- 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

Thursday, December 31, 2015

"Dual Legacies of a Health Career and a Baton to Match" BMJ Evidence Based Nursing Blog

Approached through twitter I was invited to write a blog post on a mental health nursing related topic of my choice. The final text manages to reflect the time of year, the time of my career, student's careers and the health career.

There is of course a great deal of other very informative content.


BMJ Evidence Based Nursing blog post

Twitter: EBNursingBMJ

Thanks to Gary Mitchell, Associate Editor.

Out of the Shadows - Mental Illness

"How a pioneering approach to treating mental illness is helping to fight one of the world’s most neglected diseases."




Out of the Shadows


My source: Email re. an INTAR 2016 conference call.

Tuesday, December 29, 2015

Care for the ear - Svetlana Alexievich

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group - population

"Flaubert called himself a human pen; 
I would say that I am a human ear."

"I am drawn to that small space called
 a human being . . . a single individual."



"It always troubled me that the truth 
doesn't fit into 
one heart, 
into one mind, 
that truth is somehow splintered. 
There's a lot of it, it is varied, 
and it is 
strewn about the world."



Alexievich, S. (2015) 'Speak with a human voice', Life & Arts, FT Weekend, December 19-20. pp.1-2.

The Nobel Prize in Literature 2015 Svetlana Alexievich

Svetlana Alexievich, Voices from Big Utopia

Monday, December 28, 2015

Newton and Einstein had it right - Reflection in H2CM

In the New Year I've a series of posts that almost seemed to write themselves after reading:

Johnson, D.D. (1994) Dualistic, Multiplistic, and Relativistic Thinking as it Relates to a Psychology Major. Honors Theses. Paper 202. http://opensiuc.lib.siu.edu/uhp_theses/202/
What (I believe) Hodges’ model does provide through its combined structure and care (knowledge) domains is ready cognitive access to three forms of thought as discussed by Johnson:
  1. Dualist
  2. Multiplistic
  3. and Relativistic Thinking
In selected papers within the bibliography and here on W2tQ since 2006 I've made many claims about Hodges' model. The old website (defunct) introduced Hodges' model from the standpoints of patient (intra- interpersonal); carer (sociology); student - life long learner (sciences); lecturer, institution (political - did I mention 'citizen' in there?).

Johnson has provided a fresh impetus to consider the model anew and with it threshold concepts and other ideas. In the posts to follow there are for example at least four ways in which Hodges' model supports dualist thinking and (importantly) mitigates against its possible excesses.

Sunday, December 27, 2015

H2CM bibliography: New reference in "The Psychology of Arson"

I have only just caught up with a new addition to the bibliography for Hodges' model (please see the side bar).

Abstract: key points
  • One in ten patients in secure mental health settings have a conviction for deliberate fire-setting.
  • This chapter views the issue of inpatient care and management from a forensic mental health nursing perspective. 
  • Hodges’ Health Career – Care Domains – Model (HCM; Hodges, 1998) is used to provide an overview of the political, biological, psychological and sociological aspects of care and management.
  • Nurses can deliver and/or support all aspects of care and treatment and have particularly significant roles related to management of relational security and recovery-oriented practice. 
  • The HCM can be usefully supplemented by a firesetting specific model to enhance nursing assessment.

Dickens, G.L. & Doyle, M. (2015) Mentally disordered firesetters in secure mental health care: a forensic mental health nursing perspective (Chapter 17) In, The Psychology of Arson, 1st Ed., (Eds.) Doley, R.M., Dickens, G.L., Gannon, T., pages 260-275. Oxford: Routledge. ISBN: 978-0-415-81069-2

Saturday, December 26, 2015

WHO (2010): A conceptual framework for action on the social determinants of health

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group


 Behaviours (individual)

Education

Micro level - individual interaction

psycho-
Biology

Material circumstances
Living and working conditions
Food availability
social
Behaviours (social)
Social policies
socio-

Culture and Societal Values        Gender
Ethnicity (racism)

Social
Social

Social cohesion & Social capital 

Social determinants 
HEALTH 

Labour market, Land
Macroeconomics
economic                 Governance
Public policies

Occupation     Income

class               HEALTH SYSTEMS
protection
POLITICAL CONTEXT

WHO
Structural determinants
 INEQUALITIES


The concepts mapped within Hodges' model above are taken from:
Figure 5. Final form of the CSDH conceptual framework - page 48.

