos, los avances y los enfoques y restricciones de modelado dentro de IMS-LD. Por último, y como complemento de la investigación teórica, a través de diversos casos prácticos estudiamos la manera en que IMS-LD modela la perzonalización del aprendizaje y hasta qué punto. Este primer bloque de análisis (general, integración y aprendizaje adaptativo) nos permite realizar una crítica estructural de IMS-LD en dos grandes apartados: Modelado y Arquitectura. Modelado apunta cuestiones que necesitan mejora, modificación, extensión o incorporación de elementos de modelado dentro de IMS-LD, como son procesos, componentes y recursos de programación. Arquitectura engloba otras cuestiones centradas en la comunicación que realiza IMS-LD con el exterior y que apuntan directamente a capas estructurales de la especificación, más allá del modelado. Aunque se encuentra fuera del núcleo de esta tesis, también se ha realizado una revisión de aspectos relacionados con Herramientas de autoría, por ser este un aspecto que condiciona el alcance del modelado y la penetración de la especificación en los distintos públicos objetivo. Sobre Herramientas, no obstante, no realizamos ninguna propuesta de mejora. La solución desarrollada, se centra en las diversas cuestiones sobre Modelado y Arquitectura encontradas en el análisis. Esta solución se compone de un conjunto de propuestas de estructuras, nuevas o ya existentes y modificadas, a través de las que se refuerza la capacidad expresiva de la especificación y la capacidad de interacción con un entorno de trabajo ajeno. Esta investigación de tres años ha sido llevada a cabo entre 2004 y 2007, principalmente con colegas de The Open University of The Netherlands, The University of Bolton, Universitat Pompeu Fabra y del departamento Research & Innovation de ATOS Origin, y ha sido desarrollada parcialmente dentro de proyectos europeos como UNFOLD, EU4ALL y ProLearn. La conclusión principal que se extrae de esta investigación es que IMS-LD necesita una reestructuración y modificación de ciertos elementos, así como la incorporación de otros nuevos, para mejorar una expresividad pedagógica y una capacidad de integración con otros sistemas de aprendizaje y estándares eLearning, si se pretenden alcanzar dos de los objetivos principales establecidos de base en la definición de esta especificación: La personalización del proceso de aprendizaje y la interoperabilidad real. Aun así, es cierto que la implantación de la especificación se vería claramente mejorada si existieran unas herramientas de más alto nivel (preferiblemente con planteamiento visual) que permitieran un modelado sencillo por parte de los usuarios finales reales de este tipo de especificaciones, como son los profesores, los creadores de contenido y los pedagogos-didactas que diseñan la experienicia de aprendizaje. Este punto, no obstante, es ajeno a la especificación y afecta a la interpretación que de la misma realizan los grupos de investigación y compañías que desarrollan soluciones de autoría. _____________________________________________IMS Learning Design (IMS-LD) is a current asset in eLearning and blended learning, due
to several reasons:
a) It is a specification that points to standardization and modeling of learning processes,
and not just content; at the same time, it is focused on the re-use of the information
packages in several contexts;
b) It shows a deeper pedagogical expressiveness than other specifications, already
delivered or in due process
c) It is integrated at different levels into well-known Learning Management Systems
(LMSs)
d) There are a huge amount of European research projects and groups working with it,
which aims at sustainability (in academia, at least)
Nevertheless, IMS-LD is roughly an initial outcome (be aware that we are still working
with the same release, dated on 2003). Therefore, it can and must be improved in
several aspects, i.e., pedagogical expressiveness and interoperability. In this thesis, we
concentrate on Adaptive Learning (or Personalised Learning) and on the Integration of
Units of Learning (UoLs). They both are core aspects which the specification is built upon.
They also can improve it significantly. Adaptation makes personalised learning itineraries,
adapted to every role, to every user involved in the process, and focus on several
aspects, i.e., flow, content and interface. Integration fosters the re-use of IMS-LD
information packages in different contexts and connects both-ways UoLs with other
specifications, models and LMSs. In order to achive these goals we carry out a threephase
analysis. First, analysis of IMS-LD in several steps: foundations, information
model, construction of UoLs. From Level A to Level C, we analyse and review the
specification structure. We lean on a theoretical frameword, along with a practical
approach, coming from the actual modeling of real UoLs which give an important report
back. Out of this analysis we get a report on the general structure of IMS-LD.
