- learn about the conceptual framework Hodges' model. A tool that can help integrate HEALTH and SOCIAL CARE, INFORMATICS and EDUCATION. The model is situated, facilitates person-centredness, integrated - holistic care and reflective practice. A new site using Drupal is an ongoing aim - the creation of a reflective workbench. Email: h2cmng @ yahoo.co.uk Welcome

Tuesday, December 30, 2014

Call for Papers: Experts and Expertise. Interdisciplinary Issues

HUMANA.MENTE - Journal of Philosophical Studies

Issue 28, April 2015

Experts and Expertise. Interdisciplinary Issues

Editors: Elisabetta Lalumera (University of Milano -Bicocca), Giovanni Tuzet (Bocconi University - Milano)
The role of experts is pervasive in the everyday life of both individuals and communities. At the collective level, governments and groups routinely delegate scientific, economic and technological decisions to experts; expert testimony plays a key role in legal contexts, and the evaluation of academic and scientific institutions is demanded to expert peers. At the individual level, each of us defers to experts for the correct understanding of concepts and word meanings in some domains, and trusts experts blindly at least in some cases. Finally, both communities and individuals face the problem of what to do when experts disagree.

The study of experts and expertise lies at the intersection of cognitive and social psychology, epistemology, philosophy of law, and philosophy of language, but the various perspectives seldom meet together. For these reasons, it is timely to pose fundamental questions on the notions of expert and expertise in an interdisciplinary manner, so that issues raised within a specific debate may find solutions and integrations from other debates. The aim of this issue is to collect a variety of points of view on the topics of experts and expertise, with a special focus on the following issues:
  • What are experts?
  • What are the criteria for individuating them?
  • How does expert cognition differ from layperson cognition in specific domains?
  • Is it rational, and to what extent, to trust experts, provided that we cannot assess their competence?
  • What are the specific problems posed by expert testimony in legal contexts?
  • What is deference to experts in semantics and theories of concepts? Does it clash with intuitions of privileged first-person knowledge?
  • How should we characterize experts’ disagreement? What are we to do when experts disagree?
We selected the following invited authors from different disciplines (philosophy, psychology, law and economics):

Pascal Engel, EHESS Paris
Gloria Origgi, CNRS France
Susan Haack, University of Miami
Ron Allen, Northwestern School of Law
Christian Dahlman, Lund University
Carlo Martini, TINT Helsinki

Articles need to be clearly presented to be accessible even to non-specialist readers. They should be submitted in blind review format. Please omit any self-identifying information within the abstract and body of the paper. Furthermore, we invite to submit reviews of recent books (published after 2009), and commentaries of articles and books that could be particularly interesting for the topics discussed in this issue.

Submissions should be sent via e-mail to:

elisabetta.lalumera AT unimib.it and giovanni.tuzet AT unibocconi.it

Important dates:
Deadline for submissions: December 31, 2014
Decision on submitted papers: February 15, 2015

Dr. Elisabetta Lalumera
Ricercatrice di Filosofia del Linguaggio
Università di Milano-Bicocca
Dipartimento di Psicologia
piazza Ateneo Nuovo 1
20126 Milano - I

My source:
Messages to the list are archived at http://listserv.liv.ac.uk/archives/philos-l.html and
Current posts are also available via Facebook: https://www.facebook.com/PhilosL

Sunday, December 28, 2014

When someone mentions health AND arts I reach for my "holistic (carry) case"

humanistic ------------------------------------------- mechanistic
my well-being

social prescribing


Use the arts to boost the nation’s health
With the NHS under ever greater strain, the Arts Council and health authorities are collaborating on schemes around the country ...
Peter Bazalgette
The Observer,

Arts Council - Holistic case

Create: A journal of perspectives on the value of art and culture


Monday, December 22, 2014

simplicity - complexity and Content Types

Without activating any content related modules Drupal 8 beta 4 is pretty stark. That's not a criticism. There are just two content types listed: article and basic page as per the screen dump below. The fact is Drupal is providing an easel and that's exactly what you need even before we get to the palette and canvas. As for other content types, there is a Book, Comment and Forum in core as additional options a checkbox away. There are many other contributed content types that could be added depending on your purpose.

Drupal 8 add content: Article and Basic Page
That's the challenge; using existing resources, stretching them as far as possible. In a book like Drupal for Education and E-Learning you can see even without dedicated learning resources, even with generic content types it is possible to create complex learning environments. Add this to experience of  distance learning - e-learning in the raw - that includes library access, databases, reading, discussion, peer review ... (and for our cohort another residential) and there's plenty to learn from.

In reality content is brittle, usually you can't just stretch it. Imagination and control in the form of flow and rules can work wonders. What is glued together - can be broken apart. It's educational chemistry: learning.

Reuse when possible. Be, active-reactive: responsive.

Is this a desktop I see before me, or is it a smartphone? 

So the screen image above is quite an invitation. I'm sure I've posted about his before: what else should be listed?

Sunday, December 21, 2014

By 2017, ICHOM aim to have published 50 Standard Outcome Measurement instruments covering >50 percent of the global disease burden

ICHOM – International Consortium for Health Outcomes Measurement

At the International Consortium for Health Outcomes Measurement (ICHOM), we measure, document, and publish meaningful health outcomes about conditions. Our work helps support quality improvement in healthcare.

"We believe that better health care always starts with clinicians improving the lives of their individual patients. ICHOM is transforming health care by empowering clinicians worldwide to measure and compare their patients’ outcomes and to learn from each other how to improve."

