692 research outputs found
Complicanze associate alla ventilazione assistita: proposta per una nuova strategia di sorveglianza
No full textVentilator Associated Pneumonia are the most common Infections of the Healthcare Organizations (IHO)
in Intensive Care Units (ICU). Surveillance is essential for the control of IHO; to be effective, it must be
based on an objective and accepted definition. The definition of VAP proposed by the Centers for Disease
Control and Prevention (CDC) is complex and subjective. Recently, Klompas has proposed a definition of
VAP based on a modification of CDC’s criteria, suggesting also to include the monitoring of the Ventilator
Associated Complications (VAC), defined as an alteration of respiratory parameters FiO2 and PEEP. The
aim of this study was to evaluate the applicability of a VAP/VAC surveillance program in the ICUs of a
teaching hospital in Central Italy. The new surveillance strategy has been successfully implemented; the
proposed monitoring tool has been shared and accepted. The inclusion of VAC in the surveillance system,
was useful and has facilitated data collection thanks to an objective definition
Exploratory talk within collaborative small groups in mathematics
No full textThis report describes one aspect of a wider research study on exploratory talk within collaborative small groups in secondary mathematics lessons. It outlines students’ views of using collaborative activity to learn mathematics. The fuller research study explores the extent to which exploratory talk occurs in collaborative peer groups in secondary mathematics classrooms
Collaborative governance: framing New Zealand practice
Get PDFCollaborative governance is talked about as something New Zealand needs to have more of, to deal with the sorts of issues governement faces today, like solving use and conservation of fresh water. There is even some promising practice of collaborative governance such as through the Land and Water Forum. Yet beyond this well-known example, the government, the public sector and the public of New Zealand do not have ready access to information about collaborative governance: what it is; what is entails; when this mode of governance is likely to be effective; and what is needed for successful collaborative governance. This working paper addresses this gap
Assessment of (computer-supported) collaborative learning
Get PDFWithin the Computer-Supported Collaborative Learning (CS)CL research community there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the issue of assessment of collaborative learning has received much less attention. This article discusses how assessment of collaborative learning has been addressed, provides a perspective on what could be assessed, and highlights limitations of current approaches. Since assessment of collaborative learning is a demanding experience for teachers and students alike, they require adequate computer-supported and intelligent tools for monitoring and assessment. A roadmap for the role and application of intelligent tools for assessment of (CS)CL is presented
Collaborative learning
No full textThis chapter examines cooperative and collaborative learning in middle years education. The author explores theories that underpin these teaching practices and explains the differences between the two approaches. Working definitions for both are provided along with in-practice examples. The chapter explains how collaborative learning supports the ethos of middle years education and the developmental stage of students in this age group. The social, psychological, cognitive, and academic benefits of collaborative learning for middle years students are discussed. The author provides guidance for teachers on how to plan cooperative/collaborative tasks and explains the need to teach cooperative/collaborative skills to middle years students. Key components and strategies that enhance the success of collaborative learning are explained. The process cycle of group work is considered and the seven factors that determine the effectiveness of the cycle are explained. The chapter establishes that the role of the teacher, that is teacher as facilitator, is critical to the success of collaborative learning activities in middle years classrooms.No Full Tex
Experiences of learning through collaborative evaluation from a masters programme in professional education
Get PDFThis paper presents findings from a collaborative evaluation project within a masters programme in professional education. The project aimed to increase knowledge of research methodologies and methods through authentic learning where participants worked in partnership with the tutor to evaluate the module which they were studying. The project processes, areas of the course evaluated and the data collection methods are outlined. The findings focus on key themes from evaluating the effectiveness of using a collaborative evaluation approach, including: enhanced student engagement; creativity of the collaborative evaluation approach; equality between the tutor and students; and enhanced research skills. Discussion focuses on the outcomes and effectiveness of the project and tutor reflections on adopting a collaborative approach. This paper highlights lessons from the project relevant to those interested in staff-student partnership approaches and those facilitating postgraduate learning and teaching programmes and educational research courses
Collaborative working in highways major maintenance projects
Get PDFOver the last decade, there has been a growing emphasis on collaborations and partnering in the construction industry. This has been embraced in the UK highways maintenance sector, with partnering promoted by the client, leading to the formation of alliances and partnering frameworks. One of these is the construction management framework (CMF), the preferred method of procurement for major maintenance projects in the Highways Agency’s areas 9 and 10. This paper compares two road and structure renewals schemes carried out using the CMF. The first scheme was carried out in 2004 as one of the first of its type to be undertaken by the CMF; the second was a similar project carried out in 2006. Documentation of the two projects was reviewed to identify the benefits that were gained through working in collaboration, and if there was an improvement in performance as the framework became more established. The research considered key performance indicators, including cost and time predictability measures, respect for people surveys, innovations and lessons learned discussed at the time of the projects, and instructions for changes to works information. Data collected from both schemes show improvements in measurement and culture fostered by the CMF, and the advantages of the processes used are illustrated