See:
Solar O. & Irwin, A. (2010) A conceptual framework for action on the social determinants of health. Social Determinants of Health Discussion Paper 2 (Policy and Practice). Geneva: World Health Organisation. p.48.



Wednesday, December 23, 2015

Visual Literacies as Visual Imageries - 8th Global Meeting of the Visual Literacies Project

Is it a stretch from Hodges' model to the visual literacies? A connection that allows visual culture to be read, theorised and practised through "writing, letters, graphic novel, storytelling"; I'm sure there is.

In 2012 I was able to attend a workshop on visual methodologies in Newcastle (UK). The speakers there took me out of my comfort zone; children's drawings, video, self-generated data, photographs. How much of health (digital, ...) literacy is visual? That preceding sentence itself bears closer examination. Is this a legitimate question? What do how and much mean in this context? What is the measure that provides the much? Where are the values? These may be initially intangible but social media and the portrayal of images, files, dialogue, what is personal and confidential could suddenly undermine values. What of the outcomes and the dependencies between literacy forms that can confound us? How are we to respond to critics of the many literacies that are proposed?

In health and social care dementia can amount to storytelling by proxy, but this is subtraction. Taking away, diminishing identity while also acknowledging the need to assure individual stories and narratives. There is a need to try to anchor identity in an accessible form across the senses and media. So much of health and social care is invisible: knowledge lies and is found in all its forms. It may be fragmented and fragmentary. Practitioners seek to illuminate. The matter of where, when, why and how to cast the light. Increasingly the patient must navigate their own course, be independent in their illness. Even if vision is physically limited, visual literacy is still demanded. The unique, personal sense of seeing. Policy dictates people see, the sick see and they recover through self-care, coping strategies, personal resources.

Concepts are increasingly a visual currency; reflection, reflective practice, the exchange of ideas across disciplines and much more. What is very interesting in this call is the invitation for cross-over presentations. Looking back to the 2012 workshop I am reminded about the frequent lack of overarching ideas or theory to encompass things like health communication or literacies.

Does this matter?

Jones, P. (1996). An overarching theory of health communication? Health Informatics Journal, March, 2:(1), 28-34. http://jhi.sagepub.com/content/2/1/28.abstract
(My source: Inter-Disciplinary.Net )

Call for Participation 2016

Wednesday 6th July – Friday 8th July 2016
Mansfield College, Oxford

Concepts like picture, visual art, and realism circulate in newspapers, galleries, and museums as if they were as obvious and natural as words like dog, cat, and goldfish. – James Elkins
Human societies of all kinds have throughout history always generated their own distinctive visual cultures. However, with the possible exception of art historians this sense of immense diversity and rich historical precedence has been somewhat ignored. Everyday discussions in all forms of media appear to suggest that ours is the visual generation, when this is clearly not the case. Indeed, the term ‘visual literacy’ has crept into our general language use indicating that there is a code for interpreting visual texts of all kinds. This notion in itself has become a source of discussion in many areas and forms one of the key topics for this conference. This project seeks to place a reflective pause in the busy lives of the delegates who attend, and the visual bombardment we all encounter with the aim of unpacking how the visuals in the respective professional and personal worlds represented actually create meaning. As Sherwin (2014: xxvi) suggests, its time that we all “retool our minds” in this digital-visual age in order to “judge well how we judge.” Or to put it another way, one of the key focal points will be the reimagining of how the visuals we deal with on a day to day basis generate understanding
Hence, this project aims at generating an interdisciplinary forum in which the notion visual literacy can be explored and expanded by a range of delegates from all walks of life. The conference as a whole could be of interest to a spectrum of delegates ranging from those who are simply interested in how visual frames create a sense of meaning in social media, everyday encounters as well as those interested in art history, advertising, drawing and doodling, comics, movies, museum curation and painting. As stated, in particular one of the key discussion points of this event is the reimagining of where the visual field as whole could move into in the future. In considering this overall domain and future directions, Gretchen Bakker (2015:205) begins her critique of this overall area with the statement: “Let us imagine ourselves.” Bakker’s comment reveals the shift in thinking across several fields related to visual literacy who would appear to have begun to question how visual elements actually create meaning. This project offers the time and space for these individual fields to describe not only how meaning is made within their field or daily walk, but future directions for their fields.
Thus, this project will seek to take this statement as a core theme, asking accepted delegates to not only imagine how their work could evolve beyond their current interests and understanding, but also imagine how their work connects to those working in other fields. There are numerous concurrent and intersecting fields at this current time.
Looking to encourage innovative inter- and transdisciplinary dialogues, we warmly welcome papers, narratives, presentations, artwork, or performances from all disciplines, professions, and vocations which grapple with issues related with visual literacies and visual imageries. These may be related to, but not limited by, any of the following themes;
1. Visual Literacy as a Focus and Framework
~ Is there such a thing as visual literacy in your experience and/or discipline?
~What are the current debates in your experience and field?
~What are the various elements that are a part of visual literacy in your experience?
~What are the modes and nodes of interdisciplinary connections to visual literacy in your field?
~How will the concept of visual literacy be described in the next decade in your discipline?
2. Visual Literacy as Practice
~What are the forms of representation and realization of visual literacy in your field?
~What are the current debates and issues around the notion of ‘practice’ in your field?
~What are the current ‘tools, approaches and applications’ of visual literacy in your field?
~What are the current interdisciplinary connections to the ‘tools, approaches and applications’ of visual literacy in your field?
~What are the ‘insiders views’ visual literacy? (That is from the perspective of artists, taggers, digital natives, digital or visual immigrants)
3. Visual Literacy as Analysis
~What are the modes of visual literacy analysis in your field?
~What are the ‘tools’ of visual literacy analysis in your field?
~What are the current debates around analysis in your field?
~What are the current debates and forms of analysis in the areas of art history, fine arts, creative arts, multimodality, cinema, television, drama and IT?
Call for Cross-Over Presentations
The Visual Literacies as Visual Imageries project will be meeting at the same time as a project on Diaspora. We welcome submissions which cross the divide between both project areas. If you would like to be considered for a cross project session, please mark your submission “Crossover Submission”. 
...