Second, analysis and review of the integration of UoLs with several LMSs, models and
specifications: we analyse three different types of integration: a) minimal integration,
with a simple link between parts; b) embedded integration, with a marriage of both parts
in a single information package; and d) full integration, sharing variables and states
between parts. In this step, we also show different case studies and report our partial
conclusions.
And third, analysis and review of how IMS-LD models adaptive learning: we define,
classify and explain several types of adaptation and we approach them with the specificacion. A key part of this step is the actual modeling of UoLs showing adaptive
learning processes. We highlight pros and cons and stress drawbacks and weak points
that could be improved in IMS-LD to support adaptation, but also general learning
processes
Out of this three-step analysis carried out so far (namely general, integration,
adaptation) we focus our review of the IMS-LD structure and information model on two
blocks: Modeling and Architecture. Modeling is focused on process, components and
programming resources of IMS-LD. Architecture is focused on the communication that
IMS-LD establishes outside, both ways, and it deals with upper layers of the specification,
beyong modeling issues. Modeling and Architecture issues need to be addressed in order
to improve the pedagogical expressiveness and the integration of IMS-LD. Furthermore,
we provide an orchestrated solution which meets these goals. We develop a structured
and organized group of modifications and extensions of IMS-LD, which match the
different reported problems issues. We suggest modifications, extensions and addition of
different elements, aiming at the strength of the specification on adaptation and
integration, along with general interest issues.
The main conclusion out of this research is that IMS-LD needs a re-structure and a
modification of some elements. It also needs to incorporate new ones. Both actions
(modification and extension) are the key to improve the pedagogical expressiveness and
the integration with other specifications and eLearning systems. Both actions aim at two
clear objectives in the definition of IMS-LD: the personalisation of learning processes,
and a real interoperability. It is fair to highlight the welcome help of high-level visual
authoring tools. They can support a smoother modeling process that could focus on
pedagogical issues and not on technical ones, so that a broad target group made of
teachers, learning designers, content creators and pedagogues could make use of the
specification in a simpler way. However, this criticism is outside the specification, so
outside the core of this thesis too.
This three-year research (2004-2007) has been carried out along with colleagues from
The Open University of The Netherlands, The University of Bolton, Universitat Pompeu
Fabra and from the Department of Research & Innovation of ATOS Origin. In addition, a
few European projects, like UNFOLD, EU4ALL and ProLearn, have partially supported it
Moving from primary to secondary education: an investigation into the effect of primary to secondary transition on motivation for language learning and foreign language proficiency
No full textDespite the fact that the primary languages initiative was not made compulsory in 2011, excellent progress has been made in implementing primary language teaching in the majority of English schools. However, previous research in a range of contexts has shown that a critical success factor for the success of early foreign language teaching lies in the successful transition of pupils from primary to secondary school. Transition studies focused on the core subjects of English, maths and science have shown that there are issues related to social adjustment as well as evidence of a drop in learner motivation across the first year of secondary school along side a hiatus in academic progress. In relation to foreign language teaching, it is well-documented that poor transition and liaison arrangements contributed to the failure of the last major primary languages in England. Several other studies report a lack of clear evidence of a sustained advantage for early starters and a drop in learner motivation following transition which has been attributed to a lack of continuation in teaching approaches and a tendency for secondary schools to start language teaching from scratch.Taking a longitudinal mixed-method approach to the investigation of learner motivation and linguistic progression, with a cohort of 26 students from two primary schools, the study provides detailed information firstly on the levels of French attainment reached at the end of the primary phase as well as motivation for language learning. Data collected at two points post transition show that motivation developed qualitatively and quantitatively across the year, particularly in relation to the learning situation and the perceived instrumentality of language learning. There was no evidence of a hiatus in terms of learner progression in French learning however the results emphasise the role of individual differences in learner outcomes. This study contributes to an increased understanding early learner motivation and provides detailed, insightful and original evidence regarding the learning of French by early learners within an instructed setting
Improving Patient Confidentiality Systems in Libya using UK Experience
No full textPatient confidentiality has received much attention in recent years because of the rise in the number of confidentiality breach incidents and the need to improve the provision of health services in general. Patient confidentiality is defined as the patients‟ right to the protection of their personal medical information within health institutions under normal conditions. While literature on the protection of patient confidentiality exists, there is little or no attempt made to use a theoretical model to represent this, and hence, with which to appraise the practice of patient confidentiality in health care systems. The main aim of this research study is to contribute to the development of a model for the protection of patient confidentiality in Libya, using experience and evidence from elsewhere, and also to suggest means to improve confidentiality through the application of lessons from the UK health service. The standpoint taken is a pragmatic one, as the focus is on the utility of the proposed model. There are two principal strands to the research: one concerns the views of experts as to factors that influence patient confidentiality. The second major one is the development of a System Dynamics Model to present the flow of patient data and the places where breaches of confidentiality are likely to occur. These two strands are then considered jointly to provide a basis for conclusions and recommendations of particular relevance in Libya (and perhaps more generally).
