CRIMES AGAINST HUMANITY
BBC Radio 4 Law in Action - Crimes Against Humanity, 31 May 2016
(Available for download at time of writing)
- provides a space devoted to the conceptual framework known as Hodges' model. Read about this tool that can help integrate HEALTH, SOCIAL CARE, INFORMATICS and EDUCATION. The model can facilitate PERSON-CENTREDNESS, CURRICULUM DEVELOPMENT, HOLISTIC CARE and REFLECTION. Follow the development of a new website using Drupal (it might happen one day!!). See our bibliography, posts since 2006 and if interested please get in touch [@h2cm OR h2cmng AT yahoo.co.uk]. Welcome.
CRIMES AGAINST HUMANITY
During the Sixty-ninth World Health Assembly, WHO Member States officially discussed the Framework on integrated people-centred health services and its draft resolution.
Dutch Bestseller, 'The Secret Diary of Hendrik Groen'
After the ICIC 2016 in Barcelona this past week I'm still reflecting on Lancaster and the Network Learning Conference. It has been a busy month. I'll write about Barcelona (again) soon, but with the ICIC presentation done (thanks to all 30+ who attended the session and engaged afterwards) I can catch up a little. Despite the stress this implies this is all positive as the challenge lies in the opportunities and tensions between nursing-healthcare, education and technology.
In Lancaster, Fran Tracy (Liverpool John Moores University) and Jesper Jensen (University of Southern Denmark) held a symposium - Designs for learning with the Semantic Web. Three papers were presented followed by discussion on:
1) the emergent nature of semantic web technologies, 2) how participatory research practices like DBR are affected during the development of semantic web technologies and 3) how both of these concepts may find a new place as we move forward into increasingly complex and changeable educational environments.
a systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories. (p. 7)The context sensitive is were I see a role for situated learning. There are a couple of hierarchies that result. Situated learning brings in the community (- of practice), but Hodges' is firstly about the student, the care situation and their learning with the model, reflection and developing reflective practice. There are few examples of technology mediated group reflection, but the technical challenges of the group form make the individual starting point more realistic?
|Hodges' model: Four Knowledge Domains and the Spiritual|
The following is from a literature review by Rainforth, M., & Laurenson, M. (2014) for a draft paper on Hodges' model and case formulation [CF]. They do not refer to diagrams, but two models are included and the role of modelling. The paper is supportive for Hodges' model within mental health, forensic care and supervision more generally.
Crowe et al. (2008) suggest an advantage of CF is its ability to create understanding of service user needs regardless of their diagnostic classification. Thus an emphasis on the link between training provision, training outcomes and treatment plans is needed so practitioners understand the frameworks for conceptualizing mental distress whilst also being able to recognize the expertise of the service user in CF development.
A goal of the person-specific evaluation of CF is the development of an intra-individual statistical prediction model for actuarial prediction tailored to the specific issues and life circumstances. The essence of CF is its ability to provide shared understanding of a person’s presenting problems through theoretical explanation of assumed causes and maintaining factors, so appropriate interventions can be utilized (p.208).
This week's New Scientist asks the question: "What is Information?". Its neighbouring article is on empathy. I've bought a copy to add to my small library on 'information' (and its analogue?).
ARTEL 2016 to be held in the context of the EC-TEL 2016, Lyon, France: 13 September 2016 (Tuesday). Workshop webpage: http://teleurope.eu/artel16
Twitter hashtag: #artel16
Awareness and reflection are viewed differently across the disciplines informing Technology-Enhanced Learning (CSCW, psychology, educational sciences, computer science and others). The ARTEL workshop series brings together researchers and professionals from different backgrounds to provide a forum for discussing the multi-faceted area of awareness and reflection. 2016 will be the 6th workshop in the series.
Through the last ARTEL workshops at EC-TEL the topic has gained maturity and questions addresses are converging towards the usage of awareness and reflection in practice, its implementation in modern organisations, its impact on learners and questions of feasibility and sustainability for awareness and reflection in education and work. To reflect the growing maturity of research in ARTEL over the years in conjunction with the latest trends in TEL, this year’s topic particularly invites contributions that deal with the contribution and impact of Learning Analytics on awareness and reflection. The motto of the workshop this year is:
"Learning Analytics for Awareness and Reflection: How can Learning Analytics methodologies and tools support awareness and reflection in different learning contexts?"
