- 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, May 31, 2016

Individual - Group : Concepts in Conflict? What does 'genocide' mean?

** individual **
humanistic ---------------------------------------  mechanistic
** group **



My source:
BBC Radio 4 Law in Action - Crimes Against Humanity, 31 May 2016
(Available for download at time of writing)

WHO - IntegratedCare4People web platform

Dear All,

During the Sixty-ninth World Health Assembly, WHO Member States officially discussed the Framework on integrated people-centred health services and its draft resolution.


During a high-level side event at the Assembly, on Friday 27 May 2016, WHO and its Collaborating Centre, the Andalusian School for Public Health, officially launched the IntegratedCare4People web platform. http://www.integratedcare4people.org/

This platform brings together knowledge, information and a global network of people and organizations working towards the goal of integrated people-centred health services for all. Information is organized in a repository of resources, communities of practice and a practices database where technical insights and the operational know-how of health service delivery transformations are shared. The web platform for IntegratedCare4People is a collaborative platform and you are all very welcome to share your resources, your practices and to participate in the communities of practice.

We look forward to collaborating in building a truly global virtual network for change towards integrated people-centred health services.

All my best regards.

Mrs Isabelle Wachsmuth (MSc, MPH)
Project manager
Health Innovation & System (HIS)
Service Delivery & Safety (SDS)
Moderator of Global Francophone Forum - Health Information For All (HIFA-Fr)

World Health Organization
Avenue appia 20 CH-1211 Geneva 27, Switzerland
My source:
HIFA: Healthcare Information For All: www.hifa2015.org

HIFA Voices database: www.hifavoices.org

Monday, May 30, 2016

Secret diaries - span the generations...


Dutch Bestseller, 'The Secret Diary of Hendrik Groen'

Hodges' model can span the generations through 'life chances' and the 'health career'...

Book cover image: Publishers Weekly

My source: Paxman, J. (2016) Diary, FT Weekend, Life & Arts, 28-29 May. p.2.

Sunday, May 29, 2016

Networked Learning Conference 2016 leads to Barcelona which means...?

After the ICIC 2016 in Barcelona this past week I'm still reflecting on Lancaster and the Network Learning Conference. It has been a busy month. I'll write about Barcelona (again) soon, but with the ICIC presentation done (thanks to all 30+ who attended the session and engaged afterwards) I can catch up a little. Despite the stress this implies this is all positive as the challenge lies in the opportunities and tensions between nursing-healthcare, education and technology.

In Lancaster, Fran Tracy (Liverpool John Moores University) and Jesper Jensen (University of Southern Denmark) held a symposium - Designs for learning with the Semantic Web. Three papers were presented followed by discussion on:

1) the emergent nature of semantic web technologies, 2) how participatory research practices like DBR are affected during the development of semantic web technologies and 3) how both of these concepts may find a new place as we move forward into increasingly complex and changeable educational environments.
By means of introduction there were several useful pointers and reminders, including Stahl with a definition of emergence and a definition of design based learning (DBR). It was the combination of semantic web, DBR and networked learning which made this an immediate must-go-to session for me. My research proposal is seeking to combine these aspects plus situated learning.

I probably won't be following DBR by-the-letter(s) as defined by some advocates. My application will to some extent be emergent. There will, as I envisage it, be several invitations for users to contribute to DBR but being asynchronous this needs to be factored in. All learners - users could contribute to successive iterations, but this is unlikely and once the numbers get beyond 10-15 it would become complex and difficult to make a sense of. Poll-based reconciliation might work? As per #2 above my plan would be that a number of subjects (web users) would provide views on their experience with the model and the future site. So it is DBR on a scale that befits a small-scale evaluation study. Tracey also mentioned Wang and Hannafin (2005) and their definition of DBR:
a systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories. (p. 7)
The context sensitive is were I see a role for situated learning. There are a couple of hierarchies that result. Situated learning brings in the community (- of practice), but Hodges' is firstly about the student, the care situation and their learning with the model, reflection and developing reflective practice. There are few examples of technology mediated group reflection, but the technical challenges of the group form make the individual starting point more realistic?

Simonson also cites the above and notes how DBR is pragmatic. My approach is pragmatic (that's why it's taking so long).