Additional links:

Visualities Research Group, Newcastle Univ.

Book: 
Rose, G. (2012) Visual Methodologies An Introduction to Researching with Visual Materials, 3rd ed., London: Sage Publications Ltd.

Thursday, December 17, 2015

Workforce: What binds us all together?

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group

Empathy  Rapport

"The Force is what 
gives a Jedi his power. 
It's an energy field 
created by 
all living things. ...

Dignity   Respect

Emotional Intelligence

Open wonder

PURPOSE

... It surrounds us and penetrates us. 
It binds the galaxy together."
http://www.imdb.com/title/tt0076759/quotes


PROCESS
Shared values

PRACTICE

Communication

Mutuality

Partnership

Collaboration

Caring
Obi Wan: "I FEEL A GREAT DISTURBANCE IN THE WORKFORCE" Illustration credit HSJ cover Malcolm Willett
POLICY

Saturday, December 12, 2015

(Reprise) Noah - Thanks Frank and Happy Birthday!

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group

Trying to stay 'Young at Heart' here too.

Let's hope we can reach maturity - ecologically speaking - this weekend.

Friday, December 11, 2015

"The Revolving Boy" - and Girls 'one day soon'?

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group

"Derv soon discovers that he has an extraordinary sense of direction: he is also acutely uncomfortable unless he is able to "unwind" before going to bed each night the number of times he has turned during the day. Some of all this he understands when he learns how he had been born - weightless - in space. But it is not until a friendly teacher gains the family's confidence and takes him to a group of scientists that he begins to fathom the true explanation of his unique capabilities." (sleeve notes, 1967).

space medicine, birth in space,
 radiation sources,
DNA-RNA,
safety, low Earth orbit, high Earth orbit, weightlessness, microgravity, birth,
conception, speculation,
sex in space: apogee-perigee?
Why? Love?
Newton's Laws of Motion?
Einstein: Line of Sight?
"Where there's a will...."
 minerals, growth - development,
bones, diet, mobility,
space-Earth: 'Home'?
Species - Homo ?


Book cover: Friedberg, The Revolving Boy, 1967
human rights, unborn child,
guardianship,
non-nationality: Citizen of the World,
parenthood,
friendship
freedom
choice
Law:
Individual:Group
Earth challenges:
Space & Antarctica Treaties...
'top and tail' - Arctic




Additional links:

Sagan, C. (1973) Communication With Extraterrestrial Intelligence (Ceti). M.I.T. Press.

Vakoch, D.A. (ed.) (2011) Communication with Extraterrestrial Intelligence, New York: NY, State University of New York Press.

Ack. Thanks to my friend Paul Brown who told me about this book c.1973.