From: LinkedIn - https://lnkd.in/d_KB7Xt

Saturday, December 20, 2014

Papers 2 study: E-learning, assessment and critical thinking & Drupal 8 beta 4

I'm trying to get a head start for the next module Researching Technology Enhanced/Networked Learning, Teaching and Assessment which starts mid-January, so I am checking some literature into Zotero and reading includes:

Saadé, R.G., Morin, D. & Thomas, J.D.E. (2012) Critical thinking in E-learning environments. Computers in Human Behavior. 28, 1608–1617. doi:10.1016/j.chb.2012.03.025

Puangtong, P. & Sumalee, C.  (2012) The Development of Web-based Learning Environments Model to Enhance Cognitive Skills and Critical Thinking for Undergraduate Students. Procedia - Social and Behavioral Sciences. 46, 5900–5904. doi:10.1016/j.sbspro.2012.08.001

Lust, G., Juarez Collazo, N.A., Elen, J. & Clarebout, G. (2012) Content Management Systems: Enriched learning opportunities for all? Computers in Human Behavior. 28, 795–808. doi:10.1016/j.chb.2011.12.009

Rahimi, E., van den Berg, J. & Veen, W. (2015) Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments. Computers & Education. 81, 235–246. doi:10.1016/j.compedu.2014.10.012

I'm always open to connecting with people in nurse education nationally and internationally. I've reached out to a couple of people here in the UK regards a small e-study and what questions / issues are out there. The reading list is only available when we begin as expected. If I can build on previous work, or address something new related to e-learning, nursing, reflection, critical thinking and conceptual frameworks this will help me do something meaningful. So, if you are engaged in studies yourself I'd be delighted to hear from you [h2cmng at yahoo.co.uk].

After several attempts I have a working install of Drupal 8 beta 4. Things aren't as they should be; the paint's fine but things are still flaky and that's not a purely beta issue - localhost...ports? At least I can look at themes:

Gratis    FontFolio    N*finity    Omega

- modules and see the future promise.

FontFolio doesn't work for on my laptop at present, but it sounds interesting. One to watch. Gratis looks good straight from being 'set as default'. N*finity looks minimal, but then that is the strategic call: "just how far do you want to go punk?"

Do you use contributed resources, or roll-your-own? It must be best to focus on the research question, the parts of the project that contribute to answering the question(s). Beyond the importance of cosmetics, it is the modules that will be the engine, fueled by the content - whatever form that will and can take. There's usually a delay for some of them to be updated to the latest version, if at all.

As the final two modules of part 1 of my studies are more eTech specific I need to do more e-learning. Ironically or not, I am really doing e-learning! This is a great experience and learning in itself.

The learning push as of 2015... will include reviewing videos from Drupalcon and other sources. I've booked the week for annual leave ready for Barcelona in September. Other motivators in 2015 might be presenting 'e-work thus far' - locally. Another idea - what about a local Meetup group Liverpool, Manchester, Preston devoted to Hodges' model? Lots to think about and DO...

Tuesday, December 16, 2014

Axis of rotation: reflected images & imagination

humanistic ------------------------------------------- mechanistic

imagine a mirror here
self image: REFLECTION

place a mirror here
REFLECTION: body image

what about here ...

and here?

Thursday, December 11, 2014

A new network to promote evidence-based research

The text below is forwarded from the EQUATOR network.

Caroline Struthers
Education and Training Manager, EQUATOR Network

As Iain Chalmers and colleagues have been saying for many years, to embark on research without reviewing systematically evidence of what is already known, particularly when the research involves people or animals, is unethical, unscientific, and wasteful. On 3 December 2014, following the Evidence-Based Research meeting in Bergen, Norway, an international Evidence-Based Research (EBR) Network will be inaugurated (http://www.ebrnetwork.org/) to press funders, regulators, researchers, academic institutions, and journals to implement the changes that are needed to promote evidence-based research. One of the key objectives of the EBR Network is that all doctoral students, supervisors, and senior researchers should learn the methodology of systematic reviews and use these research syntheses to anchor more effectively questions for additional primary research.

My source:
Let's build a future where people are no longer dying for lack of healthcare knowledge -
Join HIFA: www.hifa2015.org 

Tuesday, December 09, 2014

"You're a nurse? How much do you know?"

humanistic ------------------------------------------- mechanistic

Yes, I am a nurse - thanks for asking.
So come on - how much do you know?
Actually, I know very little.
Why is that?
Surely you have to be quite knowledgeable,
all the lectures, the training on wards, clinics, out in the community, staying updated too?

ethics, giving bad news, communication, self-awareness, empathy and rapport, recovery model, education... anatomy & physiology, healing, homeostasis, medicines, basic life support, drug side effects, risk of falls, observations, infection control...
cultural competence, team work, respect and dignity, the 6Cs, carer education, handling conflict, family therapy...policy, records, scope of practice, continuing education, professional development, confidentiality...

Surely, this little snip points to a packed 'curriculum'?

So it does, but as a nurse you can't make too many assumptions?

Well, yes I suppose so; no-one should pre-judge but you'll have to explain?

[ Now, why am I so pleased you said that...? :-) ]
Well a nurse has to be dispassionate in order to be compassionate.

So... as a nurse you contradict yourself?

No, not exactly. I suppose, given your opening gambit, we have to be neutral, neither hot, nor cold. That way we are sensitive to difference and spotting change. If we think someone is cold, or has a fever then we measure - we find out we check their temperature. So of course some things we can learn based on fact-finding.

Inevitably, assumptions are made as there's a job to do, but it's important not to prejudge. There's a big difference between assumptions, judgements, stereotypes, biases, hypotheses, and the like.

So a nurse can be tepid all the time? Where's the warmth in that, eh?

Good point, but you know what we're about here.
There's general warmth, friendliness, being approachable, civil, being professional.
Then there's warmth as an ingredient in those critical instances.

So, it's a case of yes and no. At first you've to be open-minded. Take the conceptual  framework Hodges' model. Initially it is all structure, but this structure provides four empty care domains - five when wrapped by the spiritual. This can act as a great aide-mémoire.

With a referral you make use of any information that is provided because that's very important too. The information that is received initially is hopefully sufficient to indicate the nature of the problem in broad terms. It may be more specific pointing to an existing diagnosis, a relapse, or multiple diagnoses.
Yes I see. Hodges' model is the blank sheet and as such it is open, non-judgmental.

Yes, but there are also indicators that point to risk, physical - falls for example, plus psychological and mental health aspects like risk of self-harm, harm to others and possibly self neglect. These are the things that must also to be assessed and as such ruled-out.