The data used to identify the main factors that affect the practice of patient confidentiality were collected using two stages: literature review and expert surveys. The first iteration requesting views was sent to experts from Libya, Europe and elsewhere in the field of patient confidentiality, to establish a set of factors that might influence the practice of patient confidentiality. A second iteration followed with selected respondents to rank the relative importance of elements of contributing to two factors, trust and ethics, that were identified in the first expert letter survey. The results from the expert letters indicated that the main factors that influence the practice of patient confidentiality, especially in Libya, were trust, ethics, regulation and technology. The results from the interviews and the focus group showed that the findings of the current research had ecological validity. This is based on the Libyan participants‟ views, which strongly supported the research results as having the potential to improve Libyan patient confidentiality systems by learning from the UK experience. The responses were used to inform the insights obtained from the UK NHS model of patient confidentiality of 2003, which was developed into an innovative simulation using Systems Dynamics Modelling (SDM). Quantitative data to populate the model was drawn from NHS statistics. The model was „validated‟ through personal interviews and a focus group with individuals who had experience in the practice of patient confidentiality in the Libyan health service.
The results of the running of the SDM model were also compared to known data to provide a check on validity. The proposed SDM model of patient confidentiality was shown to have ecological validity though the views of medical staff and medical records managers in two major general UK hospitals. The premise was that breaches of patient confidentiality could occur either from (i) human error when dealing with patient medical data within the national health services by staff such as frontline medical staff, doctors and nurses, or (ii) at locations of safe-keeping of patient notes, where medical records managers and others store patient medical data on IT systems, with varying dynamics and volume. The results obtained from the developed model of patient confidentiality are encouraging; they may assist health service managers to minimize breaches of patient confidentiality occurrences. Therefore, the current study proposes a framework and recommendations that can help to improve the protection of patient confidentiality systems in the Libyan health service and assist in delivering a good quality of health care
The clinical reasoning processes of extended scope physiotherapists assessing low back pain
No full textThe role of the extended scope physiotherapist has developed relatively recently within health-care. The extended role has utilised the skills of allied health professionals including physiotherapists, and given them autonomy to use knowledge and clinical acumen to request investigations such as Magnetic Resonance Imaging (MRI) as part of the diagnostic process. These requests and processes are delivered outside their traditional scope of practice. Further knowledge on how these practitioners clinically reason is therefore needed as there is little within the literature regarding reasoning in this specific group of clinicians. This research aids in the development of future roles, the governance of services, whilst supporting the training of clinical reasoning for new recruits to this work. This qualitative study has explored the processes by which extended scope physiotherapists clinically reason decisions regarding patients reporting low back pain. The study has used a multiple case study design informed by grounded theory methodology with focus groups and semi-structured interviews as a method to investigate these processes. The themes identified included prior thinking, patient interaction, formal testing, time, safety and accountability, external/internal and gut feeling. Subtle differences in clinical reasoning were seen in the focus group study between ESP and non-ESP clinicians. The processes of clinical reasoning are presented that suggests how these clinicians reason whilst highlighting how they differ to non-extended scope physiotherapists.<br/
DEECD Early Childhood Intervention Reform Project
No full textThis literature review was commissioned by the Office for Children and Early Childhood Development, Department of Education and Early Childhood Development (DEECD), as part of its Early Childhood Intervention Services (ECIS) Reform Project (Stage 2): Developing Options and Next Steps. This Project aims to significantly enhance the efficiency, effectiveness and sustainability of Victoria’s ECIS system and improve outcomes for children with a disability or developmental delay and their families.