In Hodges' model I've written before how the interpersonal care domain, combines the INTRA (an individual's metacognition - their thinking about thinking) and the INTERpersonal (how they relate to the other). The NL conference and this past week at #ICIC2016 have helped me realise that this project may also possess this property*. As an intraproject and interproject (?) subjects (students) may engage at any of the following levels:
  • Not engage in design questions at all / Read the intro materials on Hodges' model
  • Read the intro materials / use the site for their case study purposes
Drupal can (I believe and have seen demonstrated) provide a great deal of web analytics from logs and reports. There is the prospect of taking this further using web analytics to inform the specific site locations subjects have visited. (For Hodges' model visual tracking would be an excellent measure but that is beyond me). There is a potential escalator of sorts here:
  • Use the site for their case study purposes / comment on the usability of h2cm and the site
  • Comment on the usability of h2cm and the site / See their web analytics data and my conclusions about this 
  • See their web analytics data and my (other student's!) conclusions about this / Use their experience, knowledge and this feedback to respond to design questions
These design questions would then socio-technically span their nursing care learning and TEL. The project as a whole represents at its core the intra, its about the student's reflection and being reflexive. It could be that the project can progress to group and community. As posted previously I have highlighted the functionality of Drupal with respect to the semantic web. I mentioned Drupal in the discussion. The conceptual (and semantic) dimension that can be found within Hodges' model, the curriculum, the learner's vocabulary and development might facilitate that transition from individual to group? Since 2008 I've followed the development of RDF, semantic web in Drupal and the longevity of contributed modules and Drupal projects that have used them. Framing these observations with an emergent lens is fascinating in terms of the challenges, opportunities and tensions in nurse education, TEL and furthering Hodges' model.

I added the asterisk above as what follows from that point seems a long winded description of what is basically an experiment, with the attendant risks... I need to forget about the INTER and concentrate on the INTRA and yet both clamour for attention. Whatever follows must deliver something tangible for subjects# to mitigate the risk and translate experiment into (some resemblance of) workflow? It can't be quod cum fit, however long 'after' may be...

(The terms intra-project and inter-project are not novel, see for example: http://eprints.qut.edu.au/31946/ )

The symposium paper

Simonson, M. (2006). DESIGN-BASED RESEARCH Applications for Distance Education. The Quarterly Review of Distance Education, 7(1), pp. vii–viii.

Wang, F. & Hannafin, M. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.

# students, subjects, users - all these terms may be applicable.

Wednesday, May 18, 2016

Hodges' model - draft paper on case formulation informed by Rainforth and Laurenson (2014)

The following is from a literature review by Rainforth, M., & Laurenson, M. (2014) for a draft paper on Hodges' model and case formulation [CF]. They do not refer to diagrams, but two models are included and the role of modelling. The paper is supportive for Hodges' model within mental health, forensic care and supervision more generally.

Crowe et al. (2008) suggest an advantage of CF is its ability to create understanding of service user needs regardless of their diagnostic classification. Thus an emphasis on the link between training provision, training outcomes and treatment plans is needed so practitioners understand the frameworks for conceptualizing mental distress whilst also being able to recognize the expertise of the service user in CF development.
A goal of the person-specific evaluation of CF is the development of an intra-individual statistical prediction model for actuarial prediction tailored to the specific issues and life circumstances. The essence of CF is its ability to provide shared understanding of a person’s presenting problems through theoretical explanation of assumed causes and maintaining factors, so appropriate interventions can be utilized (p.208).

Rainforth, M., & Laurenson, M. (2014). A literature review of Case Formulation to inform Mental Health practice: Case formulation in mental health practice. Journal of Psychiatric and Mental Health Nursing, 21(3), 206–213. http://doi.org/10.1111/jpm.12069

Tuesday, May 17, 2016


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


Monday, May 16, 2016

Information? Let me introduce you to Empathy! (New Scientist #3073)

This week's New Scientist asks the question: "What is Information?". Its neighbouring article is on empathy. I've bought a copy to add to my small library on 'information' (and its analogue?).

humanistic ---------------------------------------  mechanistic
"I feel your pain." 

New Scientist: What Is Information? pp.28-31.