Monday, December 07, 2015

Patient education and human rights in Hodges' model

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group








"Patient education is Article 25 of the universal Declaration of Human Rights, and Article 4 of Patients' Rights Law - The right for information, the ethical principle of respect and a component of the nursing professional standard that prove the examples of good practice. The patient, with the exception of life-threatening situations, and when the relatives or contact persons are not available, receives educational information on expected handling, treatment and care processes, medication, and all that is followed by the agreement on the part of the patient to receive treatment, rehabilitation or prevention process." (p.1957)

Reference:
Beta, G., & Lidaka, A. (2015). The Aspect of Proficiency in the Theoretical Overview of Pedagogical Practice of Nurses. Procedia - Social and Behavioral Sciences, 174, 1957–1965. http://doi.org/10.1016/j.sbspro.2015.01.861

Saturday, December 05, 2015

Medical Sociology: The Importance of 1894....2015 patient career - health career

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group





INTERESTINGLY, it was a physician, Dr Charles McIntire who, in 1894, in a paper entitled "The Importance of the Study of Medical Sociology", was one of the first to draw attention to the potentialities of medical sociology in the field of medicine.



Reference:
McKinlay, J.B. (1971) The concept “patient career” as a heuristic device for making medical sociology relevant to medical students. Social Science and Medicine, 5(5), 441-460.

McIntire, C. (1991) "The Importance of the Study of Medical Sociology," Sociological Practice: Vol. 9: Iss. 1, Article 5. Available at: http://digitalcommons.wayne.edu/socprac/vol9/iss1/5

McIntire, C. (1894) "The Importance of the Study of Medical Sociology," Bulletin of American Academy of Medicine, 1, pp. 425-33

Wednesday, November 25, 2015

Nursing the Research Councils

It seems incredible the way the years have flown by since 2006, the year this blog started. So many changes personal, technical, learning ... along the way.

That year I attended a research grants event in Bath, UK. An Ideas Factory organised by one of the research councils. Writing about the fraught, hard, emotionally demanding and yet very rewarding experience it struck me back then how duplication between organisations could creep in.

All those acronyms! There was in a way a lot of support for Hodges' model, with the disciplinary divides in evidence. Whether it's a 'market' view, policy or other perspective it seems innovation, serendipity, creativity and interdisciplinary progress (that might also become transdisciplinary?) might be assisted by some 'slack resource' in the system. Some opportunities, avenues for cross-fertilization of ideas to occur. Sometimes this is done deliberately, such as the Ideas Factory.

Now with austerity ongoing, UK research has been reviewed:


I hope that some capacity for mixing things up will remain.

Saturday, November 14, 2015

Student's intellectual and ethical development (Gyurko, 2011)

I need to trace out a theoretical basis for Hodges' model. The paper in this post provides a piece of the jig-saw. Hodges' model is a conceptual framework that can act as a starting grid for the ongoing intellectual, ethical and professional development of all students.

In a post to follow I have also found some insights to underpin the objective and subjective within Hodges' model...

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group
relativism

duality


multiplicity

commitment


Perry identifies themes or stages of experience, which cluster around nine positions that are classified into four broad categories: duality, multiplicity, relativism, and commitment (Billings et al., 1998). Duality views the world dichotomously as good–bad, right–wrong, or black–white. Those who make meaning from a dichotomous point of view do so with the belief that right answers exist for everything. With regard to learning, in this stage students simply seek the right answer. With multiplicity, students learn to honor “diverse views when the answers are not yet known” (Evans et al., 1998, p. 131). As students advance toward relativism, they begin to recognize that right and wrong and good and bad are not enough to deal with the situations of real life. In this stage, students learn how to look at specific situations in an abstract view and weigh information by problem solving (Evans et al., 1998). Finally, the movement to commitment occurs when “ethical development,” involving choices, decisions, and affirmations, is incorporated in one's lifestyle (Evans et al., 1998, p.133). (p.508)

Gyurko, C. (2011) A synthesis of Vroom's model with other social theories: An application to nursing education. Nurse Education Today, 31(5), 506-510. doi:10.1016/j.nedt.2010.08.010

Tuesday, November 10, 2015

Security of Tools for Community Care and Elsewhere: Take this 'one' with you...?

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group






Image sources:

http://picphotos.net
http://www.ebay.co.uk
https://www.signkits.co.uk
https://i.pinimg.com

My source: Following some van, some where...

