17 research outputs found
Implementing dynamicity in research designs for collaborative digital writing
No full textThis paper implements a dynamic (i.e. temporal and local) research design for collaborative digital writing (CDW) in writing assignments in higher education. This research design builds on my paper “Temporality revisited: Dynamicity issues in collaborative digital writing research”, published in this journal (Engerer 2020). The design identifies current state-of-the-art approaches to digital writing and introduces 1) the components of text (the process and products of writing and learning communication), 2) external variables such as learning orientations and group composition, 3) an intermediate layer of time management that is related to organizing the assignment, and 4) the sphere of knowledge construction. The main modification, however, is the addition of four features specifically connected to time-related aspects: 5) micro-analysis, 6) dynamicity, 7) writer relevance and 8) source status. This dynamized research design is applied in a study of writing assignments carried out by the author with students of information science in the spring term of 2016. It is demonstrated how the temporal organization of a CDW process can be visualized and how central concepts such as Task structure, Reference structure and Final target structure are construed, operationalized and dynamically related to each other. Furthermore, a real-time analysis of sequential concept building is provided. The discussion shows that the study integrates all the above elements 1)-8) of a dynamic research design for CDW, although to different degrees. The study presented here can provide a general background for designing research in CDW and can inspire CDW researchers to capture in their research designs the dynamic, time-related features in CDW.This paper implements a dynamic (i.e. temporal and local) research design for collaborative digital writing (CDW) in writing assignments in higher education. This research design builds on my paper “Temporality revisited: Dynamicity issues in collaborative digital writing research”, published in this journal (Engerer 2020). The design identifies current state-of-the-art approaches to digital writing and introduces 1) the components of text (the process and products of writing and learning communication), 2) external variables such as learning orientations and group composition, 3) an intermediate layer of time anagement that is related to organizing the assignment, and 4) the sphere of knowledge construction. The main modification, however, is the addition of four features specifically connected to time-related aspects: 5) micro-analysis, 6) dynamicity, 7) writer relevance and 8) source status. This dynamized research design is applied in a study of writing assignments carried out by the author with students of information science in the spring term of 2016. It is demonstrated how the temporal organization of a CDW process can be visualized and how central concepts such as Task structure, Reference structure and Final target structure are construed, operationalized and dynamically related to each other. Furthermore, a real-time analysis of sequential concept building is provided. The discussion shows that the study integrates all the above elements 1)-8) of a dynamic research design for CDW, although to different degrees. The study presented here can provide a general background for designing research in CDW and can inspire CDW researchers to capture in their research designs the dynamic, time-related features in CDW
Recens fabricatus labor oder Neugebachene Taffel-Schnitz // von mancherley lustigen Rencken und Schwencken // zusammengestickt // mit Noten auszgespickt // und under fröliche Compagnien geschickt // damit ihnen Essen und Trincken // und denen darbey auf warten den Musicanten die Spendage desto besser zu statten Kommen möge. Mit j. 2. 3. Sing-Stimmen // und 2. Violinen welche meistens ad placitum gesetz seyn. Item etliche Stücklein mit unverschiedlichen Instrumenten // insonderheit vor [sic] die Kunst - Pfeiffer // zum Auffwarten bequem. Mit Trompeten // Cornetten, Trombonen und Fagotten, samt einer Party mit 5. Violen, Kurz und leicht in anmuthiger Harmoni, zur zulässigen Ergötzlichkeit herauss gelassen. So dann appendice der lustig - politische Nasen-Krämer 1 voce. 3 viol. Der frantzösiche Author ist sonst in Teutschland wohl bekandt // Asne de Rilpe
No full textComprend : 1 - Ihr Leuthe wer heute (3 v., 2 v.ons ad lib.) - 2 - Drey vexations-Brüder. Im Gang Gesang und Tranck (3 v.) - 3 - Ich will euch werthe Freund (2 v., refrain à 5 v., 1 v.on ad lib.) - 4 - Guter Gesell ist der Weg gut draussen (3 v., 2 v.on ad lib.) - 5 - Es geht der Wind von Schwaben her (1 v., 5 v.on ad lib.) - 6 - Schwäbische Bauren Hochzeit (3 v., 2 V.on) - 7 - Von drey vexations Handwerckern (3 v., 2 v.on ad lib.) - 8 - Mayen und Gukguks Lied (1 v. 3 instr.) - 9 - Des Spiehlen und Buhlens Verwurff (2 v., 3 instr. ad lib.) - 10 - Vom Kartatschen oder Kartetschen. Eine Relation eines Wollen webers (2 v., 3 instr. ad lib.) - 11 - Der Scoptisirer Wiederbezahlung Glöttlins in engere Composition gesetzt [certaines parties portent : Blöttlins] (1 v., 2 v.on ad lib.) - 12 - Glottlins von vertraulicher - 13 - Aufzug à 6 Trompeten (Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.) - 14 - Aufzug à 6 Trompeten (Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.) - 15 - Sonata à 5, 2 cornetto, 3 Tromb (Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.) - 16 - Sonata à 5? 