Battersby, S. (2016) The unseen agent. New Scientist, 230: 3073, 14 May, pp.28-31.

Young, E. (2016) I feel your pain. New Scientist, 230: 3073, 14 May, pp.32-35.

Thursday, May 12, 2016

"Luke, you switched off your targetting computer on International Nurses Day. What's wrong?"

I suggested the number blog posts would slow years ago and yet they've kept coming and there's a bank of drafts sitting in the backend. Whether the quality reflects that location I'm not sure, but hopefully there's more to me than putting content together.

By definition person centred care (student centred...) demands targetting AND measurement of some sort: attitudinal, evidenced, cognitive, engagement, choice, policy, outcomes...

Since April 2006 this blog has served as a personal targetting computer of sorts.

I've a few posts to follow on the Networked Learning Conference (another great community and Croatia 2018 next!), but things will slow here as Drupal beckons plus writing for papers and conferences.


Image source:

Wednesday, May 11, 2016

CfP 6th Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL 2016)

ARTEL 2016 to be held in the context of the EC-TEL 2016, Lyon, France: 13 September 2016 (Tuesday). Workshop webpage: http://teleurope.eu/artel16
Twitter hashtag: #artel16

Awareness and reflection are viewed differently across the disciplines informing Technology-Enhanced Learning (CSCW, psychology, educational sciences, computer science and others). The ARTEL workshop series brings together researchers and professionals from different backgrounds to provide a forum for discussing the multi-faceted area of awareness and reflection. 2016 will be the 6th workshop in the series.

Through the last ARTEL workshops at EC-TEL the topic has gained maturity and questions addresses are converging towards the usage of awareness and reflection in practice, its implementation in modern organisations, its impact on learners and questions of feasibility and sustainability for awareness and reflection in education and work. To reflect the growing maturity of research in ARTEL over the years in conjunction with the latest trends in TEL, this year’s topic particularly invites contributions that deal with the contribution and impact of Learning Analytics on awareness and reflection. The motto of the workshop this year is:

"Learning Analytics for Awareness and Reflection: How can Learning Analytics methodologies and tools support awareness and reflection in different learning contexts?"

The workshop aims at:
Providing a forum for presenting and discussing research on awareness and reflection in TEL.
Creating an interactive experience that connects participants' research, current tools or latest prototypes and models with real end users' learning experiences and requirements regarding reflection technology.
Creating an agenda for future ARTEL research and development.

Proceedings of the predecessor workshops are available via http://ceur-ws.org/Vol-790/ (2011), http://ceur-ws.org/Vol-931/ (2012), http://ceur-ws.org/Vol-1103/ (2013), http://ceur-ws.org/Vol-1238/ (2014), and http://ceur-ws.org/Vol-1465/ (2015).

*Topics of interest*
For ARTEL 2016 we particularly invite contributions that address the theme of 'Learning Analytics methodologies and tools support awareness and reflection in different learning contexts' (but not restrict contributions to this theme).

We are looking for contributions that address the following aspects:

- Theoretical discussion of awareness and reflection in TEL and related concepts (e.g., collaborative learning, creativity techniques, experiential learning, etc.).
- Methodologies to identify, study and analyse awareness and reflection in the context of (technology-enhanced) learning (quantitative and qualitative methods, learning analytics, visualisations etc.).
- Empirical studies about technology support for awareness and reflection.
- Technology (design, application, evaluation) supporting awareness and reflection.
- Designing awareness and reflection in TEL applications and processes.
- Using awareness and reflection support to enhance the learning experience.
- Awareness of social context, knowledge, artefacts and processes.
- Awareness and reflection in specific contexts, such as higher education, work-integrated learning, learning networks, etc.

Full papers: Description of novel theoretical, empirical or development work on awareness and reflection in TEL, including a substantial contribution to the field (up to 15 pages).
Work in progress: Ongoing research and current approaches on investigating the field, with initial insights for the community (up to 7 pages).
Demos: Prototypes, design studies and tools for the support of awareness and reflection in TEL, which can be demoed and discussed (up to 3 pages).