So when does that 'open-mindedness', or 'neutrality' become closed?

As we learn about someone, we build up a picture that kind-of notion, once known some things are closed as they don't tend to change.
They're concluded?

Yes, but one of the reasons that nursing is such an ace job - and yes I know why your grimacing - but it IS!

Anyway, that first day can be a lesson in dynamics. If not the first day it will soon follow!

So, you have to use many different sources and kinds of knowledge.

Yes, that's right and the best knowledge of all is...?

Well, I guess learning for ourselves is the best, most permanent way.

You have it there. It's a really exciting time for nursing, health and social care. Although they go on about technology and clearly technology has a major role to play. 'IT' is playing a major role and if you listen carefully you can hear the robots...

There is much more to do on that 'humanistic' side.

The open-mindedness, openness and acceptance is a baton that we must pass back to the patient. Self-care, when possible, health literacy skills and competence are crucial now.

It's not just the days that are different either. The people we encounter, the patients, the clients - call them what you will, they are all pearls. Aggregated, yes sure, you see so many oysters; but open and face-to-face as a nurse each one shines, unique and peerless with individuality.

OK. Thanks - that's cool indeed!

Acknowledgement - Stu Young, Royal College of Nursing Students

Monday, December 08, 2014

CfP: SPECIAL ISSUE on Reimagining Interfaces for Older Adults

SPECIAL ISSUE on Reimagining Interfaces for Older Adults
Official publication of the Information Resources Management Association

Guest Editors: Emma Nicol, Mark D Dunlop, Jutta Treviranus

Many countries have an increasingly ageing population. In recent years, mobile and related technologies have had a massive impact on social and working life. As the older adult population rises, many people will want to continue professional, social and lifestyle usage of such technologies into their 70s and beyond. Mobiles support community involvement and personal independence, but the ageing process can interfere considerably with their usage, e.g. through changes in vision, hearing, attention, memory and motor control.

This special issue will bring together the work and reflections of researchers who are re-imagining interfaces so that they are more suited for use by older adults. This may, for example, be through the redesign of interface elements, redesign of interaction flows or by reassessing user experience to be more suitable for older adults. We aim to highlight the wealth and breadth of applications that are used by older adults, how those applications are used and present high quality research into making those applications better suited to the population of use. We aim to bring together papers that focus on supporting aspects of lifestyle change, acknowledging and supporting changes in our physical & mental abilities as we age, and designing for either specific older user communities or diverse populations as a whole. In bringing together research in these areas we aim to encourage the re-imagining of interfaces and interaction for older adults.

Topics to be discussed in this special issue include (but are not limited to) the following:
•    Multimodal interaction with older adults
•    User experience with older adults
•    Mobile input, visual interaction and cognitive access with older adults
•    Older adults and ubiquitous computing
•    Participatory design process for older adults
•    Mobile interface evaluation with older adults
•    Novel physical interaction for older adults
•    The effect and implications of the ageing process for mobile design
•    Interdisciplinary perspectives on mobile design for older adults

Researchers and practitioners are invited to submit papers for this special theme issue on Reimaging Mobile Interfaces for Older Adults on or before 23.01.2015. All submissions must be original and may not be under review by another publication. INTERESTED AUTHORS SHOULD CONSULT THE JOURNAL’S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at:
http://www.igi-global.com/development/author_info/guidelines submission.pdf.  All submitted papers will be reviewed on a double-blind, peer review basis. Papers must follow APA style for reference citations.

All papers should be submitted through the E Editorial DiscoveryTM Online Submission System – a http://www.igi-global.com/submission/submit-manuscript/. When submitting, choose International Journal of Mobile Human Computer Interaction (IJMHCI) for the Journal and under “Submit to a Special Issue” choose Reimagining Interfaces for Older Adults.  Failure to do this will mean your submission is not reviewed in relation to this special issue.

The primary objective of IJMHCI is to provide comprehensive coverage and understanding of the issues associated with the design, evaluation, and use of mobile technologies.  The journal will focus on human-computer interaction related innovation and research in the design, evaluation, and use of innovative handheld, mobile, and wearable technologies in order to broaden the overall body of knowledge regarding such issues.  It will also consider issues associated with the social and/or organizational impacts of such technologies.

This journal is an official publication of the Information Resources Management Association
Editor-in-Chief: Joanna Lumsden
Published: Quarterly (both in Print and Electronic form)

All enquiries should be directed to the attention of the guest editors:

Emma Nicol, Mark D Dunlop, Jutta Treviranus
Guest Editors
E-mail: emma.nicol AT strath.ac.uk; mark.dunlop AT strath.ac.uk; jtreviranus AT faculty.ocadu.ca

My source:
A moderated list  to announce research jobs, studentships, conferences and workshops in: telecare, telehealth; assistive technology; inclusive design, and the accessibility of ICT

Sunday, December 07, 2014

Last CFP: Special issue on "The Design of TEL with Evidence and Users" - IxD&A Journal

Special Issue on "The Design of TEL with Evidence and Users" to be published in the Interaction Design and Architecture(s) Journal (IxD&A)

Guest Editors:

• Juan Manuel Corchado Rodríguez, University of Salamanca, Spain
• Fernando De la Prieta, University of Salamanca, Spain
• Tania Di Mascio, University of L'Aquila, Italy
• Rosella Gennari, Free University of Bozen-Bolzano, Italy
• Pierpaolo Vittorini, University of L'Aquila, Italy

Important dates:

*** Deadline: 15 December, 2014 ***

Other important dates:
• Notification to the authors: 15 January, 2015
• Deadline for submission of the final camera ready version of accepted papers: 10 February, 2015
• Publication of the special issue: end of February 2015


The design of accessible, usable and pedagogically effective Technology Enhanced Learning (TEL) products requires empirical research and real users. The TEL4U special issue seeks contributions that describe how empirical evidence or the involvement of real users in the design process allow TEL researchers to produce accessible, usable and pedagogically effective TEL products for the intended users. TEL4U also welcomes contributions to TEL from contiguous research areas such as cognitive systems, technologies for digital content and languages, inclusion, smart schools, creativity and learning.

