scholarly journals Developing multimedia collaboratively: Practical approaches for large-scale online curriculum development

2019 ◽  
Vol 16 (1) ◽  
pp. 109-121
Author(s):  
Richard McInnes ◽  
Keyword(s):  
Curriculum Development ◽  
Large Scale ◽  
Lessons Learned ◽  
Teaching Presence ◽  
Team Approach ◽  
Collaborative Approach ◽  
Collaborative Development ◽  
Development Team ◽  
Online Curriculum ◽  
Multimedia Development

Transformations in contemporary higher education have led to an explosion in the number of degrees delivered online, a significant characteristic of which is the incorporation of multimedia to support learning. Despite the proliferation of multimedia and growing literature about the affordances of various technologies, there are relatively few examples of how judgements are made regarding choosing and actioning multimedia development decisions for educational developers. The case study presented here is framed within an institution-wide project for the development of fully online degrees that utilised a collaborative approach to curriculum and multimedia development. This example focuses on the establishment and operation of a collaborative approach to curriculum development in which multidisciplinary development teams invested considerable resources in researching improvements to their multimedia practices and processes. This article reflects on the collaborative team approach to multimedia design and development by examining the team’s experiences and practices through the lens of existing multimedia research, in order to understand the convergence between multimedia theory and the practicalities of developing multimedia within the constraints of large-scale online curriculum development. Through these reflections, four lessons learned will be explicated which will inform those engaged in employing similar approaches in other contexts. These lessons learned identify the benefits and potential issues associated with: 1. the approach used by the collaborative development team to support the production of multimedia, 2. the practices and process used by the collaborative development team to facilitate the creation of concise multimedia presentations, 3. the impacts of establishing teaching presence through videos created by the course writer and online course facilitator, and 4. the presentation styles used by course writers and the tools they used during multimedia production.

scholarly journals Combining Expertise: Reflecting on a Team Approach to Curriculum Development and Implementation

2016 ◽  
Vol 3 ◽  
pp. JMECD.S38104 ◽  
Author(s):  
Jean M. Bailey ◽  
Linda C. Perkowski
Keyword(s):  
Curriculum Development ◽  
Integrated Approach ◽  
Course Evaluation ◽  
Unintended Consequences ◽  
Student Feedback ◽  
Pass Rate ◽  
Team Approach ◽  
Collaborative Approach ◽  
Usmle Step

Introduction This article discussed curriculum development and implementation using a unique collaboration of basic scientists and clinicians functioning as course co-directors. It explores the pros, cons, and unintended consequences of this integrated approach through reflections of the faculty involved. Methods Ten faculty participated in semi-structured phone interviews to reflect on their experiences. Results Analysis of interview transcripts revealed four key themes: (1) the value of the basic scientist and clinician partnership, (2) strategies for coordination, (3) balancing responsibilities, and (4) hierarchy and power. Discussion This study identified that both basic scientists and clinicians experienced benefits from using a course co-director collaborative approach to curriculum development and implementation. While challenges are also noted, the benefits of the collaboration were evident in course organization, course evaluation reports, student feedback, and USMLE Step I pass rate.

scholarly journals A Comprehensive Coalition Based Regional Approach to Pediatric Disaster Planning

2019 ◽  
Vol 34 (s1) ◽  
pp. s58-s58
Author(s):  
Michael Frogel ◽  
Arthur Cooper ◽  
George Foltin
Keyword(s):  
Special Needs ◽  
Process Model ◽  
Large Scale ◽  
Disaster Planning ◽  
Lessons Learned ◽  
Urgent Care ◽  
Team Approach ◽  
Disaster Plan ◽  
Term Care ◽  
Regional Approach

Introduction:Children, who comprise 25% of the US population, are frequently victims of disasters and have special needs during these events.Aim:To prepare NYC for a large-scale pediatric disaster, NYCPDC has worked with an increasing number of providers that initially included a small number of hospitals and agencies. Through a cooperative team approach, stakeholders now include public health, emergency management, and emergency medical services, 28 hospitals, community-based providers, and the Medical Reserve Corps.Methods:The NYCPDC utilized an inclusive iterative process model whereby a desired plan was achieved by stakeholders reviewing the literature and current practice through discussion and consensus building. NYCPDC used this model in developing a comprehensive regional pediatric disaster plan.Results:The Plan included disaster scene triage (adapted for pediatric use) to transport (with prioritization) to surge and evacuation. Additionally, site-specific plans utilizing Guidelines and Templates now include Pediatric Long-Term Care Facilities, Hospital Pediatric Departments, Pediatric and Ob/Newborn/Neonatal Intensive Care Services and Outpatient/Urgent Care Centers. A force multiplier course in critical care for non-intensivists is provided. An extensive Pediatric Exercise program has been used to develop, operationalize and revise plans based on lessons learned. This includes pediatric tabletop, functional and full-scale exercises at individual hospitals leading to citywide exercises at 13 and subsequently all 28 hospitals caring for children.Discussion:The NYCPDC has comprehensively planned for the special needs of children during disasters utilizing a pediatric coalition based regional approach that matches pediatric resources to needs to provide best outcomes.The NYCPDC has responded to real-time events (H1N1, Haiti Earthquake, Superstorm Sandy, Ebola), and participated in local (NYC boroughs and executive leadership) and nationwide coalitions (National Pediatric Disaster Coalition). The NYCPDC has had the opportunity to present their Pediatric Disaster Planning and Response efforts at local, national and International conferences.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

scholarly journals The graph neural networking challenge

2021 ◽  
Vol 51 (3) ◽  
pp. 9-16
Author(s):  
José Suárez-Varela ◽  
Miquel Ferriol-Galmés ◽  
Albert López ◽  
Paul Almasan ◽  
Guillermo Bernárdez ◽  
...  
Keyword(s):  
Machine Learning ◽  
Computer Networks ◽  
Real World ◽  
Large Scale ◽  
Lessons Learned ◽  
Educational Resources ◽  
Global Competition ◽  
International Telecommunication Union ◽  
International Telecommunication ◽  
Broad Audience