The workshop aims at:
Providing a forum for presenting and discussing research on awareness and reflection in TEL.
Creating an interactive experience that connects participants' research, current tools or latest prototypes and models with real end users' learning experiences and requirements regarding reflection technology.
Creating an agenda for future ARTEL research and development.
Proceedings of the predecessor workshops are available via http://ceur-ws.org/Vol-790/ (2011), http://ceur-ws.org/Vol-931/ (2012), http://ceur-ws.org/Vol-1103/ (2013), http://ceur-ws.org/Vol-1238/ (2014), and http://ceur-ws.org/Vol-1465/ (2015).
*Topics of interest*
For ARTEL 2016 we particularly invite contributions that address the theme of 'Learning Analytics methodologies and tools support awareness and reflection in different learning contexts' (but not restrict contributions to this theme).
We are looking for contributions that address the following aspects:
- Theoretical discussion of awareness and reflection in TEL and related concepts (e.g., collaborative learning, creativity techniques, experiential learning, etc.).
- Methodologies to identify, study and analyse awareness and reflection in the context of (technology-enhanced) learning (quantitative and qualitative methods, learning analytics, visualisations etc.).
- Empirical studies about technology support for awareness and reflection.
- Technology (design, application, evaluation) supporting awareness and reflection.
- Designing awareness and reflection in TEL applications and processes.
- Using awareness and reflection support to enhance the learning experience.
- Awareness of social context, knowledge, artefacts and processes.
- Awareness and reflection in specific contexts, such as higher education, work-integrated learning, learning networks, etc.
Enrol in the Master Degree Programme
on Management of Information & Knowledge Systems
of the Sorbonne University
MIKS is an entirely free Master degree programme in ICT and Management. It offers the opportunity for European and International students to get a Master degree in Information Systems Management from the Sorbonne University and its Management School.
Candidates must have passed the first year of a Masters programme in the area of Information Science, Computer Science, Management Science or allied area. They must have completed 240 credits in the European System (or equivalent), with a background in ICT and in management. During this curriculum of 12 months duration, students shall specialize in the Management of Information and Knowledge Systems (IKS) and the Governance of IKS projects.
French Apprenticeship System - EARN whilst you LEARN !!
The programme is entirely sponsored by the companies. The students are assisted in finding employment and paying their tuition fees. Thus the programme is free for the involved students. Moreover, each admitted student is provided paid contractual employment for one year with a French company.
Under MIKS, students spend alternate periods in the company and academia (cycle of 4 weeks in industry followed by 2 weeks in academia). Click here for Information about the Master programme and guidelines for the candidates
The leaflets, the programme and the application form for 2016-2017 can be downloaded from this web page.
If you are interested, please fill the application form and send it to Mrs Nadège Jean before end of May 2016.
MIKS Master Programme Director
---------------------------------------------------------------- Selmin NURCAN Maitre de Conferences HDR / Associate Professor ---------------------------------------------------------------- Submit to CAISE 2016 : Information Systems for Connecting People 13-17 June 2016, Ljubljana, Slovenia http://caise2016.si/
The announcement below is forwarded from the Health Systems Global website.
8,500 beds blocked
costing NHS providers
around £900m per year
Operational productivity and performance in English NHS acute hospitals: Unwarranted variations
delayed transfers of care
independent sector expenditure costs £482m
lack of data (still!)
Relax & reflect ur #ptexp journey w/ #IMPX coloring page! Snap a pic w/ it to share #PXWeek https://t.co/tbZlnjQJp2 pic.twitter.com/IcmYtAlgNN— The Beryl Institute (@BerylInstitute) April 27, 2016
Born in Liverpool. Three children. Community Mental Health Nurse NHS, West Lancashire, Independent Scholar & Researcher Nursing & Technology Enhanced Learning
RMN, RGN, CPN(Cert.), PGCE, BA(Joint Hons.) Computing/Philosophy
PG(Dip.) Collaboration on Psychosocial Education [COPE]
MRes. e-Research and Tech Enhanced Learning
Live and Work in Central & West Lancashire, England - working on achieving a global perspective.
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