Topics of Interests

The special issue will carry revised and substantially extended versions of selected papers presented at (i) the 3rd International Workshop on Evidenced Based and User centered Technology Enhanced Learning workshop (ebuTEL 2013), held in Trento on September 16th 2013, and (ii) at Methodology and Intelligent Systems for Technology Enhanced Learning (MIS4TEL 2014), held in Salamanca (Spain) on June 4th-6th, 2014, expanding the topics of the evidence based TEL workshop series in order to provide an open forum for discussing intelligent systems for TEL and empirical methodologies for their design or evaluation.

Moreover, the special issue also strongly encourages submissions from researchers that were unable to participate in the workshops, by welcoming original research papers from topics including, but not restricted to:

• Personalisation, user modelling and adaptation in TEL;
• Games and game learning for TEL;
• Knowledge representation and reasoning for TEL;
• Knowledge management for TEL;
• Semantic web for TEL;
• Web 2.0 and social learning environments for TEL;
• Natural language processing for TEL;
• Effective teaching techniques and strategies for TEL;
• TEL case studies;
• Evaluation guidelines, methodologies and methods for TEL;
• Design guidelines, methodologies and methods for TEL;
• Accessibility and usability guidelines, methodologies and methods for TEL;
• TEL for users with special needs;
• Sharing and interoperability between TEL systems;
• Smart TEL environments.

Technology enhanced learning, evidence-based design, user-centred design, participatory design, co-design, serious games, educational game design, evaluation, usability, user satisfaction, accessibility, universal design, personalisation, smart schools, inclusion, creativity and learning.

Submission procedure

The manuscripts should be submitted either in .doc or in .rtf format.

All papers will be blindly peer-reviewed by at least two reviewers.
Authors are invited to submit a 8-14 pages paper (including authors' information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A authors' guidelines

Authors' guidelines

Link to the paper submission page:
http://www.mifav.uniroma2.it/idea2010/login.php (when submitting the paper please choose Domain Subjects under: "IxD&A special issue: 'The Design of TEL with Evidence and Users')

More information on the submission procedure and on the characteristics of the paper format can be found on the website of the IxD&A Journal where information on the copyright policy and responsibility of authors, publication ethics and malpractice are published.

For scientific advices and for any query please contact the guest-editors:

• corchado [at] usal.es
• fer [at] usal.es
• tania.dimascio [at] univaq.it
• gennari [at] inf.unibz.it
• pierpaolo.vittorini [at] univaq.it

marking the subject as: "IxD&A special issue on: 'The Design of TEL with Evidence and Users"

My source:

ITFORUM mailing list

Thursday, December 04, 2014

Report: Personalised Health and Care 2020 [II] - National Information Board

humanistic ------------------------------------------- mechanistic

"All patient and care records digital,
real time and interoperable by 2020."
"Clinicians in primary, urgent
and emergency care, and other key transitions
of care contexts will be operating without paper records by 2018."
"Patients have access to their hospital,
community, mental health and social care services records by 2018."

"By April 2016, commissioners and providers
must publish "road maps" showing how they
will develop interoperable digital records
and services by 2020."

Report: Personalised Health and Care 2020. National Information Board. November 2014.

Illman, J. (2014) National tech blueprint sets greater role for regulators - Personalised Health and Care 2020: selected recommendations, Health Service Journal, 21 November. 124: 6424; p.13.

Monday, December 01, 2014

World AIDS Day 2014 - resources at OER Commons

Become (more?) HIV aware c/o -

World Aids Day

In addition if you need a conceptual framework to deliberate / reflect upon HIV AIDS try Hodges' model. Suggestions to revise the 'indicative content' page are most welcome (trying to keep this at single A4).

My source: @OERCommons


Dr Atul Gawande - 2014 Reith Lectures

From the BBC website:

Atul Gawande, MD, MPH is a practicing surgeon at Brigham and Women's Hospital and Professor at both the Harvard School of Public Health and Harvard Medical School.

In his lecture series, The Future of Medicine, Dr Atul Gawande will examine the nature of progress and failure in medicine, a field defined by what he calls 'the messy intersection of science and human fallibility'.

Atul Gawande

Saturday, November 29, 2014

Reflexive strategy realised in policy: from hokey cokey to hocus pocus

Strategy is usually about the longer term, as such it needs to be reviewed but it is hardly a matter of reflex. Crisis management within a strategy should be an operational contingency, the implementation of contingency plans.

As posted several years ago, I've been fascinated by the need for vulnerable people to 'beware of reflex moves'. The example I have comes across repeatedly is due of course to the people community mental health services encounter. Older adults who are newly bereaved and for whom it is suddenly judged by well-meaning family members that they should move their home to be nearer to family. This decision is often made quickly, when the grieving is ongoing and decision-making is impaired to say the least.

It is a bit of stretch, but we can relate this to health, social care and policy. Let's see ...

As an evidence-based activity health care is far removed from "hokey cokey". To be precise it's Levenshtein distance (or edit distance) = 8 :-)

Unfortunately, a recent HSJ/Serco Commission on Hospital Care for Frail Older People concluded that health and social care integrated care is a "myth" in terms of being the "silver bullet" for the NHS's financial difficulties (Barnes, 2014).

I'd been wondering about the problems that have been solved and those still ongoing since I began my nursing career in the late 70s. You could call the latter personal legacy career issues. The commission's report describes the current flagship project the better care fund, as having been planned in a "hokey cokey" fashion.

Of course, integration is as many splendored in its transformational promise, as it is many tentacled in its complexity. What is being integrated? To what extent does this include disciplines, finances (budgets), philosophy, location, record systems, management, policy, accounting, reporting and accountability ...? How do we measure and recognise success?

On a positive side the Levenshtein distance for "hocus pocus" from "health care" is 10, so that is reassuring?

The worry is that there is form elsewhere, also highlighted in HSJ (Illman, 2014).

The 3 Million Lives telehealth programme has been scrapped. If it is a measure at the time of this post, the last tweet was 18 March 2013.