All contributions will be peer reviewed by at least two members of the programme committee evaluating their originality, significance, and rigour. The papers will be published in the CEUR workshop proceedings (http://ceur-ws.org). Submissions should use the Springer LNCS template (http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0).
Please submit your paper via EasyChair: https://easychair.org/conferences/?conf=artel2016

We are currently in the process of publishing a special issue on Awareness and Reflection in TEL published in the Int. J. of Technology Enhanced Learning: 


Authors of accepted articles in this special issue will be invited to attend ARTEL 2016 and present their work.

*Important dates*
01.07.2016 Submission Deadline
10.08.2016 Notification of Acceptance
30.08.2016 Camera-Ready Papers
13.09.2016 Workshop
31.10.2016 Publication of Workshop Proceedings

Milos Kravcik, RWTH Aachen University, Germany
Alexander Mikroyannidis, The Open University, United Kingdom
Viktoria Pammer, Graz University of Technology, Austria
Michael Prilla, University of Bochum, Germany
Thomas Ullmann, The Open University, United Kingdom

*Supporting projects*
Employ ID - Scalable & cost-effective facilitation of professional identity transformation in public employment services: http://employid.eu
Layers - Scaling up Technologies for Informal Learning in SME Cluster: http://learning-layers.eu/
FORGE - Forging Online Education through FIRE - is a project bringing the FIRE and eLearning worlds together: http://ict-forge.eu/
LACE - The Learning Analytics Community Exchange: http://www.laceproject.eu/
WEKIT - Wearable Experience for Knowledge Intensive Training: http://wekit.eu
VIRTUS - Virtual Vocational Education and Training: http://virtus-project.eu

*Social platform*
To stay tuned, consider joining the ARTEL social space on TELeurope: http://teleurope.eu/artel
It is easy to join. First register an account on http://teleurope.eu and then join the group on Awareness and Reflection in Technology-Enhanced Learning.


The workshop will take place as part of the 11th European Conference on Technology Enhanced Learning (EC-TEL), will take place in Lyon, France, September 13-16, 2016.
The overall theme of EC-TEL 2016 is Adaptive and Adaptable Learning.
This year's theme of 'Adaptive and Adaptable Learning' highlights developments in adaptive learning systems that are starting to realise the vision of education matched to the needs and interests of each learner. Effective technology enhanced learning must also be adaptable - resilient, flexible, and sustainable despite rapidly changing needs, technologies, contexts and policies.

The conference will explore how research in collaborative and personalized learning can be combined with new developments in analytics, interaction design, mobile and ubiquitous technologies, and visualization techniques, to enhance learning for everyone.We call for papers addressing the conference themes, informed by theories of pedagogy and evidence of effective practice. Papers offering robust meta-analyses, new methods of TEL design and analysis are also welcomed.

For more information visit http://www.ec-tel.eu

My source:open-education mailing list

Sunday, May 08, 2016

An entirely free Master programme : MIKS at Sorbonne => Application is open

Enrol in the Master Degree Programme
on Management of Information & Knowledge Systems
of the Sorbonne University 
MIKS is an entirely free Master degree programme in ICT and Management. It offers the opportunity for European and International students to get a Master degree in Information Systems Management from the Sorbonne University and its Management School.

Candidates must have passed the first year of a Masters programme in the area of Information Science, Computer Science, Management Science or allied area. They must have completed 240 credits in the European System (or equivalent), with a background in ICT and in management. During this curriculum of 12 months duration, students shall specialize in the Management of Information and Knowledge Systems (IKS) and the Governance of IKS projects

French Apprenticeship System - EARN whilst you LEARN !!

The programme is entirely sponsored by the companies. The students are assisted in finding employment and paying their tuition fees. Thus the programme is free for the involved students. Moreover, each admitted student is provided paid contractual employment for one year with a French company. 

Under MIKS, students spend alternate periods in the company and academia (cycle of 4 weeks in industry followed by 2 weeks in academia). Click here for Information about the Master programme and guidelines for the candidates

The leaflets, the programme and the application form for 2016-2017 can be downloaded from this web page.

If you are interested, please fill the application form and send it to Mrs Nadège Jean before end of May 2016.

