The Claim on Human Conviviality in Cyberspace

2019 ◽  
pp. 61-74
Author(s):  
Fil J. Arenas ◽  
Daniel A. Connelly
Keyword(s):  
High Risk ◽  
Learning Experience ◽  
Human Interaction ◽  
Unique Combination ◽  
New Era ◽  
Shared Learning ◽  
Cognitive Constraints ◽  
Face To Face ◽  
Cyber Learning ◽  
Virtual Experiences

This chapter sets out by defining conviviality in a way that allows the term to be simultaneously applied to face-to-face and virtual experiences. The educational context is introduced as one of many that can benefit from both types of experience. Impairment of the components of a shared learning experience (self, others, teacher) does not have to occur if educators understand the unique combination produced by the content to be learned plus the markers of the type of learning experience selected. Matching the content to the medium produces the optimal results. The authors conclude that conviviality in a specific application is not only possible, but potentially highly productive in cyberspace, minimizing the logistical, high-risk, and cognitive constraints identified by Calandra and Puvirajah that can impair other forms of communication and specifically non-cyber learning experiences. This chapter contributes to new era of human interaction literature in the age of virtuality.

The Claim on Human Conviviality in Cyberspace

2017 ◽  
pp. 29-39
Author(s):  
Fil J. Arenas ◽  
Daniel A. Connelly
Keyword(s):  
High Risk ◽  
Learning Experience ◽  
Human Interaction ◽  
Unique Combination ◽  
New Era ◽  
Shared Learning ◽  
Cognitive Constraints ◽  
Face To Face ◽  
Cyber Learning ◽  
Virtual Experiences

This chapter sets out by defining conviviality in a way that allows the term to be simultaneously applied to face-to-face and virtual experiences. The educational context is introduced as one of many that can benefit from both types of experience. Impairment of the components of a shared learning experience (self, others, teacher) does not have to occur if educators understand the unique combination produced by the content to be learned plus the markers of the type of learning experience selected. Matching the content to the medium produces the optimal results. The authors conclude that conviviality in a specific application is not only possible, but, potentially highly productive in cyberspace, minimizing the logistical, high-risk, and cognitive constraints identified by Calandra & Puvirajah (2014) that can impair other forms of communication and specifically non-cyber learning experiences. This chapter contributes to new era of human interaction literature in the age of virtuality.

scholarly journals What now and what next? The new era of OSCE

2020 ◽  
pp. 56-58
Author(s):  
Majid Ali
Keyword(s):  
Learning Experience ◽  
Pharmacy Education ◽  
Web Based ◽  
New Era ◽  
Face To Face ◽  
Technology In Teaching ◽  
Special Challenge ◽  
Campus Activities ◽  
Simulation Programme

The COVID-19 pandemic has impacted all walks of life including the education sector. The suspension of on-campus activities within universities in the last few months, in the middle of a semester, allowed pharmacy educators to capitalise on existing technology in teaching and assessment. Objective structured clinical exams (OSCEs) which usually require a face-to-face assessment of skills, posed a special challenge to educators in the health profession including pharmacy. Several teleconference programmes have been trialed to conduct online or virtual OSCEs. Lack of resources and human workforce compelled faculty to utilise MyDispense, a web-based community pharmacy simulation programme, for conducting web-based OSCEs. The students agreed that this was an overall better learning experience compared to the traditional face-to-face OSCE. There is a need for a robust evaluation of these alternate methods of OSCE in contrast with traditional face-to-face OSCE. The accumulation of more literature is expected to be seen that would highlight the feasibility of the online or virtual OSCE capitalising on advancements in technology. This coupled with the emerging role of tele- pharmacy, and less complicated skills needing to be assessed in pharmacy education compared to nursing and medication education, could this method of OSCE be the future of pharmacy education?