2 cornett., 3 Tromb (Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.) - 17 - Sonata à 4 Tromb (Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.) - 18 - Sonata à 4, 1 Clarino Cornet. 3 Tromb (Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.) - 19 - Sonata à 4. 1 Cornetto. 3 Tromb (Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.) - 20 - Aria à 3. 2 Viol. 1 Fagotto (Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.) - 21 - Gigue à 3. 2 Viol. 1 Fagotto (Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.) - 22 - Sonata à 3. 2 Viol. 1 Tromb (Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.) - 23 - Gigue à 3. 2 Viol. 1 Tromb (Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.) - 24 - Sonata à 5 (2 Von, 2 alt., b. ; Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.) - 25 - Der Politische Nasen-Krämer (1 v., 2 v.ons, alt. ; Zusammerkunste in engerer Composition. 1 v., 2 v. orn. ad lib.)Présentation musicale : PartiesAppartient à l’ensemble documentaire : RISMImpAppartient à l’ensemble documentaire : Brossard
Sinkender Ölpreis belastet Russlands Wirtschaft: Sieben Fragen an Hella Engerer
No full textFinancial crisis, Russia, Energy, Banking
Verbessert optimiertes Feedback kommunikative Fertigkeiten bei Medizinstudierenden im Praktikum Ärztliche Gesprächsführung 1?
No full textTemporality revisited: Dynamicity issues in collaborative digital writing research
No full textThis paper explores the feature of dynamicity (a composite of temporal and local properties) in research on collaborative digital writing (CDW) in academic writing assignments. The paper traces the ways in which current research typically approaches CDW and identifies the underlying elements of current and technological inquiry in this field: components of text (the process and products of writing and learning communication), external variables, such as learning orientations and group composition, and an intermediate layer of time management that is related to organizing the assignment. The paper identifies gaps in the current understanding of the phenomenon of collaborative writing for learning and pinpoints some basic weaknesses with concepts used in this research, in particular assumptions related to the time aspect of the collaborative writing process. The prevalent view of current research, which conceptualizes writing processes as predominantly time-ordered intermediate products (texts) at several designated points within the writing assignment, overlooks the sequential dynamics of textual interaction, linearity, and “local” concept construction as influential factors in CDW assignments. Instead, this paper argues for the ideas of sequential concept construction and locally changing sources for the writer at a certain point in the writing. The insights presented in this paper can help address some of these time-related shortcomings of current research. A few selected key aspects of implementing dynamicity in studies of CDW are exemplified in a CDW assignment with information science students that the author conducted back in 2016.This paper explores the feature of dynamicity (a composite of temporal and local properties) in research on collaborative digital writing (CDW) in academic writing assignments. The paper traces the ways in which current research typically approaches CDW and identifies the underlying elements of current and technological inquiry in this field: components of text (the process and products of writing and learning communication), external variables, such as learning orientations and group composition, and an intermediate layer of time management that is related to organizing the assignment. The paper identifies gaps in the current understanding of the phenomenon of collaborative writing for learning and pinpoints some basic weaknesses with concepts used in this research, in particular assumptions related to the time aspect of the collaborative writing process. The prevalent view of current research, which conceptualizes writing processes as predominantly time-ordered intermediate products (texts) at several designated points within the writing assignment, overlooks the sequential dynamics of textual interaction, linearity, and “local” concept construction as influential factors in CDW assignments. Instead, this paper argues for the ideas of sequential concept construction and locally changing sources for the writer at a certain point in the writing. The insights presented in this paper can help address some of these time-related shortcomings of current research. A few selected key aspects of implementing dynamicity in studies of CDW are exemplified in a CDW assignment with information science students that the author conducted back in 2016
Integrating 360° behavior-orientated feedback in communication skills training for medical undergraduates: concept, acceptance and students’ self-ratings of communication competence