Sunday, November 08, 2015

The Divided Laing by Patrick Marmion

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group
Divided Laing: Arcola Theatre







Image: Arcola Theatre
My source: The Sunday Times, Culture, 01.11.15

Friday, November 06, 2015

RDF in the Political Domain: c/o Narayana, S., Varma, G.P.S. & Govardhan, A. (2013)

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group









"Consider the scenario where user wishes to find semantic associations between two persons in the domain of ‘Politics’. Then concepts such as ‘Politician’, ‘Political Organization’, ‘Government Organization’ and ‘Legislation’ are considered to be more relevant whereas the concepts such as ‘Financial Organization’ and ‘Terrorist Organization’ are considered to be less relevant. So, user is provided facilities to define his context by selecting his interested regions from the ontology, and based on this context the associations are ranked. As an example consider the RDF graph shown in Figure 2. It shows that, the user has selected three regions belonging to ‘Political Organization’, ‘Politician’, and ‘Legislation’" (p.97).


Figure 2 is copied below.

Reference and Acknowledgement:
Narayana, S., Varma, G.P.S. & Govardhan, A. (2013) An Improved Technique for Ranking Semantic Associations. International Journal of Web & Semantic Technology. 4, 93–106. doi:10.5121/ijwest.2013.4407


Part of RDF graph: DOI : 10.5121/ijwest.2013.4407


Tuesday, November 03, 2015

Papers - reading: Metalearning, Case-Based Learning, Reflection and Threshold Concepts

Working on the latest paper for module 4...

Jones, P. R. (1995) Hindsight bias in reflective practice: An empirical investigation. Journal of Advanced Nursing, 21(4), 783-788.

Within any web tool-resource based on Hodges' model can I try to ensure that reflection is a more 'contemporaneous' activity?

Ward, Sophie C., & Meyer, Jan H. F. (2010) Metalearning Capacity and Threshold Concept Engagement. Innovations in Education and Teaching International, 47(4), 369-378.

Metacognition, metalearning, reflection, reflective practice?

Kinchin, I., & Miller, N. (2012) ‘Structural transformation’ as a threshold concept in university teaching. Innovations in Education and Teaching International, 49(2), 207-222.

McDonald, K. (2013) Is reflective practice a qualitative methodology? Nurse Education Today, 33, 13–14. doi:10.1016/j.nedt.2012.07.011

Reflective practice as a single case study?

Kantar, L.D. & Massouh, A. (2015) Case-based learning: What traditional curricula fail to teach. Nurse Education Today, 35(8), E8-E14.

Three learning practices that were developed by the case study approach: (a) recognizing the particulars of a clinical situation, (b) making sense of patient data and informing decisions, and (c) reflection. Indepth analysis of these practices helped unravel four professional attributes that form the tenets of case-based learning: (1) a salience of clinical knowledge, (2) multiple ways of thinking, (3) professional self-concept, and (4) professional caring.

Several forms of situatedness are also described.

I am wondering about the possible role of 'worked examples', but am also aware through Kantar  & Massouh and others of the labour intensive nature of producing case studies (as worked examples). Is there another way to present them? One that is also student produced?

Situated Noticing
Drawing on students’ experiences in CBL, three categories emerged from the data to describe the sequence of noticing activities: (1) grasp of patient data, (2) holistic grasp of every aspect of the patient, and (3) clinical imagination (e10).

Assumpta, A. (2015) Transdisciplinary technology education: a characterisation and some ideas for implementation in the university, Studies in Higher Education, 40:9, 1715-1728, DOI: 10.1080/03075079.2014.899341

No mention of 'holis*' interesting for that?
Figure 1. Conceptual framework to understand complexity theory (Jackson and Ward 2004).

Figure 2. Traits of transdisciplinarity as a process group (Wenger 2000, 233) - includes 'A set of maps'.

(btw - the first paper is not mine.)

Sunday, November 01, 2015

Medical (local) history II

It is quite surprising (or maybe not) the things we fail to notice in our everyday lives. Making a slight alteration to my path through the cemetery on the way down to Ashton - my home town in WN4 - I came across the gravestone photographed below.

Of course, 'surgery' in 1822 would have been radically different to that of today. In Jameson's lifetime progress was nonetheless being made on several fronts within medicine:

1796Edward Jenner develops a method to protect people from smallpox by exposing them to the cowpox virus. In his famous experiment, he rubs pus from a dairymaid's cowpox postule into scratches on the arm of his gardener's 8-year-old son, and then exposes him to smallpox six weeks later (which he does not develop). The process becomes known as vaccination from the Latin vacca for cow. Vaccination with cowpox is made compulsory in Britain in 1853. Jenner is sometimes called the founding father of immunology.
1800Sir Humphry Davy announces the anesthetic properties of nitrous oxide, although dentists do not begin using the gas as an anesthetic for almost 45 years.
1816René Laënnec invents the stethoscope.
1818British obstetrician James Blundell performs the first successful transfusion of human blood.
1842American surgeon Crawford W. Long uses ether as a general anesthetic during surgery but does not publish his results. Credit goes to dentist William Morton.
Infoplease: Medical Advances Timeline

Posting the photo and reading this gravestone I am minded about the need for respect and given to wonder about this man and his contemporaries? Is the family still local in Ashton, are they listed in parish records? Are there other records to follow...? What specific deeds gifted him this epitaph?