Given the major upheaval that the NHS has been through this is hardly the ideal environment for policy making that must engage staff and the public.

Engagement - crucial!

Barnes, S. (2014) Landmark report criticises integration policy. Health Service Journal, 21 November, 124: 6424; pp. 4-5.
Illman, J. (2014) NHS England outlines telehealth successor, Health Service Journal, 26 September, 124: 6416; p.13.

Friday, November 28, 2014

Papers 2 study: The longitudinal effect of concept map teaching on critical thinking of nursing students

Lee, Weillie; Chiang, Chi-Hua; Liao, I-Chen; Lee, Mei-Li; Chen, Shiah-Lian; Liang, Tienli (2013) The longitudinal effect of concept map teaching on critical thinking of nursing students. Nurse Education Today, Vol.33(10), pp.1219-1223.

From the summary (with my emphasis):

... The intervention of concept map teaching was given at the second semester in the Medical–Surgical Nursing course. The results of the findings revealed student started with a mean critical thinking score of 41.32 and decreased at a rate of 0.42 over time, although not significant. After controlling for individual characteristics, the final model revealed that the experimental group gained a higher critical thinking score across time than the control group. The best predictive variables of initial status in critical thinking were without clinical experience and a higher pre-test score. The growth in critical thinking was predicted best by a lower pre-test score, and lower scores on surface approach and organized study. Our study suggested that concept map is a useful teaching strategy to enhance student critical thinking.

Thursday, November 27, 2014

Threshold Concepts - one of '10 trends set to shake up education'

Professor Ray Land emailed the Threshold Concepts community following up on the conference held in July 2014. I can't believe that very soon another month and the 2016 conference in Nova Scotia will be 'next year', but there we go...

Prof. Land updated us on a prospective book, and when available I will post news of the book and the next conference here.

While I am sure Threshold Concepts are (very) applicable to Hodges' model and my research interests, I am not trying to contribute to the planned text. I'm busy enough with the third graduate study module. Reading, discussion, a 4k word draft essay, two peer student reviews...

Prof Land also highlighted the following, which he's happy for me to share with you [I've added the image]:

... We were pleased to see that Thresholds were identified as one of '10 trends set to shake up education' as reported in The Times Higher magazine last week.

Innovating Pedagogy 2014 - Report
The report, produced by the Open University and called 'Innovating Pedagogy 2014', is free to download here:

Kind regards and hope that all is well where you are.

More shortly

Professor Ray Land
Director, Centre for Academic Practice (CAP)
& Professor of Higher Education,
School of Education, Durham University,
Leazes Road, Durham DH1 1TA
United Kingdom
e: ray.land AT durham.ac.uk

Wednesday, November 26, 2014

The 9th International and Interdisciplinary Conference on Modeling and Using Context (CONTEXT 2015)

*** Preliminary Call for Papers and Call for Workshop Proposals ***
2–6 November 2015, Golden Bay Beach Hotel, Larnaca, Cyprus

The CONTEXT conferences are the world’s prime forum for presentation and exchange of insights and cutting-edge results from the wide range of disciplines concerned with context.

The main theme of CONTEXT 2015 is “Back to the roots”, focusing on the importance of interdisciplinary cooperations and studies of the phenomenon. Context, context modeling and context comprehension are central topics in linguistics, philosophy, sociology, artificial intelligence, computer science, art, law, organizational sciences, cognitive science, psychology, etc. and are also essential for the effectiveness of modern, complex and distributed software systems.

CONTEXT 2015 invites high-quality contributions from researchers and practitioners in foundational studies, applications and evaluations of modeling and use of context in all relevant fields. Areas of interest include, but are not limited to, the role of context seen from different perspectives in:

• Agent-based architectures
• Ambient intelligence
• Cognition and perception by humans and artifacts
• Context-aware and situated systems
• Context modeling tools
• Communication and dialogue
• Data analysis and visualization
• Decision making
• Discourse comprehension and representation
• Engineering, e.g., in transport networks, industrial plants etc.
• Experimental philosophy and experimental pragmatics
• (Formal) models of context
• Human-computer interaction
• Knowledge representation
• Language acquisition and processing
• Learning, knowledge management and sharing
• Logic and reasoning
• Machine learning
• Ontology/ies
• Semantics and Pragmatics
• Smart and interactive spaces
• Understanding art, images, music and theatre


Accepted papers and poster abstracts will be published in a volume of the Springer LNAI series.

Submission format

Submissions may be either full papers of up to 14 pages (in Springer LNCS format) or poster abstracts of 4–6 pages. Full papers may be accepted as such with oral presentation, or their authors may be invited to prepare a poster abstract. Detailed formatting and submissions instructions will be provided.

Conference events

CONTEXT 2015 will include paper presentation sessions, a poster and demonstration session, two days of workshops, and a doctoral consortium as well as keynote talks and a panel discussion. Workshops and the doctoral consortium will circulate separate calls for papers and participation, which will also be available at the conference web site. All accepted authors will have the option of presenting a system demonstration at the poster session.

Important dates

Full papers and posters:
• Submission deadline: June 1, 2015
• Notification: July 13, 2015
• Final version: August 17, 2015


CONTEXT 2015 workshops will provide a platform for presenting novel and emerging ideas in the use and the modelling of context in a less formal and possibly more focused way than the conference itself. The format of each workshop is to be determined by the organisers, but it is expected that workshops will contain ample time for general discussion and engagement by all participants - not just those presenting papers. Workshops that foster collaboration, discussion, group problem-solving and community-building initiatives are particularly encouraged. Researchers and practitioners from all relevant fields are invited to submit proposals for review.

Proposals for workshops should contain:

1. A title and brief (2-page max) description of the workshop topic and content.
2. The desired workshop length (one day, two days or a half day) and an estimate of the number of attendees.
3. The names, postal addresses, phone numbers, and email addresses of the organisers, with one-paragraph statements of their research interests and areas of expertise.
4. A list of potential members of the program committee, with an indication of which members have already signed up.
5. A description of any shared tasks associated with the workshop.
6. A description of special requirements for technical needs.
7. An indication of whether posters are likely to be included in the workshop program.