No full textFeedback is considered a key didactic element in medical education, especially for teaching of communication skills. This study investigates the impact of a best evidence-based practice feedback concept within the context of communication skills training (CST). We evaluate this concept for acceptance and changes in students self-ratings of communication competence.Our CST integrating feedback process comprises a short theoretical introduction presenting standards for good communication and a constructive 360° feedback from three perspectives: feedback from peers, from standardized patients (SPs), and from a trainer. Feed-forward process was facilitated for documenting suggestions for improvements based on observable behaviors to maximize learning benefits. Our CST was applied to four groups of eight or nine students. We assessed the data on students' acceptance using a 6-point scale ranging from very good (1) to poor (6), applied a forced choice question to rank didactic items, and assessed changes in student' self-ratings of their communication competence on a 10-cm visual analogue scale (VAS).Thirty-four medical undergraduates (82 % female, 18 % male) in their first clinical year, with an average age of 21.4 years (SD = 1.0), participated in the new training. The concept achieved high acceptance from good to very good: overall impression (M = 1.56), sufficient interaction for discussion (M = 1.15), and constructive learning atmosphere (M = 1.18). Specific elements, such as practical training with SPs (M = 1.18) and feedback by SPs (M = 1.12), showed highest acceptance. The forced choice ranking placed all feedback elements at the top of the list (feedback (FB) by SPs, rank 2; FB by trainer, rank 3; FB by colleagues, rank 4), whereas theoretical elements were at the bottom (theoretical introduction, rank 7; memory card, rank 9). Overall, student self-ratings of communication competence significantly improved in nine of the ten communication items assessed by VAS and showed a pre-post effect size of ES = 0.74 on a global rating.This study demonstrates that the training concept based on 360° behavioral feedback was well accepted and generated significant changes in student self-ratings of their communication competence. Further research is needed to determine the effects on objective communication performance
Specific feedback makes medical students better communicators
No full textBackground: Feedback is regarded a key element in teaching communication skills. However, specific aspects of feedback have not been systematically investigated in this context. Therefore, the aim of this study was to investigate the effectiveness of communication skills training (CST) integrating specific, structured and behavioral feedback.
Methods: We condensed best practice recommendations for feedback in a CST for undergraduate medical students and compared the effect of specific, structured and behavior-orientated feedback (intervention group CST-behav) to general, experience-orientated feedback (CST- exp. as our control group) in a randomized controlled trial (RCT). We investigated changes on communication skills evaluated by independent raters, and evaluated by standardized patients (SP). To do that, every student was video-recorded in a pre and post assessment.
Results: Sixty-six undergraduate medical students participated voluntarily in our study. Randomization did not result in equally skilled groups at baseline, so valid inter-group comparisons were not possible. Therefore, we analyzed the results of 34 students of our intervention group (CST-behav). Five out of seven domains in communication skills as evaluated by independent raters improved significantly, and there was a significant change in the global evaluation by SP.
Conclusions: Although we were unable to make between-group comparisons, the results of the within group pre-post evaluation suggest that specific feedback helps improve communication skills
A Simple Model for Estimating the Diffuse Fraction of Solar Irradiance from Photovoltaic Array Power Output
No full textGiven the rapid proliferation of data recording equipment for distributed photovoltaic (PV) arrays globally, there exists a new opportunity to use the power output from these systems for the purpose of surface solar radiation assessment. Direct measurements of the beam and diffuse irradiance represent the best methods for producing such assessments, however the equipment required for these observations are expensive and require routine maintenance, which therefore mean that the measurements are quite sparse globally. Satellite derived solar radiation estimates, meanwhile, have global coverage with increasingly fine resolution, but still require surface measurements of radiation in order to assess the performance of their solar radiation estimation algorithms (e.g. Heliostat). Therefore, it is global horizontal irradiance measurements recorded by a pyranometer, which have become the most common measurement of surface radiation. Pyranometers provide accurate surface radiation observations and are relatively inexpensive. As such, models which separate the diffuse and beam components in a global measurement have been discussed and developed vigorously in recent decades, with many modern models now accepted as the state of the art. This paper posits that the power output from PV systems is not altogether different from that recorded by pyranometers, and could be used in place of, or in supplement to, radiation observation equipment. This would greatly increase the density of the surface radiation measurement network, allowing for the many millions of PV systems reporting power output measurements globally to be applied to this purpose. PV system power output has a first order relationship with incoming solar radiation, but is confounded by additional second order interactions such as losses related to temperature, module efficiency, DC-AC conversion, soiling and shading, etc. Recently, research work by the first author has demonstrated that