"Year of his Age": is thought provoking as we carry our Age literally, individually, around us, a bubble of time. Then we try to distil this into the life story of those whose living memory's fail them, but not their families and carers.



It is remarkable to see, in stark relief, the impact of a practitioner's attitude and aptitude. A lesson from the past for all healthcare professionals. This was the case thousands, hundreds of years ago, it is the case today and must be tomorrow.

As you read this slightly weathered stone there is another lesson.
Reading each word, with aged grammar and worn clarity even the past begs us to 'listen actively': the greatest lesson of all.

Bless you Mr Jameson.


Related post:

Friday, October 30, 2015

Down at he-el (parity of esteem)

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group


he-


-al



heel
talon

Thursday, October 29, 2015

Books: Context, Subjectivity, Individuals and Axes (of Learning?)

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group

The learner's intentionality is the axis from which the context can be interpreted as unified lived experience, making sense of the multiple interactions between people, and activities and resources. A context is always "local to a learner", since it consists of an individual's subjective experience of the world, that is always ...

spatially and...

historically situated (Lukin 2010, p.18). p.335.




References

Above from:
Esposito, A., Sangrà, A. and Maina, M. (2015) Emerging Learning Ecologies As A New Challenge and Essence For E-learning, Chap. 24 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp. 331-341. (p.335).

Lukin, R. (2010) Re-Designing Learning Contexts - Technology-Rich, Learner-Centred Ecologies, Oxford: Routledge.

Learning ecologies is an approach to educational theory, practice and technology enhanced learning that I can relate to through Hodges' model and a general interest that extends to green matters and blue...

This is a fascinating chapter by Esposito, et al. (2015) that includes keystone species who have the architectural function of a keystone (p.333) to: (my rendering follows)


provide critical resources

modify the environment

act as mutualists

control potential dominants


In the discussion the role of keystone species is attributed to librarians. To modify the learning environment and community the keystone species would need access to the necessary processes, procedures, time and place. So to the right of Hodges' model we find what is mechanistic: rules, authentication, privileges, sanctions, passwords, accounts...

On the above left as an example, communities of practice rely on mutualism for their sustained existence. It is the individual (student) as the (usual) unit of analysis who is making use of the resources.


Saturday, October 24, 2015

New Media Consortium Horizon Report & Reflection in a Time of Connectivism (c/o Khan & Ally, 2015, Chaps 3, 4 and 21)

My reading of Khan and Ally's International Handbook of E-Learning could amount to a review by a thousand snippets at this rate.

As other priorities also demand attention I'm still on Volume 1 and avidly looking f/w to the 2nd with thanks to the publisher. I've references for my latest study to contribute to other reading. What is interesting is contrasting the place of reflection in nursing, nurse education, education generally and technology enhanced learning. Reflection and reflective practice is a personal activity that is also extensible, something that can and must educationally be shared with others. If there are already challenges in proving the value of Hodges' model within nursing (and global health!) there are other pressures from within education and technology enhanced learning specifically. As João Mattar notes:

Although Hirumi (2011) argues that his grounded approach neither subscribes to, nor advocates any particular epistemology, his decision of distinguishing internal interactions from all others as one of the three fundamental levels within his framework seems indeed to privilege a specific type of learning in an era where connectivism claims that learning should no longer be considered an internal and individualistic activity (Siemens, 2004; Anderson & Dron, 2010,2012). (p.301)
There are lessons in all these chapters for me. Pencilled observations and things to pospost (new word?) are scrawled throughout the 320 pages so far and here are a few more:

The NMC Horizon Report 2015 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 12th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. ...

In chapter 4 Stephen Downes writes:
My own theory of education is minimal (so minimal it hardly qualifies as a theory, and is almost certainly not my own): "to teach is to model and to demonstrate; to learn is to practice and reflect." Thus, minimally, we need an environment that supports all four of these on a massive scale. In practice, what this means is a system designed so that bottlenecks are not created in any of the four attributes: modeling, demonstration, practice, and reflection. p.66.
More to follow, read and write!