Early childhood intervention services (ECIS) support children with a disability or developmental delay from birth to school entry and their families. ECIS provides special education, therapy, counselling, service planning and coordination, assistance and support to access services such as kindergarten and child care. The services funded through DEECD are provided by government Specialist Children\u27s Services teams and non-government Early Childhood Intervention agencies. In addition to the services provided by ECIS teams and agencies, the state and federal governments fund a range of complementary programs to support young children with developmental disabilities and their families. These include initiatives to support families (My Time parent groups, Family Support Packages), services to support inclusion (Preschool Field Officers, Inclusion Support Facilitators), and funding to support particular disability groups (Helping Children with Autism packages). These additional services and supports, together with the ECIS teams and agencies, make up the totality of early childhood intervention provision for young children with disabilities.
The focus of the literature review is research on contemporary Australian and international evidence-based service delivery models for children with a disability, developmental delay or additional needs aged 0-8 years
The design and evaluation of a valid dysphagia screening tool for acute stroke patients
No full textScreening acute stroke patients for dysphagia (difficulty swallowing) is recommended within 24 hours due to risks of morbidity and mortality. A review of the international literature identified no universal consensus for a valid method of screening. This thesis describes a multi-method Action Research (AR) programme of study focused on the design, development and evaluation of a reliable and valid dysphagia screening tool (the ‘Head Dysphagia Screen for Stroke’ or HeDSS) for use by Registered General Nurses (RGNs).
As a component of the assessment phase of the AR programme, a survey of dysphagia screening practices in England and Wales highlighted widely varied screening practices. Many of these practices were based on limited research evidence, reflecting the lack of consensus for valid dysphagia screening criteria reported in the literature. The design phase of the AR programme involved the development of the HeDSS tool, which centred on the use of research-based screening criteria. Focus group activity determined nurses’ perceptions of the design and subsequent refinement of the HeDSS tool. The intervention and evaluation phases of the AR programme followed three empirical stages. Stage one established the inter-rater reliability of the Speech and Language Therapist Researcher’s (SLTR’s) clinical dysphagia assessment, which acted as a reference standard against which the validity of the HeDSS tool was to be measured. Clinical judgements for the presence and absence of dysphagia in the same 30 referred patients were compared between the SLTR and a Speech and Language Therapist (SLT) of equivalent experience. Inter-rater reliability was substantial (k = .71). The second empirical stage established inter-rater reliability of the HeDSS measurement outcomes (indicative signs of dysphagia and appropriateness of referral for SLT clinical dysphagia assessment) when employed by two RGNs compared against the SLTR when screening two samples of 20 acute stroke patients. Rater agreement was substantial (k = .71 and k = .79, for detection of signs of dysphagia and k = .79 and k = .87 for appropriateness of referral). The final empirical stage evaluated the concurrent validity of the HeDSS tool measurement outcomes when employed by a second sample of two RGNs compared with the SLTR’s clinical dysphagia assessment outcomes in a sample of 100 acute stroke patients. The HeDSS tool measurement outcomes correlated highly with the clinical dysphagia assessment outcomes (sensitivity .88 - .96 and specificity .85 - .88 for detection of dysphagia; sensitivity .90 - .96 and specificity .84 - .88 for determining patients appropriate for assessment). Correlation coefficient measures confirmed high concurrent validity for the HeDSS tool (Phi ranged between .76 - .82).
This study is the first in the UK to establish a reliable and valid dysphagia screening tool for use with acute stroke patients and has significantly advanced the professional knowledge base within this domain of practice. It is recommended that a multi-centred programme of research be undertaken to replicate this study with a larger nurse and patient sample
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