scholarly journals A sanctuary: Mourning the loss of the classroom during COVID

2021 ◽  
Vol 20 (1-2) ◽  
pp. 162-167
Author(s):  
Lakindra Mitchell Dove
Keyword(s):  
Teaching Practices ◽  
Teaching Style ◽  
Emotional Responses ◽  
Lessons Learned ◽  
Thought Processes ◽  
Emotional Needs ◽  
Face To Face ◽  
Initial Onset ◽  
Academic Lives

This reflexive essay explores the challenges and successes that I encountered as a professor during the transition from face-to-face teaching to remote teaching due to COVID. The essay outlines my thought processes and emotional responses to how unfamiliarity with teaching remotely, coupled with the stress of a pandemic, significantly impacted my teaching style. It also highlights my observations of students’ experiences from their shared discussions and interactions with other students as they navigated the initial onset of challenges during the spring term of 2020. The essay discusses the importance of adaptability during a time when we were collectively experiencing trauma, and embracing teaching practices that were supportive of students' educational and emotional needs. It highlights how navigating these challenges were beneficial for both myself and students, as we collectively addressed the complexities of changes to our personal and academic lives. This essay includes lessons learned as a professor and how I was able to maintain the integrity of the classroom by holding space for the experiences of students during a pandemic.

Evolving Practice for Training Online Designers and Instructors

2019 ◽  
pp. 166-181 ◽  
Author(s):  
Scott R. Garrigan
Keyword(s):  
Online Instruction ◽  
Teaching Practices ◽  
Online Teaching ◽  
Online Courses ◽  
Teaching Style ◽  
Single Model ◽  
Online Instructors ◽  
Face To Face ◽  
Student Interests ◽  
Online Instructor

Online courses place greater responsibility and demands on both the instructor and students compared to traditional face-to-face courses. Online instructors and designers are often given checklists of required or best online teaching practices to help them meet the challenge. But these checklists tend to assume that online courses fall into a single model that is independent of course goals and of the unique teaching style and strengths of the online instructor. This chapter presents the author's methods and values in training online instructors and designers. Conventional online instruction model aside, the focus is on helping the instructor and designer identify salient aspects of the course, the students, and the instructor. The chapter presents methods, content, and values that may to be less known, less understood, or difficult to implement for new designers and instructors. Each model builds on elements such as student interests, deep engagement, group collaboration, and practical assessment.

The Patient in Patient Safety: Contemporary Issues, From COVID-19 to Citizen Science

2021 ◽  
Vol 10 (1) ◽  
pp. 301-303
Author(s):  
Elizabeth Lerner Papautsky ◽  
Richard J. Holden ◽  
Rupa S. Valdez ◽  
Jordan Hill ◽  
Janetta Brown
Keyword(s):  
Social Media ◽  
Patient Safety ◽  
Citizen Science ◽  
Human Subjects ◽  
Lessons Learned ◽  
Human Subjects Research ◽  
Research Strategies ◽  
Face To Face

In the 4th panel on the topic of The Patient in Patient Safety, we highlighted topics of current relevance and facilitated a reflection session. The objective was to highlight the ways in which the COVID-19 pandemic has impacted patient ergonomics research and work, with particular focus on safety. After a topic overview, panelists presented their work on overcoming challenges to human subjects research created by the suspension of face-to-face activities during the COVID-19 pandemic. A facilitated reflection and brainstorming session using Miro followed. We used questions to elicit examples of patient and caregiver roles in safety during the pandemic and research strategies and challenges. These questions were also distributed on social media prior to the event. The panel served as an opportunity to share lessons learned.

scholarly journals Conceptualization and Realization of a National Trail in a Small Island-Nation: The Commonwealth of Dominica’s Experience

2021 ◽  
Vol 2 (1) ◽  
pp. 79-94
Author(s):  
Colmore S. Christian
Keyword(s):  
Rural Communities ◽  
Socioeconomic Development ◽  
Research Question ◽  
Strong Support ◽  
Lessons Learned ◽  
Small Island ◽  
Implementation Challenges ◽  
Face To Face ◽  
Research Themes ◽  
Socioeconomic Benefits

The island-nation of Dominica, 790 km2 in area, is located approximately 1126.5 km Southeast of Florida, USA. In the mid-1990s, Dominica embarked on developing the 183.5 km Waitukubuli National Trail (WNT), the first and only national trail model in the Eastern Caribbean. The 14-segment WNT, officially opened in May 2013, passes through some of the island’s most diverse landscapes. WNT was designed to link as many rural communities as possible and promote ecotourism and community socioeconomic development. Rehabilitation work continues on the WNT and the rest of Dominica, following the devastation caused by Hurricane Maria of 2017. This article, based primarily on a limited questionnaire survey, selected interviews, and literature review, explored the research question ‘What were the challenges faced by a small-island nation in the development of a National Trail? Five specific research objectives focused on the conceptualization, implementation challenges, partnerships fostered, national and sub-regional significance, and future outlook of the Trail were considered. Questionnaire respondents identified the island’s topography and negotiations with private landowners as significant trail construction challenges. A 100% of survey respondents anticipate that reliable funding to support timely maintenance would likely be a critical future issue. Some respondents identified marketing, public engagement, and visitor safety as potential issues. Face-to-face interviews found strong support for the WNT. The interviewees were confident that Dominica would realize sustainable socioeconomic benefits from the Trail. The article concludes with lessons learned and proposes strategies and research themes to ensure the Trail’s sustainability.