Mattar, J. (2015) Designing and Evaluating E-learning Interactions, Chap. 21 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp.295-307.

Corbeil, J.R. & Corbeil, M.E. (2015) E-Learning: Past Present and Future, Chap. 3 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp.51-64. (see p.59-).

Downes, S. (2015) The Quality of Massive Open Online Courses, Chap. 4 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp. 65-77.

Saturday, October 17, 2015

Transformation: person, gender, arts, health services

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group


living

person

sculpture



sculpture

24/7/365

living

1 : 4 : 9
Gilbert & George and Victoria appear together
at their studios in London ahead of Serpentine's
10th annual festival of ideas Corbis

Transformation
Institution
productivity
contracts
innovation
efficiency
technology
engagement
'unsocial hours'
'out of hours'
negotiation
power


My source: The Independent, 17 October 2015, p.7

Monday, October 12, 2015

States of Being - Ai Weiwei

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group
Ai Weiwei photo
Ai Weiwei Dropping a Han Dynasty Urn, 1995


Ai Weiwei photo
Ai Weiwei Dropping a Han Dynasty Urn, 1995

This exhibition is well worth a visit.

Acknowledgement i: Ai Weiwei having his passport returned.
Acknowledgement ii: For a would-be traveller to Halkidiki to possibly experience an Earth tremor, the exhibits about the Sichuan earthquake are thought provoking and sobering.
Acknowledgement iii: There is another photograph of course: it lies all within and without the model. It is spiritual, suspended, a journey, kinetic and potential all at once.

Photographs Ai Weiwei
c/o http://www.electronicbeats.net/hans-ulrich-obrist-visits-ai-weiwei/

Wednesday, October 07, 2015

"Running on Empty?" Four Thought

Four Thought
BBC Radio 4

Why Run?

Where is the Spiritual?
How to find it?
How not to corrupt it?
How to rejoice in it?

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group
MIND
BODY

Sunday, October 04, 2015

Stamping about the world and Hodges' model

I don't know if they say things about stamp collectors but there's one over here. In mitigation I'm of the dormant type, it's more about buying gifts for junior family members. Things to keep if the recipients are minded to. Over the years stamps have taught me a great deal: the rise plateau and fall of an empire; the changing face of Africa and the 'Rest of the World', the politics of the world and the truth and lies behind geographic projections. Like painting, drawing and other possibilities the stamps are there, imprinted on my brain as a possible thing to do.

As a mental health nurse I've come across many people (demographically predictably usually males) who have planned for retirement for quite a while and then when it happens the impact is a psychological sledgehammer. While it's also surprising to learn of the people who do not have any interests, you can also see how trite, inappropriate, insensitive ... the question of "Do you have any hobbies?" can seem.

That's because when you listen and hear:

the harried, hesitant, hopeless bound accounts of not knowing who is looking back in the mirror in a morning. Why am I standing there at all? Walking the dog, whatever the month, you see the crucial umbilicus is failing. The one that connects me simultaneously to myself, others, the world at large and joie de vivre:

then you know.

Then you listen and watch for the positive change working with colleagues. You look for the chinks of light that might show the darkness is perforating and the light shows through. Maybe then there is promise in hobbies and interests of all kinds. Keeping mind, spirit and body active, alive. 

Maybe though - it is just being able to be once again.

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group
Dr. Arieti, Italy, pinterest.ca
Einstein, stamp, ebay.com
Australia, Community, Stampgallery
End Violence Against Children
UN Stamp:
End Violence Against Children
unstamps.org



Saturday, October 03, 2015

La Familia: since 1971 (change in the Sociology domain)

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group



Isabel Oliver's La Familia (from the series La Mujer) 1971
Photo: Isabel Oliver


See also:

Changing families and households, The King's Fund
https://www.kingsfund.org.uk/projects/time-think-differently/trends-demography

Demographic Perspectives on Family Change, Toward an Integrated Science of Research on Families: Workshop Report. NCBI.
https://www.ncbi.nlm.nih.gov/books/NBK56255/

Encyclopedia of Human Services and Diversity, SAGE Publications Ltd.
https://uk.sagepub.com/en-gb/eur/encyclopedia-of-human-services-and-diversity/book240924

Family Formation in 21st Century Australia, Springer
https://www.springer.com/us/book/9789401792783

Photo source:
The Telegraph
Move over Andy Warhol: Let's hear it for the forgotten women of pop art
http://www.telegraph.co.uk/women/womens-life/11881828/Move-over-Andy-Warhol-Lets-hear-it-for-forgotten-women-of-pop-art.html
I hope to visit the pop art exhibition at Tate Modern next weekend.