Please submit proposals in plain text in the body of an email to the workshop organiser Samia Oussena (samia.oussena AT uwl.ac.uk) no later than March 20, 2015.

Notification of acceptance of workshop proposals will occur no later than April 1, 2015.

Organisers of accepted workshops will be responsible for publicising and running the workshop, including reviewing submissions and producing the camera-ready workshop proceedings and a possibly printed version; the conference website may link to online workshop proceedings. It is crucial that organisers commit to all deadlines.

Workshop organisers cannot accept for publication papers that will be (or have been) published elsewhere, although they are free to set their own policies on simultaneous submission and review. At least one organiser of an accepted workshop is expected attend and lead the workshop; any participant and speaker must register for the conference. The CONTEXT 2015 organisers will set the workshop fees, provide rooms, equipment, technical support,coffee and lunch breaks.

Workshop timeline

• Submission of proposals: March 20, 2015
• Notification: April 1, 2015
• Submission deadline, workshop papers: August 1, 2015
• Notification for workshop papers: September 1, 2015
• Final version of workshop papers: October 1, 2015

Doctoral Consortium


Look for updates and more details at:
- http://cyprusconferences.org/context2015
- https://www.facebook.com/context.conference

Tuesday, November 25, 2014

Coalition for Collaborative Care (C4CC): New alliance in social care and health launched

Dear CHAIN member,

We would like to draw your attention to the following information. Please pass on as appropriate. Thank you.

A major new alliance committed to improving care and support for people with long-term conditions has been launched in London today (Friday 21 November).

The Coalition for Collaborative Care (C4CC) has people with long-term health conditions at the heart of its powerful alliance and brings together some of the sector’s most influential national groups and organisations.

With more than 15 million people in the UK living with a long-term condition, the Coalition will champion a system-wide transformation in how they receive and use care and support.

This innovative new partnership will focus on re-framing the relationship between a person with long-term health conditions and the professionals supporting them. This allows the expertise of both to be used most effectively to help the person plan to manage their condition and maximise their well-being.

It will draw strongly on the House of Care developed by the Year of Care Partnerships which highlights what is required to achieve person-centred coordinated care.

Read more at: http://www.england.nhs.uk/2014/11/21/c4cc/


Wendy Zhou

CHAIN Manager
CHAIN - Contact, Help, Advice and Information Network – is an online international network for people working in health and social care. For more information on CHAIN and joining the network please visit website: http://chain.ulcc.ac.uk/chain/index.html

Monday, November 24, 2014

Big Hero 6 - clip (Healthcare is never 'Frozen')

humanistic ------------------------------------------- mechanistic

My source:
Educate the Young - Disney and Pixar Understand Patient-Centered Care

House of Care model

... the House of Care model - a coordinated, patient centred system, in which patients and carers work with healthcare staff, supported by organisations, to optimise their care. HSJ (2014)

humanistic ------------------------------------------- mechanistic


Healthcare staff



NHS England: House of care

King's Fund: House of care

My source: 
Trueland, J. (2014) How to tackle the workforce planning issue, Health Service Journal. 124, 6418: pp.16-21.

Sunday, November 23, 2014

Antipsychotics & Dementia: Managing medications (across Hodges' model)

humanistic ------------------------------------------- mechanistic
person-centered care, communication

medication management
assessment - review
premature deaths, stroke
Traditional - 1st generation
Atypical - 2nd generation
pain, analgesia, 
cholinesterase inhibitors
trial reduction
avoid benzodiazepines if possible
Team working, collaborative care, family
nursing homes
challenging behaviours -
shouting, aggression, psychosis, agitation
Behavioural and psychological symptoms of dementia (BPSD)
psychosocial interventions, reassuring staff, knowledge and skills
Policy, Reports, Governance, Audit, Consent, Capacity, Consultation, Multi-disciplinary approach, institutions, choice

My source: AlzheimersAustralia via twitter

Friday, November 21, 2014

Launching PoliCulturaEXPOMilano 2015


We are happy to announce you that we are now  launching PoliCulturaEXPOMilano2015, the world competition on DST: www.policulturaexpo.it/world

All the activities for the schools will start in the second semester (school year 2014-15) for the Northern Hemisphere and in the first semester (school year 2015-16) for the Southern Hemisphere.

Now we have a BIG CHALLENGE : recruiting schools and teachers. There are three big motivations that can attract teachers:
  • issues are really of planetary relevance (and very good for pedagogy)
  • this is a world education experience: world communities of teachers, world-shared resources, world-shared content…
  • there is high visibility of the output (in the initiative website, at the universal exposition’s premises…)
We try to help with 300 pages of reading material (created on purpose), 3 MOOCs (on Digital storytelling, on the Expo2015’s topics and on how to create a narrative on the EXPO theme) and more than 1,000 educational “tips” on activities revolving around the exposition’s themes.

You can help us in 3 ways:
  1. forwarding the attached kit to teachers, associations, principals, district, school authorities, parents, friends and whomever you think may be of help
  2. putting us in contact with these people
  3. pointing at websites or blogs that may cooperate with us (i.e. that are read by teachers in your country or worldwide)
We have an ambitious target of 1,000 narratives, and we are fighting for it.

You can find additional information in the attached kit and/or in the website. You did not do it yet, please send us your selfie for support (look at our homepage).

Certain that we may count on your support, I remain sincerely yours


PS  please include in your reply the address policulturaexpo-world at polimi.it

Nicoletta Di Blas
Department of Electronics, Information and Bioengineering
Politecnico di Milano
Via Ponzio 34/5 - 20133 Milano
http://hoc.elet.polimi.it/ nicoletta.diblas at polimi.it

Michael K. Barbour, Ph.D.
Director of Doctoral Studies, Isabelle Farrington College of Education
Assistant Professor, Educational Leadership
Sacred Heart University
mkbarbour-at-gmail-dot-com - http://www.michaelbarbour.com
Virtual School Meanderings - http://virtualschooling.wordpress.com
My source: ITFORUM mailing list
ITFORUM at listserv.lt.unt.edu
This is a listserv of the Association for Educational Communications and Technology. The focus of this list is instructional and educational technology topics ranging from technology integration through cognitive systems thinking and beyond.