During the last decade, Machine Learning (ML) has increasingly become a hot topic in the field of Computer Networks and is expected to be gradually adopted for a plethora of control, monitoring and management tasks in real-world deployments. This poses the need to count on new generations of students, researchers and practitioners with a solid background in ML applied to networks. During 2020, the International Telecommunication Union (ITU) has organized the "ITU AI/ML in 5G challenge", an open global competition that has introduced to a broad audience some of the current main challenges in ML for networks. This large-scale initiative has gathered 23 different challenges proposed by network operators, equipment manufacturers and academia, and has attracted a total of 1300+ participants from 60+ countries. This paper narrates our experience organizing one of the proposed challenges: the "Graph Neural Networking Challenge 2020". We describe the problem presented to participants, the tools and resources provided, some organization aspects and participation statistics, an outline of the top-3 awarded solutions, and a summary with some lessons learned during all this journey. As a result, this challenge leaves a curated set of educational resources openly available to anyone interested in the topic.

scholarly journals Scaling Up Delivery of Biofortified Staple Food Crops Globally: Paths to Nourishing Millions

2021 ◽  
pp. 037957212098250
Author(s):  
Jennifer K. Foley ◽  
Kristina D. Michaux ◽  
Bho Mudyahoto ◽  
Laira Kyazike ◽  
Binu Cherian ◽  
...  
Keyword(s):  
Pearl Millet ◽  
Large Scale ◽  
Scale Up ◽  
Lessons Learned ◽  
Raw Material ◽  
Micronutrient Deficiencies ◽  
Seed Systems ◽  
Public And Private ◽  
Context Specific ◽  
Public And Private Sector

Background: Micronutrient deficiencies affect over one quarter of the world’s population. Biofortification is an evidence-based nutrition strategy that addresses some of the most common and preventable global micronutrient gaps and can help improve the health of millions of people. Since 2013, HarvestPlus and a consortium of collaborators have made impressive progress in the enrichment of staple crops with essential micronutrients through conventional plant breeding. Objective: To review and highlight lessons learned from multiple large-scale delivery strategies used by HarvestPlus to scale up biofortification across different country and crop contexts. Results: India has strong public and private sector pearl millet breeding programs and a robust commercial seed sector. To scale-up pearl millet, HarvestPlus established partnerships with public and private seed companies, which facilitated the rapid commercialization of products and engagement of farmers in delivery activities. In Nigeria, HarvestPlus stimulated the initial acceptance and popularization of vitamin A cassava using a host of creative approaches, including “crowding in” delivery partners, innovative promotional programs, and development of intermediate raw material for industry and novel food products. In Uganda, orange sweet potato (OSP) is a traditional subsistence crop. Due to this, and the lack of formal seed systems and markets, HarvestPlus established a network of partnerships with community-based nongovernmental organizations and vine multipliers to popularize and scale-up delivery of OSP. Conclusions: Impact of biofortification ultimately depends on the development of sustainable markets for biofortified seeds and products. Results illustrate the need for context-specific, innovative solutions to promote widespread adoption.

scholarly journals Challenges and opportunities for ovarian cancer management in the epidemic of Covid-19: lessons learned from Wuhan, China

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Zhilan Chen ◽  
Chun Zhang ◽  
Jiu Yin ◽  
Xin Xin ◽  
Hemei Li ◽  
...  
Keyword(s):  
Ovarian Cancer ◽  
Large Scale ◽  
Treatment Plan ◽  
Clinical Care ◽  
Gynecologic Cancer ◽  
Treatment Phase ◽  
Tumor Stage ◽  
Current Treatment ◽  
Lessons Learned ◽  
Cancer Management

AbstractChina and the rest of the world are experiencing an outbreak of the 2019 novel coronavirus disease (COVID-19). Patients with cancer are more susceptible to viral infection and are more likely to develop severe complications, as compared to healthy individuals. The growing spread of COVID-19 presents challenges for the clinical care of patients with gynecological malignancies. Ovarian debulking surgery combined with the frequent need for chemotherapy is most likely why ovarian cancer was rated as the gynecologic cancer most affected by COVID-19. Therefore, ovarian cancer presents a particular challenging task. Concerning the ovarian cancer studies with confirmed COVID-19 reported from large-scale general hospitals in Wuhan, we hold that the treatment plan was adjusted appropriately and an individualized remedy was implemented. The recommendations discussed here were developed mainly based on the experience from Wuhan. We advise that the management strategy for ovarian cancer patients should be adjusted in the light of the local epidemic situation and formulated according to the pathological type, tumor stage and the current treatment phase. Online medical service is an effective and convenient communication platform during the pandemic.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

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