scholarly journals Reaching consensus on reporting patient and public involvement (PPI) in research: methods and lessons learned from the development of reporting guidelines

BMJ Open ◽  
2017 ◽  
Vol 7 (10) ◽  
pp. e016948 ◽  
Author(s):  
Jo Brett ◽  
Sophie Staniszewska ◽  
Iveta Simera ◽  
Kate Seers ◽  
Carole Mockford ◽  
...  
Keyword(s):  
Public Involvement ◽  
Evidence Base ◽  
Patient And Public Involvement ◽  
Lessons Learned ◽  
Reporting Guidelines ◽  
Consensus Development ◽  
Face To Face ◽  
Three Phase ◽  
Health And Social Care ◽  
The Impact

IntroductionPatient and public involvement (PPI) is inconsistently reported in health and social care research. Improving the quality of how PPI is reported is critical in developing a higher quality evidence base to gain a better insight into the methods and impact of PPI. This paper describes the methods used to develop and gain consensus on guidelines for reporting PPI in research studies (updated version of the Guidance for Reporting Patient and Public Involvement (GRIPP2)).MethodsThere were three key stages in the development of GRIPP2: identification of key items for the guideline from systematic review evidence of the impact of PPI on health research and health services, a three-phase online Delphi survey with a diverse sample of experts in PPI to gain consensus on included items and a face-to-face consensus meeting to finalise and reach definitive agreement on GRIPP2. Challenges and lessons learnt during the development of the reporting guidelines are reported.DiscussionThe process of reaching consensus is vital within the development of guidelines and policy directions, although debate around how best to reach consensus is still needed. This paper discusses the critical stages of consensus development as applied to the development of consensus for GRIPP2 and discusses the benefits and challenges of consensus development.

Differences in Severity and Emotions for Public and Private Face-to-Face and Cyber Victimization Across Six Countries

2017 ◽  
Vol 48 (8) ◽  
pp. 1216-1229 ◽  
Author(s):  
Michelle F. Wright ◽  
Takuya Yanagida ◽  
Ikuko Aoyama ◽  
Anna Ševčíková ◽  
Hana Macháčková ◽  
...  
Keyword(s):  
Emotional Responses ◽  
The United States ◽  
Cyber Victimization ◽  
Public And Private ◽  
The Czech Republic ◽  
Perceived Severity ◽  
Face To Face ◽  
Individualism And Collectivism ◽  
Age Range

The purpose of this study was to examine the role of medium (face-to-face, cyber) and publicity (public, private) in perceptions of severity and emotional responses to victimization among adolescents from China, Cyprus, the Czech Republic, India, Japan, and the United States, while controlling for gender, individualism, and collectivism. There were 3,432 adolescents (age range = 11-15 years, 49% girls) included in this study. They read four hypothetical victimization scenarios, which were manipulated based on the medium and publicity, including public face-to-face victimization, private face-to-face victimization, public cyber victimization, and private cyber victimization. After reading the scenarios, adolescents rated the severity of each scenario and their feelings of anger, sadness, and embarrassment following victimization. Overall, higher severity related to each of the emotional responses. Furthermore, greater perceptions of severity increased adolescents’ feelings of anger, sadness, and embarrassment more often for public victimization and face-to-face victimization than for private victimization and cyber victimization. Some variations were found in these associations based on country of origin. The findings from this study indicate that perceived severity and emotional responses are different in various victimization contexts. Therefore, it is important to consider various victimization contexts.

scholarly journals Our Self-Access Experience in Times of COVID

2020 ◽  
pp. 250-262
Author(s):  
Adelina Ruiz-Guerrero
Keyword(s):  
Online Education ◽  
Family Members ◽  
Lessons Learned ◽  
Online Classes ◽  
Special Issue ◽  
Face To Face ◽  
Language Courses ◽  
Personal Level

The coronavirus pandemic has without a doubt had an enormous impact on every possible way of our lives. We have felt its effects on an individual personal level and as family members, at work, as members of a community, and particularly as students and teachers. Even in institutions and departments such as ours where online education has been at the forefront of our work for years now, the challenge to survive a fully virtual new reality has left us with a lot of lessons learned and has opened doors to more opportunities for growth. For years now, the Language Department at ITESO has had its language courses in LMS platforms and has offered courses in blended and fully virtual options alongside face-to-face classes. In the English Certificate Programme, we have regular teletandem sessions with universities in other countries. The Language Hub, our self-access centre, offers writing support through an emailing writing desk service and we run virtual conversation clubs on Zoom alongside face-to-face sessions. We are certainly no strangers to online work, but up until now, that was just an option both students and teachers could consider. As of March, this year, our whole university had to move to online classes and the services of our self-access centre had to be adapted to virtual options as well. This report presents our answer to the questions posed by SISAL for this open call to the special issue on how we have lived the experience of self-access during the pandemic.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021

2021 ◽  
Vol 18 ◽  
pp. 21
Author(s):  
Cesar Orsini ◽  
Veena Rodrigues ◽  
Jorge Tricio
Keyword(s):  
United Kingdom ◽  
Faculty Development ◽  
Learning Strategies ◽  
Interprofessional Education ◽  
Teaching Style ◽  
Educational Practice ◽  
Health Professions ◽  
Lessons Learned ◽  
Development Programs ◽  
The United Kingdom

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

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