Monday, November 17, 2014

Response to: Pros and cons of pulling behavioral and social data into EHRs [Government Health IT]

Mike Miliard Editor of Healthcare IT News posted an item:

Pros and cons of pulling behavioral and social data into EHRs

To put my reply in context here is the start of Mike's post:
Should more types of health data figure into electronic health records?

On the one hand, the Institute of Medicine put out a call for doing just that on the grounds that behavioral and social data can benefit population health practices to ultimately improve the care of individual patients. For physicians who already complain that EHRs are burdensome and distract from care delivery, on the other hand, the idea of making electronic records more complex, perhaps even cluttered, will inevitably be unwelcome news. ...

Talk about a work in progress? How long does it take to get this right? Of course health and social care data is always ongoing, as governments change, policy, medicine, local government, social care, technology and society too.

As Mike notes for many physicians the EHR is already burdensome. My context is quite different being nursing, mental health, and crisis-oriented in the community. I've defined small research-based datasets in the past and it is a fascinating pursuit. Trying to have the data defined and reporting ready before the 'door opens'. Doing this retrospectively is no fun at all.

At work when I visit someone in a residential care or nursing home, do I record this as 'home', or 'community' in the absence of the aforementioned categories? Is this ageism?

Is there a digital dividend to come to the physician's aid? Surely increasingly the physical measurements and observations in medicine, surgical... can be automatically captured, disseminated and presented accordingly? Surely, it is possible today to bring in other data as the context changes? If we can autofill on words, we should be able to auto-fill the dataset as context shifts? There are many algorithms out there already 'alive and countin-the-clickin'  in the milliseconds.

It seems Mr Miliard is writing about one way to define 'integrated care'?

It isn't just 'public health' though;
it must combine, be inclusive of - 'public mental health'.

The focus of the article is the Institute of Medicine's report:

Capturing Social and Behavioral Domains and Measures in Electronic Health Records: Phase 2

Mike lists eight domains from the report and these are mapped to Hodges' model below:

humanistic ------------------------------------------- mechanistic
educational attainment, stress, depression
physical activity, stress

social isolation, intimate partner violence (for women of reproductive age)

financial resource strain,
neighborhood median household income

I've included stress twice as there are at least two forms: anxiety - internal; and environmental - external.

Sunday, November 16, 2014

Saturday, November 15, 2014

Report: Personalised Health and Care 2020 - National Information Board

humanistic ------------------------------------------- mechanistic

self-help, self-care, person-centredness, personalised care

task-centredness, administration, time, processes, events, data capture

Patients told to go online in radical NHS reform

Government withholds 35m nursing technology fund

Report: Personalised Health and Care 2020. National Information Board. November 2014.


The Times, Patients told to go online in radical NHS reform. 13 November 2014. London. p.1.

The Nursing Times, Government withholds 35m nursing technology fund. 12 November 2014. p.2.

Thursday, November 06, 2014

'Voronoi treemap' by Michael Balzer, (2005)

'Voronoi treemap' by Michael Balzer, (2005)

Images courtesy of Princeton Architectural Press via Brain Pickings

The Book of Trees - on a table in Waterstones, Manchester this evening.

Monday, November 03, 2014

Learning model for International Health - progress since 2005?

In the third module of my technology enhanced learning studies I have been reading:

Henry, B., & Ueda, R. (2005). Learning model and curriculum designs for international health in nursing. Japan Journal of Nursing Science, 2(1), 17-24.

The aim of the paper is:

Nursing’s domain of inquiry for international health is unclear. A learning model to frame this specialty is unavailable. The goal of this analysis was to open debate worldwide on the nature of concepts, relationships, and analytic constructs that can serve as a foundational blueprint for international nursing curriculums. The aim was to define and operationalize international health in nursing by constructing a learning model.
The results included the identification of five main concepts:

 environment, demography, culture, technology, and research.

humanistic ------------------------------------------- mechanistic

environment, technology, demographics

Using Hodges' model above I have mapped these concepts to the model's domains. The influence of context looms large of course, so we can also for example consider the sociological aspects of the environment and the politics of the environment which is currently newsworthy on a global scale.

I've placed the concepts in the primary domain. We can extend them in many ways. Diagonally, technology can be extended to what is (should be?) socio-technical. Usability brings in the interpersonal domain and subjective experience. Funding and access politicizes many concepts and no-less here.

I'm being deliberately contrary with research. Usually I'd split research between the sciences and sociology. My doing so equates to the dated, but still significant distinction between quantitative and qualitative forms of research respectively. Basically this means that using Hodges' model we can replace the humanistic (subjective) and mechanistic (objective) labels above with 'research'.

We can take 'environment' and be person centered looking at the individual experience. We can do the same but for a group, or population.

As I investigate culture, nursing, Hodges' model and educational technology I do wonder what progress has been made since 2005: where these concepts sit within the care domains (and why), and what about the gaps? Back to the literature...!

Sunday, November 02, 2014

Sohei Nishino - Dioramas: Tokyo, Kyoto, Osaka, Hiroshima, Shanghai, London ... Jerusalem

humanistic ------------------------------------------- mechanistic
Jerusalem © Sohei Nishino

Jerusalem 2012-13
Nishino's maps aren't supposed to be geographically accurate. "It is simply the town seen through the eyes of a single individual," he says, "a trace of the way I walked through it." He uses a film camera and develops the images himself before painstakingly cutting and assembling them into a collage.

The Sunday Times, Magazine, p.50-51. 19 October 2014.

