Spring-Summer reading: International Handbook of e-Learning

Volume 1 International Handbook of e-Learning

It was a pleasure to open the package bearing review copies of the two volumes that make up this handbook.

The draft paper for the latest module has been submitted. The survey has had 21 responses in total, all gratefully received.

Completing this has provided many useful lessons, prompted further questions and interesting sources have been uncovered which I will share next month. I'm still wondering about the total number of nurse lecturers within academia and the primary disciplines that benefit from e-learning? One of the inevitable lessons of the survey is question construction (double negative - why did I do that!) and definitions.

Reviewing these books will be very useful for the final module of part 1 and looking ahead to the three years of part 2.


Badrul H. Khan, Mohamed Ally (Eds) (2015) International Handbook of E-Learning. Volume 1 & 2:  Oxford: Routledge.

IxD&A Interaction Design and Architecture(s) Journal: TEL + 'Designing Self-Care For Everyday Life'

The Design of TeL with Evidence and Users

N. 23, Winter 2014

Special issue on:

The Design of TeL with Evidence and Users

- which includes:

Focus Section on 'Designing Self-Care For Everyday Life'

Ivo Maathuis, Valerie M Jones, Nelly Oudshoorn
Telecare and self-management: a guideline for anticipating future care in scenario-based design, pp. 142-159

Koen van Turnhout, Jasper Jeurens, Martin Verhey, Pascal Wientjes, René Bakker
The Healthy Elderly: Case Studies in Persuasive Design, pp. 160-172

Juan Jimenez Garcia, Natalia Romero, David Keyson, Paul Havinga, Reflective Healthcare Systems: micro-Cycle of Self-Reflection to empower users, pp. 173-190.

Frame houses person centred, integrated and holistic care

Walker Evans, Frame Houses. New Orleans, Louisiana, 1936 © Walker Evans Archive, The Metropolitan Museum of Art

Image source: Art Fund - Constructing Worlds: Photography and Architecture in the Modern Age

My source: FT Weekend, Wullschlager, J. Critics' choice. Visual Arts, Life&Arts, 20-21 September 2014. p.17.

Context, Rooms, Faces and Shots

"... The most revealing shot is always the wide shot. 

The room where the person is tells more about him than his face." Roy Andersson


Leigh, D. (2015) Funny ha-ha, and strange, Arts - Cinema, FT Weekend FT, 18-19 April, p.12.

A Pigeon Sat on a Bench Reflecting on Existence, Roy Andersson

Distortion: Perception, Representation, Modelling & Abstraction

Francis Bacon’s Distorted Representation of Faces Presumably Reflects Occipital Dysfunction

Francis-Bacon's three studies for a portrait of John Edwards

Avinoam B. Safran, Nicolae Sanda and José-Alain Sahel (2012) Francis Bacon’s Distorted Representation of Faces Presumably Reflects Occipital Dysfunction. Investigative Ophthalmology & Visual Science 2012; 53: E-Abstract 4846.

http://www.scientificamerican.com/article/famous-paintings-can-reveal-visual-disorders/?page=2

Image source:
Francis-Bacon's three studies for a portrait of John Edwards 
https://thedublinreader.wordpress.com/2013/11/13/francis-bacon-irelands-greatest-artist/

My source:
A twist in the tale of Bacon's faces, News, The Sunday Times, 12 April 2015: p.6.

Nursing Art & Science: What colours are on your palette?

individual

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

group

Van Gogh's palette
	Delacroix's palette and brushes

Image sources:
Van Gogh's Palette: Van Gogh Museum
http://www.zatista.com/blog/2013/04/discoveries-van-goghs-work/

Delacroix's palette and brushes: Musée National Eugène Delacroix
https://theoddcollection.tumblr.com/post/105120440988/delacroixs-palette-and-brushes-source

My source: 
FT Weekend, Magazine 11-12 April 2015

Doubles or Quads in < perspective >

Bruno Latour describes the double role of perspective as a tool of realism and illusion as the "four-way freeway" of representation: perspective does not only allow us to realistically represent a scene (one-way freeway) or to pragmatically act upon an external reality (two-way freeway); not only can we "displace cities, landscapes, or natives and go back and forth to and from them along avenues through space, but we can also reach saints, gods, heavens, palaces, or dreams with the same two-way avenues and look at them through the same 'windowpane' on the same two-dimensional surface. The two ways become a four lane freeway! Impossible palaces can be drawn realistically, but it is also possible to draw possible objects as if they were utopian ones."* p.26.

*Latour, B. (1986) Visualisation and Cognition: Thinking with Eyes and Hands. In H. Kuklick (editor) Knowledge and Society Studies in the Sociology of Culture Past and Present , Jai Press vol. 6, pp. 1-40.