Best regards,

Selmin Nurcan
MIKS Master Programme Director
Maitre de Conferences HDR / Associate Professor
Submit to CAISE 2016 : Information Systems for Connecting People
13-17 June 2016, Ljubljana, Slovenia

My source:
Selmin's post to SOCIOTECH list JISCMAIL (with thanks - a great opportunity)

Saturday, May 07, 2016


OpenCare is a global community working together to make 
health- and social care open source, 
privacy-friendly and participatory.

Friday, May 06, 2016

Fifth Global Symposium on Health Systems Research 2018

The announcement below is forwarded from the Health Systems Global website. 

Best wishes, Neil PW

Health Systems Global (HSG) has chosen Liverpool as the host city for its fifth global symposium on health systems research in 2018.

The winning bid was put forward by Liverpool School of Tropical Medicine (LSTM), in close cooperation with a consortium of UK institutions including the London School of Hygiene and Tropical Medicine (LSHTM) and the Institute of Development Studies (IDS) in Brighton, Nuffield Centre for International Health and Development Institute, University of Leeds, Warwick Medical School, University of Warwick, Queen Margaret University, Edinburgh, School of Social and Political Science, University of Edinburgh, Faculty of Public Health of the Royal College of Physicians of the United Kingdom, Nice International, Action for Global Health and ACC Liverpool.

Around 2,000 delegates are expected to attend the five day symposium on October 7, 2018, at the waterfront venue, home to BT Convention Centre, Echo Arena and Exhibition Centre Liverpool.

“We are delighted with this decision”, said Professor Janet Hemingway CBE, Director of LSTM. “It is not only a recognition of a very strong bid that we have put in together with our partners, but also of the key research on health systems challenges that is being carried out by LSTM and our partners.”

George Gotsadze, executive director of Health Systems Global, congratulated the team on behalf of the Board of Health Systems Global which is made up of key researchers and experts from across the globe. “Liverpool’s winning bid was exceptionally strong and we are looking forward to working closely with LSTM and partners as we prepare this event over the coming years.”

Kerrin MacPhie, director of conference and exhibition sales at ACC Liverpool, added: “Health Systems Global is a prime example of the city working together to bring a large international conference on health systems research into the UK for the first time, capitalising on its expertise in this field”.

Health Systems Global is an international membership organisation fully dedicated to promoting health systems research and knowledge translation. Its fourth global symposium will be held from November 14-18 this year in Vancouver, Canada and will focus on ‘resilient and responsive health systems for a changing world.’
My source:
HIFA: Healthcare Information For All: www.hifa2015.org

HIFA Voices database: www.hifavoices.org

You are receiving this message because you're a member of the community HIFA - Healthcare Information For All.

View this contribution on the web site https://dgroups.org/_/dhwfntn3

Wednesday, May 04, 2016

"End of Guidelines - a parody of End of the Line"

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

Original source (edited):

James McCormack, BSc(Pharm), Pharm D
Faculty of Pharmaceutical Sciences
UBC, Vancouver, Canada
Co-host - Best Science (BS) Medicine Podcast

Mohammad Zakaria Pezeshki, M.D.
Associate Professor
Department of Community Medicine,
Tabriz Medical School, Golgasht Avenue, Tabriz, Iran.

Monday, May 02, 2016

"Model hospital": Where to find 5mins per shift? (footprints - transformation?)

humanistic ---------------------------------------  mechanistic
Mental health

8,500 beds blocked
costing NHS providers
around £900m per year

5 mins

Social care

Operational productivity and performance in English NHS acute hospitals: Unwarranted variations


delayed transfers of care

independent sector expenditure costs £482m

lack of data (still!)

Stepdown facilities

"On staff rosters, Lord Carter said he found cases in which trusts were squeezing nurses on to weekday shifts in order to make up their weekly hours, and said 
 improving productivity by five minutes per shift could save as much as £280m." (p.11)


Model - hospital : Model - community care : Model - self-care?
Scope of disciplines
Scope of nursing... (draft paper)
Scope of footprints
Scope of transformation?

Additional link:
NHS England (March 2016) Sustainability and Transformation Plan footprints, Ref: 04902.

My source: 
Dunhill, L. (2016) Carter: be masters of your fate, Health Service Journal, 10 February, 126: 6475, 10-11.

Sunday, May 01, 2016

"I'm Spartacus!"

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

My source: The Beryl Institute