the individual nuances of PV systems can be accommodated through normalisation of their power output to their simulated clear sky performance. This normalised variable is termed the clear sky index for photovoltaics, KPV . We use this value as the primary input to a logistical regression model in place of the traditional input, the clearness index Kt, and explore the use of additional predictor variables to optimise accuracy. PV power output was collected from 18 sites in two Australian cities (Adelaide and Melbourne) in which Bureau of Meteorology solar radiation measurement stations are deployed. This allowed us to fit and test Kt and KPV based models to the observed diffuse radiation, and directly compare these approaches. Surprisingly, initial results suggest a KPV based model has nearly equivalent performance to that of the traditional, pyranometer based Kt model. This paper will explore this relationship more fully, and provide the first simple model available for this purpos
How to assess communication skills? : development of the rating scale ComOn Check
No full textBackground:Good communication is a core competency for all physicians. Thus, medical students require adequate preparation in communication skills. For research purposes, as well as for evaluation in teaching, there is a clear need for reliable assessment tools. We analyzed the shortcomings of existing instruments and saw a need for a new rating scale. The aim of this publication is to describe the development process for, and evaluation of, a new rating scale.Methods: First, we developed the rating scale in 10 steps. Then, two raters evaluated the newly developed rating scale by rating 135 videotaped consultations of medical students with standardized patients. Additionally, standardized patients evaluated students’ performance, which was used as an outside criterion to validate ratings.Results:Our rating scale comprises six domains with 13 specific items evaluated on a fivepoint Likert scale: initiating conversation, patient’s perception, structure of conversation, patient’s emotions, end of conversation, and general communication skills. Item-total correlation coefficients between the checklist items ranged from 0.15 to 0.78. Subscale consistency was calculated for domains comprised of more than one item and Cronbach’s α ≥ 0.77, indicating acceptable consistency. Standardized patients’ global evaluation correlated moderately with overall expert ratings (Spearman’s ρ = .40, p Conclusion:Our rating scale is a reliable and applicable assessment tool. The rating scale focuses on the evaluation of general communication skills and can be applied in research as well as in evaluations, such as objective structured clinical examinations (OSCE).Abbreviations: CST: Communication skills training; ICC: Intra-class correlation coefficient; OSCE: Objective structured clinical examination; SP: Standardized patients; SD: Standard deviation; M: Mea
Integrating 360° behavior-orientated feedback in communication skills training for medical undergraduates: concept, acceptance and students’ self-ratings of communication competence
No full textBackgroundFeedback is considered a key didactic element in medical education, especially for teaching of communication skills. This study investigates the impact of a best evidence-based practice feedback concept within the context of communication skills training (CST). We evaluate this concept for acceptance and changes in students self-ratings of communication competence.MethodsOur CST integrating feedback process comprises a short theoretical introduction presenting standards for good communication and a constructive 360° feedback from three perspectives: feedback from peers, from standardized patients (SPs), and from a trainer. Feed-forward process was facilitated for documenting suggestions for improvements based on observable behaviors to maximize learning benefits. Our CST was applied to four groups of eight or nine students. We assessed the data on students’ acceptance using a 6-point scale ranging from very good (1) to poor (6), applied a forced choice question to rank didactic items, and assessed changes in student’ self-ratings of their communication competence on a 10-cm visual analogue scale (VAS).ResultsThirty-four medical undergraduates (82 % female, 18 % male) in their first clinical year, with an average age of 21.4 years (SD = 1.0), participated in the new training. The concept achieved high acceptance from good to very good: overall impression (M = 1.56), sufficient interaction for discussion (M = 1.15), and constructive learning atmosphere (M = 1.18). Specific elements, such as practical training with SPs (M = 1.18) and feedback by SPs (M = 1.12), showed highest acceptance. The forced choice ranking placed all feedback elements at the top of the list (feedback (FB) by SPs, rank 2; FB by trainer, rank 3; FB by colleagues, rank 4), whereas theoretical elements were at the bottom (theoretical introduction, rank 7; memory card, rank 9).Overall, student self-ratings of communication competence significantly improved in nine of the ten communication items assessed by VAS and showed a pre-post effect size of ES = 0.74 on a global rating.ConclusionsThis study demonstrates that the training concept based on 360° behavioral feedback was well accepted and generated significant changes in student self-ratings of their communication competence. Further research is needed to determine the effects on objective communication performance