My source:
Sheil, B. & Pearce, T. (2014) Digital doubles, colliding in mid-air prototyping a post-human scenography, In P.E.A.R. Paper for Emerging Architectural Research, ISSN 2041-2878 (print) Issue 7, pp. 26-31.

Some reading: e-learning, learning design, learning designs and visibility

We refer to this as the issue of 'manifestation'. A learning design that is represented in a relatively complete and explicit manner is said to be highly manifest; conversely, a fragmented or impenetrable design is said to be opaque. p.56.

Yet - and here we move on to the issue of representational forms - in order to be apprehended, a design must show not only the components of a learning experience (e.g. resources, activities and instructions) but also the relationships between them: sequential, conditional, thematic etc. Conversely, it must also represent the absence of relationships between the elements so that learners do not make incorrect inferences about them. p.57.

However, further analysis suggests that VLEs might indeed have an impact on pedagogy, but that it might be an unconscious one emerging from the phenomenon of 'design blindness', or the unconscious restriction of e-learning to the scope of one's tool. p.60.

VLEs [virtual learning environments] start as pedagogically neutral ... p.62.

Masterman, L. & Vogel, M. (2007). Practices and processes of design for learning. In Beetham. H. & Sharpe, R. (Eds.), Rethinking Pedagogy for the Digital Age (pp. 52-63). London: Routledge.

A survey: Nurse Lecturers undergraduate students, e-learning, e-portfolios, innovation in reflective skills [Now closed]

Many thanks to the lecturers who have responded so far - a great help and very informative.

Mental Health Act 1983: Code of Conduct 2015 Revision

“Everyone including carers and families needs to know about the Code
and all communication channels 
— 
from bottom to top 
and vice versa
including sideways
— 
should remain open for the benefit of all.”

Expert Reference Group carer, p.5.

individual

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

group

Mental Disorder Patient, Person Individual, Safety Individual practitioner Assessment Autonomy, Decision Concordance Learning, Recovery Wishes, Choice - Advanced Plans	Process, Procedure Care Planning Contingency Records Treatment Place of Safety Time, Duration
Community of Practice Families, Nearest Relatives Communication Carers Care Co-ordination Integrated Services Relapse Prevention Relapse signatures Public safety	Human Rights, Mental Capacity Equality, Health Inequality Mental Health Act 1983 Code of Practice Tribunals, Appeals, Attorneys, Hospital, Police, Criminality

Image source:
http://www.tsoshop.co.uk/bookstore.asp?FO=1160007&DI=642031

For people of a certain age 5 4 3 2 1 ...: Big Data and Little Data (please)

People of a certain age may be tied to the TV at 5pm today, in the UK at least as a CGI animated reboot of Thunderbirds hits our screens. Since the original series I've experienced the joys of Tracey Island as a toy and the increasing influence of 'nostalgia'.

While not spoken of with the same frequency in healthcare, there is still the need for a philosophy of care. Apparently this new series is trying to remain true to the values and messages of Gerry Anderson's original. Together with Star Trek, series like this can (surely) also contribute to children's having critical, empathic skills, an open attitude and a global perspective.

Since the 1960s and the data transmissions that John in Thunderbird 5 was listening for (yes, I know...), we are now in the realm of Big Data, the internet no less! I wonder if they will reference space junk and how this is reflected in the World's oceans? A great opportunity, but then this is a children's show.

As Thunderbird 5 monitors World communications for humanitarian reasons, I'm still seeking Little Data. If you are a nurse lecturer, UK or from the global nursing community I'd really appreciate your help:

...


Many thanks (especially for completed surveys thus far) and if you watch the new series - enjoy.

See also:
Thanks Gerry for pulling some strings

ERCIM News No. 101 Special theme: "The Internet of Things & the Web of Things"

Dear ERCIM News Reader,

ERCIM News No. 101 has just been published at http://ercim-news.ercim.eu/en101

ERCIM News 101

Special Theme: "The Internet of Things & the Web of Things"
http://ercim-news.ercim.eu/en101/special/
Guest editors: Dave Raggett, W3C and Emmanuel Baccelli, Inria

Keynote by Cees Links, Founder & CEO GreenPeak Technologie: "The Internet of Things will Change our World "
http://ercim-news.ercim.eu/en101/keynote

This issue is also available for download in:
pdf: http://ercim-news.ercim.eu/images/stories/EN101/EN101-web.pdf
epub: http://ercim-news.ercim.eu/images/stories/EN100/EN100.epub


Next issue: No. 102, July 2015 - Special Theme: "Trustworthy Systems of Systems"

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

Best regards,
Peter Kunz
ERCIM News central editor