ORAL HISTORY SOURCES AS LEARNING MATERIALS: A CASE STUDY OF THE NATIONAL UNIVERSITY OF SCIENCE AND TECHNOLOGY

2016 ◽  
Vol 3 (2) ◽  
pp. 82-93
Author(s):  
Gugulethu Shamaine Nkala ◽  
Rodreck David
Keyword(s):  
Oral History ◽  
Learning Experience ◽  
Science And Technology ◽  
Group Discussion ◽  
Human Interaction ◽  
Learning Material ◽  
Wide Range ◽  
National Archives ◽  
National University ◽  
Set Up

Knowledge presented by Oral History (OH) is unique in that it shares the tacit perspective, thoughts, opinions and understanding of the interviewee in its primary form. While teachers, lecturers and other education specialists have at their disposal a wide range of primary, secondary and tertiary sources upon which to relate and share or impart knowledge, OH presents a rich source of information that can improve the learning and knowledge impartation experience. The uniqueness of OH is presented in the following advantages of its use: it allows one to learn about the perspectives of individuals who might not otherwise appear in the historical record; it allows one to compensate for the digital age; one can learn different kinds of information; it provides historical actors with an opportunity to tell their own stories in their own words; and it offers a rich opportunity for human interaction. This article discusses the placement of oral history in the classroom set-up by investigating its use as a source of learning material presented by the National Archives of Zimbabwe to students in the Department of Records and Archives Management at the National University of Science and Technology (NUST). Interviews and a group discussion were used to gather data from an archivist at the National Archives of Zimbabwe, lecturers and students in the Department of Records and Archives Management at NUST, respectively. These groups were approached on the usability, uniqueness and other characteristics that support this type of knowledge about OH in a tertiary learning experience. The findings indicate several qualities that reflect the richness of OH as a teaching source material in a classroom set-up. It further points to weak areas that may be addressed where the source is considered a viable strategy for knowledge sharing and learning. The researchers present a possible model that can be used to champion the use of this rich knowledge source in classroom education at this university and in similar set-ups. 

scholarly journals Investigation of Four Clusters of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) in Rwanda, 2020

2021 ◽  
Vol 18 (13) ◽  
pp. 7018
Author(s):  
Olivier Nsekuye ◽  
Edson Rwagasore ◽  
Marie Aime Muhimpundu ◽  
Ziad El-Khatib ◽  
Daniel Ntabanganyimana ◽  
...  
Keyword(s):  
High Risk ◽  
Severe Acute Respiratory Syndrome ◽  
Symptom Onset ◽  
Attack Rate ◽  
Positive Sample ◽  
Contact Tracing ◽  
Face To Face ◽  
Laboratory Confirmation ◽  
Closed Environment ◽  
Index Cases

We reported the findings of the first Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) four clusters identified in Rwanda. Case-investigations included contact elicitation, testing, and isolation/quarantine of confirmed cases. Socio-demographic and clinical data on cases and contacts were collected. A confirmed case was a person with laboratory confirmation of SARS-CoV-2 infection (PCR) while a contact was any person who had contact with a SARS-CoV-2 confirmed case within 72 h prior, to 14 days after symptom onset; or 14 days before collection of the laboratory-positive sample for asymptomatic cases. High risk contacts were those who had come into unprotected face-to-face contact or had been in a closed environment with a SARS-CoV-2 case for >15 min. Forty cases were reported from four clusters by 22 April 2020, accounting for 61% of locally transmitted cases within six weeks. Clusters A, B, C and D were associated with two nightclubs, one house party, and different families or households living in the same compound (multi-family dwelling). Thirty-six of the 1035 contacts tested were positive (secondary attack rate: 3.5%). Positivity rates were highest among the high-risk contacts compared to low-risk contacts (10% vs. 2.2%). Index cases in three of the clusters were imported through international travelling. Fifteen of the 40 cases (38%) were asymptomatic while 13/25 (52%) and 8/25 (32%) of symptomatic cases had a cough and fever respectively. Gatherings in closed spaces were the main early drivers of transmission. Systematic case-investigations contact tracing and testing likely contributed to the early containment of SARS-CoV-2 in Rwanda.

scholarly journals Beyond e-learning: from blended methodology to transmedia education

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Valentina Favrin ◽  
Elisabetta Gola ◽  
Emiliano Ilardi
Keyword(s):  
New Media ◽  
Learning Experience ◽  
Educational Activity ◽  
Dynamic Learning ◽  
Face To Face ◽  
Convergence Culture ◽  
E Learning ◽  
Collaborative Working ◽  
The University ◽  
Traditional Activity

Abstract Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not)). In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons) to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media) – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

