Connecting, Bypassing, and Networking: Analyzing Idle No More’s Online Activities

2019 ◽  
pp. 1-16
Author(s):  
Kathy Dobson
Keyword(s):  
Online Activities

Italian operators' response to the COVID-19 pandemic

2021 ◽  
Vol 51 (1) ◽  
pp. 26-31
Author(s):  
Massimo Candela ◽  
Antonio Prado
Keyword(s):  
Public Health ◽  
Public Health Emergency ◽  
Internet Usage ◽  
The Internet ◽  
Market Conditions ◽  
The Public ◽  
Online Activities ◽  
Internet Network

Since the beginning of the COVID-19 pandemic, governments introduced several social restrictions. As of 18 March 2020, more than 250 million people were in lockdown in Europe. This drastically increased the number of online activities. Due to this unprecedented situation, some concerns arose about the suitability of the Internet network to sustain the increased usage. Italy was severely hit by the first wave of the pandemic and various regions underwent a lockdown before the main country-wide one. The Italian network operators started sharing information about improvements carried out on the network and new measures adopted to support the increase in Internet usage. In this report, by means of a questionnaire, we collect information and provide a quantitative overview of the actions undertaken by network operators in Italy. The attitude of Italian operators was synergic and proactive in supporting the changed market conditions caused by the public health emergency.

scholarly journals REAPing the benefits: development and use of a structured evaluation framework to codify learning resources for Global Health professionals

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meike Schleiff ◽  
Elizabeth Hahn ◽  
Caroline Dolive ◽  
Lillian James ◽  
Anant Mishra ◽  
...  
Keyword(s):  
Global Health ◽  
Health Professionals ◽  
Learning Opportunities ◽  
Evaluation Framework ◽  
Course Quality ◽  
Health Leadership ◽  
Wide Range ◽  
Meaningful Engagement ◽  
Online Activities ◽  
Competency Domains

Abstract Background The learning opportunities for global health professionals have expanded rapidly in recent years. The diverse array of learners and wide range in course quality underscore the need for an improved course vetting process to better match learners with appropriate learning opportunities. Methods We developed a framework to assess overall course quality by determining performance across four defined domains Relevance, Engagement, Access, and Pedagogy (REAP). We applied this framework across a learning catalogue developed for participants enrolled in the Sustaining Technical and Analytic Resources (STAR) project, a global health leadership training program. Results The STAR learning activities database included a total of 382 courses, workshops, and web-based resources which fulfilled 531 competencies across three levels: core, content, and skill. Relevance: The majority of activities were at an understanding or practicing level across all competency domains (486/531, 91.5%). Engagement: Many activities lacked any peer engagement (202/531, 38.0%) and had limited to no faculty engagement (260/531, 49.0%). Access: The plurality of courses across competencies were offered on demand (227/531, 42.7%) and were highly flexible in pace (240/531, 45.2%). Pedagogy: Of the activities that included an assessment, most matched activity learning objectives (217/531, 40.9%). Conclusions Through applying REAP to the STAR project learning catalogue, we found many online activities lacked meaningful engagement with faculty and peers. Further development of structured online activities providing learners with flexibility in access, a range of levels of advancement for content, and opportunities to engage and apply learning are needed for the field of global health.

The factors influencing CoP activities and their impact on relationship commitment and individual performance

2014 ◽  
Vol 18 (1) ◽  
pp. 75-91 ◽  
Author(s):  
Heeyoung Jang ◽  
Ilsang Ko
Keyword(s):  
Organizational Support ◽  
Perceived Risk ◽  
Structural Equation ◽  
Social Norm ◽  
Individual Performance ◽  
Equation Model ◽  
Relationship Commitment ◽  
Content Type ◽  
Online Activities ◽  
And Performance

Purpose – The objective of this study is to identify the factors that affect CoP activation and performance variables obtainable through CoP activities, and to gain greater insight into their relationships and the mechanisms. In particular, this paper intends to illustrate the role of perceived risk factor for the loss of uniqueness of one's own knowledge in terms of their influence on CoP activities. Design/methodology/approach – In this study, the human behaviours were divided into online and offline CoP activities and adopted affirmative affect and social norm from the Triandis model. In addition, the paper considered perceived expectation, perceived risk, and organization support as independent variables. These would accelerate online and offline activities in the community of practice. The paper considered relationship commitment and individual performance in the context of performance evaluations via CoP activities. A structural equation model was developed with research variables and hypotheses. Findings – As the consequence of the empirical assessment of the variables influencing the on/offline activities of a CoP, social norm, perceived expectation, perceived risk, and organizational support showed significantly influential relationships with online activities, and affirmative affect, perceived expectation, and organizational support evidenced significantly influential relationships with offline activities. However, with regard to online CoP activities, affirmative affect was not shown to be significant. As to offline activities, perceived risk was not shown to be significantly influential, while it was determined to significantly influence online activities in a negative direction. Originality/value – The results of this study demonstrated that on/offline CoP activities were significantly influential in terms both of relationship commitment and individual performance.

scholarly journals Back to what? What STEM and Health teaching academics learnt from COVID-19

2021 ◽  
Author(s):  
Christopher Bridge ◽  
Birgit Loch ◽  
Dell Horey ◽  
Brianna Julien ◽  
Belinda Thompson ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning And Teaching ◽  
Online Activities ◽  
Innovation In Higher Education ◽  
Future Learning ◽  
Health Teaching

The COVID-19 pandemic brought about an era of innovation in higher education that was extraordinary both in its scale and suddenness. Our study, carried out in STEM and Health disciplines of a multicampus Victorian university, asked the teaching academics in the eye of this storm to reflect on what they had learnt from this experience. In particular, we asked what had worked, what had not worked, what they planned to retain in their teaching post-COVID-19, and what they would be relieved to discard. Above all, we found the experience of COVID-19 learning and teaching to be highly variegated. Academics reported some online activities which were predominantly successful, others which were predominantly unsuccessful, and still others for which the experience was quite different, depending on the context. Our data suggest that future learning and teaching policy should allow for discipline and cohort nuances and cannot be one-size-fits-all.

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