Recommended from our members
Collaborative academic work: writing in the disciplines
No full textCollaborative working is increasingly becoming a key feature of academic life in Higher Education. Traditionally, university culture supported individual research and scholarship. Today, the academic role has shifted from a focus on the individual to a focus on the group or team. Collaborative Working in Higher Education takes the reader on a journey of examination, discussion, reflection and suggestions for developing practice via a broad overview of the key aspects of collaboration and collaborative working, informed by focused case studies and an international perspective provided by contributing author
Working Together Well: Amplifying Group Agency and Motivation in Higher Music Education
No full textThis chapter interrogates some of the foundational assumptions of student-centred learning environments (SCLEs), with a view to expanding conventional pedagogical models to account for the “distributive” agency of groups of learners assembled in a classroom. The intention is to identify how collegiate, collective forms of agency might be fostered between music performance students, and to encourage them to recognise how their individual study goals and motivations are modulated by the co-presence of their peers, and vice versa. In the first part, the author challenges the idea of subjective autonomy, which is shown to undergird SCLEs. It is argued that, by treating individual students as autonomous agents, with separately determined study goals, higher music educators risk defining SCLEs in an overly individualistic manner. Instead, it is proposed that learner groups be treated as distributive agential networks, through which the agencies of individual learners are intra-actively connected. This is outlined as a multi-dimensional network braiding together intrinsic, extrinsic and intratrinsic (i.e. motivation distributed between multiple learners) forms of motivation, thereby to sustain both individual and collective forms of agency. The author proposes that greater awareness of how motivation emerges across such multi-dimensional agential networks within the learning environment can enable student-teacher and student-student relationships to be established on a more flexible and equitable basis, so that inventive ways of working can be collectively imagined. It is argued that educators have an obligation to foster an ethic of care between their students, which involves reflecting on how existing identity constructs might inequitably encroach upon the learning potential of certain members of the group, and thus obstruct the emergence of intratrinsic motivation. It is proposed that this requires the adoption of transparent, collaborative pedagogical frameworks, so that everyone, teacher and students included, understands how they are being called upon to engage with, and collectively shape the learning situation.In the next section, these distributive agential networks are illustrated with reference to the author’s own teaching practice, working with multidisciplinary groups of music students across conservatoire and university settings in the United Kingdom. This section takes the form of an impressionistic vignette outlining a peer-to-peer feedback session using the Critical Response Process (CRP), a group feedback framework for creative work in any media, originally developed by choreographers Liz Lerman and John Borstel. This classroom situation is then analysed as a classroom “assemblage”, to illustrate how pedagogical models such as CRP draw together the bodies and accumulated beliefs of learner groups into a distributive agential network. The agential flow of an assemblage is attributable to no single person or thing within the assemblage since agency emerges through the network of students and teachers assembled in a learning environment. On this basis, it is argued that CRP acts to collectively agencify learner groups, so that they can work together well. This is possible because it constrains certain behaviours (e.g. competition) and enables others (e.g. cooperation) in pursuit of more creative, receptive and collaborative intra-actions. The contention is that, by using pedagogical approaches like CRP, which amplify whole group agency, higher music education pedagogues can drive learner agency within diverse groups of students. The chapter concludes with a reflection on how these pedagogical approaches can lead to a reappraisal of such fundamental academic principles as freedom of expression and equity between learners. Ultimately, it is proposed that the pursuit of creative and expressive freedoms requires that careful attention is paid to the ways in which individual students and teachers can be assembled to form a learner collective.</p
Cognitive load measurements and stimulated recall interviews for studying the effects of information and communications technology
Get PDFMany researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks. Their effects are generally measured in terms of intended outcomes. This article argues for the use of additional, more general measures to obtain a more complete impression of the effects of ICT-tools. The first study presented in this article shows why tools should not only be studied in terms of their specific intended outcomes, but also in terms of their effects on working memory, and the cognitive mechanisms needed to achieve the intended outcomes. The second study uses cognitive load measurements and stimulated recall interviews to obtain a more comprehensive view of the effects of learning tools. Results suggest that traditional outcome measures need to be complemented with quantitative and qualitative measures of cognitive processes to substantiate conclusions about intended effects of ICT-tools.Technology, Policy and Managemen
- …