Active Learning Online

2022 ◽  
Vol 12 (1) ◽  
pp. 1-13
Author(s):  
Viktor Wang ◽  
Leslie Hitch ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Strategic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Current Century ◽  
Teaching Goal ◽  
Current Article

Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.

scholarly journals Factors associated with neonatal danger signs among high risk mothers during perinatal period

2018 ◽  
Vol 9 (4) ◽  
pp. 17
Author(s):  
Ayat Masaoud ◽  
Amal A. Hussein ◽  
Eman R. Ahmad
Keyword(s):  
High Risk ◽  
Total Sample ◽  
Perinatal Period ◽  
Health Condition ◽  
University Hospital ◽  
Face To Face ◽  
Danger Signs ◽  
Correlational Research ◽  
Negative Effect ◽  
Marked Decline

Background and objective: Complications during pregnancy and labour increase the risk of perinatal mortality fivefold which in turn has a negative effect on the neonate. Despite several studies have examined the determinants of neonatal mortality, limited studies have explored neonatal danger signs which potentially cause morbidity. This study aimed to assess danger signs observed in neonates at the different times so early, early, and late to identify associated factors with neonatal danger signs \& to determine the relationship between danger signs at different times and maternal danger signs/complications of high risk mothers.Subjects & Method: Setting: This study was conducted in the Obstetrics Department at Women's Health Center, Assiut University Hospital, Egypt. Sample: A total of 150 postpartum women and their delivered newborns were included and completed the questionnaire from April to the end of July 2017. Design: A descriptive correlational research design was utilized in this study in which structured interviewer managed questionnaire using face-to-face used to collect data.Results: The present findings revealed that nearly three-quarters (75.3%) and more than two-thirds (67.3%) of the total sample complained of antenatal & postnatal danger signs respectively and consequently the majority (80%) of their neonates had so early neonatal danger signs/complications with a most frequent one in the form of neonatal jaundice. A positive significant correlation was apparent between so early & early neonatal danger signs and maternal antenatal and postpartum danger signs. Educational level, maternal age, occupation & parity were considered significant factors affected neonatal danger signs.Conclusions: A highly percentage of neonates were born with so early danger signs. Maternal factors can be used to predict neonatal health condition at birth and 7th days postpartum with marked decline at 28th day postpartum.

scholarly journals Online or not? A comparison of students’ experiences of an online and an on-campus class

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
Tennyson Mgutshini
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Measurement Tool ◽  
Online Students ◽  
Cross Sectional ◽  
Student Centered ◽  
Face To Face ◽  
Multiple Data

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students’ satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students’ experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an ‘achievement of learning outcomes’ measurement tool. Students on the online cohort performed better in areas where ‘self-direction’ in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

scholarly journals Design for learning – a case study of blended learning in a science unit

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 898
Author(s):  
Roslyn Gleadow ◽  
Barbara Macfarlan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Scientific Practice ◽  
Learning Experience ◽  
Science Students ◽  
Face To Face ◽  
Design For Learning ◽  
Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

scholarly journals Safety Assistance Visual Surveillance Robot

2020 ◽  
Vol 9 (5) ◽  
pp. 752-756
Keyword(s):  
High Risk ◽  
Object Detection ◽  
Radar System ◽  
Visual Surveillance ◽  
Human Interaction ◽  
Raspberry Pi ◽  
Live Streaming ◽  
Human Beings ◽  
Toxic Environment ◽  
Echo Time

There is a need for safety assistance visual surveillance that can be effectively used to navigate hazardous places which cannot be accessed by human beings. Several high-risk conditions like radioactive zone, toxic environment and accident-prone areas are usually approached/tackled by humans with little to no information about their conditions. Hence our aim is to reduce any human interaction with these unsafe circumstances by proposing a visual surveillance robot that is capable of moving in any terrain and can relay live information to the controller situated at a remote location. In this paper we address the implementation of Visual Surveillance bot by using a Camera that rotates at 360 degree with the help of DC motor, which illustrate the surrounding so as to provide the estimation of danger if any. We present the execution by efficiently live streaming information with the help of Raspberry pi and by using the MATLAB software to create a RADAR plot by analyzing the object detected by Ultrasonic sensor. The usage of MATLAB not only simplifies the analysis but also helps in creating an enhanced RADAR system by using an ARDUINO to support the ultrasonic system in recording the echo time and object detection angle.

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