[politics of (some) places] pj

Michael Hoppen Gallery (30 October - January 7)

My source: Scenes from the cutting room floor, 19 October 2014, Spectrum, The Sunday Times, 49-52.
Image - Jerusalem, source:

Saturday, November 01, 2014

Ebola: impact across the care domains

humanistic ------------------------------------------- mechanistic

grief, mental trauma, stress

ChildFund International opens first Interim Care Center for children orphaned by Ebola
Dear Friends,
Ebola is  frightening.  Most information from TV, Facebook, and from our governments is poor. We want to change this by providing to you the best possible scientific information  about Ebola from leading scientists from Nigeria, Africa, the Library of Alexandria and experts world wide.

We have created a cutting edge lecture on Ebola for you to teach your students, share with your faculty and distribute to your friends. The Lecture has been translated by 20 scientific experts  into  Arabic, Chinese, English, Farsi, French, Hebrew, Japanese, Malay, Pashtu, Russian, Spanish and Urdu. It present the best possible scientific knowledge about this disease.


We provide this to you as a “gift that is meant to be given”. Please share this with your students and faculty, and post the lecture on Facebook, tell others about  it through Twitter, etc.  The Library of Alexandria Lecture is free, developed by the global scientific community. Include links to this from Universities, Libraries, schools media, etc.

Let us continue to learn and share the scientific facts about Ebola.

Drs. Elegba, Kana, Bello-Manga and Adiri
Faculty of Medicine
Kaduna State University, Nigeria
Ismail Serageldin, Ph.D., Director Library of Alexandria
Ronald LaPorte, Ph.D. Director Emeritus WHO Collaborating Centre, Pittsburgh

Additional links:

Understanding the Ebola Virus and How You Can Avoid It

The Economist: Ebola and big data - Waiting on hold

Ebola Response Anthropology Platform

Ebola Resources

Ebola Deeply

Ebola, David Quammen, Bodley Head

forum@justnetcoalition.org and ciresearchers@vancouvercommunity.net
Washington Post - Ebola virus image

*my emphasis

Friday, October 31, 2014

Metamorphosis (Ste p e-learning [curve?] )

I'm walking over ground of a gradually steepening pitch. At a certain point, I pause and start using my hands; the real mountain begins. I am climbing. Do I, as soon as my back slopes forward, return to the state of the quadruped? Almost: my body transforms; feet become hands and my two manual grips secure balance. Homo erectus, the standing man, of recent date, reverts back to the one from whom he is descended: the archaic quadrumane. This thunderbolt recollection became so black, in me, that I no longer fear to speak of the beast; I remember who we were (p.3).
Michel Serres (1999) Variations on the Body, Univocal.

Thursday, October 30, 2014

Health Education England Technology Enhanced Learning Programme Bulletin - October 2014

Sent: 22 October 2014 14:37
Subject: HEE TEL Programme Bulletin - October 2014

HEE TEL Programme Bulletin
October 2014
Welcome to the first edition of the TEL programme bulletin.
This is published monthly to provide an overview of progress with the programme projects, a snapshot of regional TEL news, as well as any current issues or hot topics.
If you have any feedback, want to add something to this bulletin or would prefer not to receive it, email hee.tel AT nhs.net 
In this issue…

-       User needs research
-       TEL Hack Day 2015
-       Programme Review
-       TEL @ conferences this month
-       Regional news and views…

User needs research
Following the completion of a desk study in May to effectively scope out existing TEL platforms and resources, additional research is currently being carried out to provide further evidence that there is a real need for a fully integrated TEL hub.

A questionnaire was sent out across the programme networks on 17 October and can be accessed at: https://www.surveymonkey.com/s/JCC9D2C

The survey will close on 3 November 2014. Please tweet about it too #HEETEL

All results will be triangulated with the desk study and other existing data from previous meetings and events and the results will inform the final Government Digital Services (GDS) business case.


TEL Hack Day 2015, 6 – 8 March
A TEL specific hack day is planned in 2015, aimed at developing ideas and IT solutions to support healthcare students, staff and educators.

This weekend event is planned to take place from 6 to 8 March 2015 in Leeds. More details to follow shortly.


TEL Programme Review
A review was undertaken of the TEL Programme during August 2014 and the TEL Steering Group has now agreed the projects that are being progressed in order to deliver the Programme aims. Clearly the main deliverable of the TEL Programme is the TEL hub but there are 10 additional projects that the team is committed to building on. Each of the objectives, outputs, outcomes and benefits were discussed at an all groups’ meeting on 21 October and more detail will be shared over the coming weeks.

1. Digital literacy
2. Horizon scanning
3. Expert groups
4. Commissioning guidelines
5. Barriers and solutions to IT in the NHS

6. TEL in curricula and training pathways
7. Effective stakeholder involvement
8. Communities of Practice
9. User needs research
10.Integration with other HEE hubs

TEL @ conferences and events this month 
November will be busy month for the TEL team with presentations, workshops and stands planned at key upcoming events:
Updating on elderly medicine for FY and CMT doctors Geriatrics for Juniors (G4J) conference
8 November, Birmingham
Improving how humans and systems work together in healthcare
Annual Association for Simulated Practice in Healthcare (ASPiH) annual conference 2014
11 to 13 November, Nottingham

Education and Training Forum
Health Education Yorkshire and the Humber
26 November, Leeds

NHS-HE Connectivity Forum
Quarterly meeting
26 November, London

Regional news and views…
There continues to be an exciting range of TEL projects and initiatives being implemented regionally and this section of the newsletter is designed to provide a snapshot.

e-Learning Boot Camp Experience
Developers and others who support the delivery of e-Learning in the North West are benefitting from a new capability and capacity programme – the e-Learning Boot Camp Experience. Managed by the North West e-Learning Support Service, this programme is providing access to introductory and advanced skills in e-authoring, project management and quality assurance.

Sharing simulation scenarios
The North West simulation network have created a bank of evidence-based simulation scenarios to be made available across the region, as well as rolling out a quality assurance methodology to accredit individuals in the development of simulation skills, local courses using simulation techniques and centre-wide simulation.

Regional Simulation Network launched
Health Education North East (HENE) launched their Simulation Network last month, as part of the new Faculty for Patient Safety, within HENE. The aim is to bring together everyone who is interested in clinical skills, human factors and enhanced learning and education opportunities that effective simulation, research and innovation can deliver.