Friday, October 02, 2015

Health care in the time of austerity and the funding divide: 'scrub epic veils'

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group



FUN 
?

'PUBLIC'
 DING
?

'AGENCY'


Smyth, C. (2015) Locum paid £500,000 as costs sore soar for the NHS, Doctor's deal reignites row over 'rip-off' agencies..., The Times, 2 October, p.1. (My source)


'scrub epic veils' = 'public services'
c/o http://wordsmith.org/anagram/index.html

Thursday, October 01, 2015

Borges & Forés: The Role of the Online Learners and the Four Competentional Clusters (Khan & Ally, Eds. 2015)

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group

Metacognitive

Operational

Relational


Academic


Since receiving the e-learning handbooks edited by Khan and Ally (2015) in April there have been several challenges; studies, sickness in the family and full-time work. I'm up to chapter 13 of Volume 1 and I have learned a great deal thus far. The first volume is already serving as an excellent primer on e-learning for someone in full-time clinical work, studying by distance learning and with teaching and mentoring experience.

The above table is derived from chapter 13 by Federico Borges and Anna Forés.

I have superimposed Borges' four competentional clusters onto Hodges' model. There is also a figure (13.1) that seeks to show that:
  • there is no hierarchy among the competences,
  • competences are all interrelated,
  • more than one competence can occur at the same time,
  • competences are manifested when needed and as needed (p.199).

This can also be related to the 4P's


purpose

process
practise
policy



Borges, F. and Forés, A. (2015) The Role of the Online Learner, Chap. 13 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp. 197-206.

Wednesday, September 30, 2015

ERCIM News No. 103 Special Theme: "Augmented Reality"

Dear ERCIM News Reader,

ERCIM News No. 103 has just been published at

Special Theme: "Augmented Reality"
http://ercim-news.ercim.eu/en103/special

Guest editors:
- Constantine Stephanidis, ICS-FORTH, Greece
- Eija Kaasinen, VTT Technical Research Centre of Finland Ltd

This issue is also available for download in pdf and ebpub

Thank you for your interest in ERCIM News. Feel free to forward this message to others who might be interested.

Next issue: No. 104, January 2016 - Special Theme: "Life Science"

Best regards,
Peter Kunz
ERCIM News central editor

Monday, September 28, 2015

Drupalcon Barcelona: Researching code contributions, Mental health and SVG

Winding the calendar back to 2008 and Szeged, Hungary I doubted I would see it: 'depression', 'anxiety' and other mental health - related concepts writ-large in a Drupalcon presentation. And not just any presentation, but a community keynote.

Drupalcon Barcelona 2015 Mike Bell 24 Sept keynote
Mike Bell has repeatedly shown great courage as he has refined his presentation and delivered in full last Thursday in Barcelona:

Mental Health and Open Source

Mike's a key personality within the NW (UK) Drupal User Group also helping to make local Drupalcamps a reality.

As a sign of several things:
  • 2008 is a long time ago;
  • Drupalcon has travelled far and wide around Europe;
  • I've still no new website;
  • Drupal itself has evolved from 4.7 to Dries Buytaert's announcement in his keynote that Drupal 8 release candidate will follow on October 7;
- this conjunction of mental health and the world of code is quite significant at this point in time. If I can pass the remaining assignments I'm due to move from part 1 to part 2 of studies at Lancaster University in February. Sooner in terms of formulating a research question. This is where Drupal, Hodges' model and Technology Enhanced Learning will (must) be fused.

David Rozas (left)

Of course there were many other sessions and another keynote of particular interest as Mike shared the community keynote session with David Rozas:

Talk is silver, code is gold? Contribution beyond source code in Drupal

Computer science is about as academic as you can get, but how refreshing to find research methodologies, methods, data... and mental health sharing a keynote session. It was brilliant to see open source - Drupal embracing research, seeking an evidence base not just for what makes the machines tick but the contributors too.

Drupalcon David Corbacho Román

For quite a few years I've followed the rise, waning and what seems a rebirth for SVG.

Next generation graphics: SVG

David Corbacho Román's session is a great source for tips and resources and also demonstrated just how dynamic the web can be. You can follow the sessions through the links.

I'll post on Drupal and Drupalcon again soon.

Thanks to all the sponsors of Drupalcon Barcelona.