Virtual Interdisciplinary Collaboration in Statewide Implementation of the MIND at Home Dementia Care Program

MIND at Home, a well-researched holistic, family-centered dementia care coordination program, provides collaborative support to community-dwelling persons living with dementia (PLWD) and their informal care partners (CP). Through comprehensive home-based assessment of 13 memory-care domains covering PLWD and CPs, individualized care plans are created, implemented, monitored, and revised over the course of the illness. Non-clinical Memory Care Coordinators (MCCs) working with an interdisciplinary team provide education and coaching to PLWD and their identified CP, and serve as a critical liaison and resource and between families, medical professional, and formal and informal community resources. This paper will describe a statewide pilot implementation of the program within a health plan across diverse sites in Texas and will present qualitative and quantitative descriptions of a key component of the program's effective translation to practice, the virtual collaborative case-based learning sessions. Health plan teams completed online interactive training modules and an intensive in-person case-based training with the Johns Hopkins team prior to program launch, and then engaged in weekly, hour-long virtual collaborative sessions that included health plan teams (site-based field teams, health plan clinical supervisory and specialty personnel [RNs, pharmacists, a geriatric psychiatrist, behavioral health specialists] and Johns Hopkins MIND program experts and geriatric psychiatrists. To date, the program has enrolled 350 health plan members, conducted 65 virtual collaborative sessions, and provided 423 CME/CEU units to team members. We will provide an overview of virtual collaborative session structure, participant contributions and discussion topics, case complexity, as well as didactic learning topics covered.

“It’s the End of the PhD as We Know it, and We Feel Fine…Because Everything Is Fucked Anyway”: Utilizing Feminist Collaborative Autoethnography to Navigate Global Crises

Unpacking our experiences as trainee researchers navigating a global pandemic; in this research four researchers identify and interpret otherwise individual experiences through a collective lens. These shared responses are collated and understood through the multivocal method of what we term a “feminst collaborative auto-ethnography.” Relational ethics using a praxis of care, in line with feminist epistemology underpin the systematic analysis of our shared experiences to enhance intersubjectivity and the co-construction of knowledge. Individual reflections and collaborative sessions were utilized to immerse ourselves both situationally and critically into the pool of data. Concurrently creating and analyzing our collaborative inquiry. We utilized mind maps, probing, and reflexivity to engage with our individual and shared social, emotional, and structural challenges. Through analysis of the collaborative data we identified that we had all developed safety seeking strategies, and that a focused research method not only provided direction, but provided a support network. The researchers found that collaborative autoethnography is a useful and holistic method of understanding and navigating adversities in the PhD process, allowing for us to interpret multiple levels of adversity and support-strategies during Covid-19 times.

A Multisession Evaluation of a Collaborative Virtual Environment for Arm Rehabilitation

In recent years, several multi-user virtual environments (VEs) have been developed to promote motivation and exercise intensity in motor rehabilitation. While competitive VEs have been extensively evaluated, collaborative and competitive rehabilitation VEs have seen relatively little study. Therefore, this article presents an evaluation of a VE for post-stroke arm rehabilitation that mimics everyday kitchen tasks and can be used either solo or collaboratively. Twenty subacute stroke survivors exercised with the VE for four sessions, with the first and third sessions involving solo exercise and the other two involving collaborative exercise. Exercise intensity was measured using inertial sensors while motivation was measured with questionnaires. Results showed high motivation and exercise intensity over all four sessions, and 11 of 20 participants preferred collaborative over solo exercise while only 4 preferred solo exercise. However, there were no differences in motivation, exercise duration, or exercise intensity between solo and collaborative sessions. Thus, we cannot currently claim that collaborative exercises are beneficial for upper limb rehabilitation. Future studies should evaluate other collaborative VE designs in different settings (e.g., at home) and with different participant pairs (e.g., patient-unimpaired) to find effective ways to utilize collaborative exercises in motor rehabilitation.

Implementing Technology: Measuring Student Cognitive Engagement

In an effort provide access to devices and prepare students for the future, a small rural high school committed to becoming a high-tech school. However, data collected using the IPI-T process suggested teachers were typically the users of the technology, students were often disengaged, and teachers were asking students to participate in lower-order surface activities. Missing from the process was the implementation of the faculty collaborative sessions. The year after the initial rollout of the devices, IPI-T data was collected three times. Additionally, faculty collaborative sessions were planned and facilitated within one week of collection data. Participating in each faculty collaborative session, teachers (a) became familiar with the IPI-T Rubric and Protocols, (b) analyzed and discussed the data, (c) identified high-quality examples of student learning that foster student engagement with technology, (d) designed high-quality lessons that foster student engagement with technology, (e) compared longitudinal data and set goals for future data collection using the IPI-T tool. An analysis of the data revealed when implementing the IPI-T process with fidelity teacher and student technology use increased as did student cognitive engagement when using technology. In addition, it was found that students use technology for information searches the majority of the time rather than media development or to collaborate among peers for example, which is associated with higher-levels of cognitive engagement.

Managing change or changing management?

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Does a leadership team actually lead in any meaningful way? This is not a trick question – or at least, it is not meant be. Rather, it is an attempt to dig down into our understanding of leadership as it is commonly experienced in firms the world over. For the vast majority of managers, they are told they are part of the leadership team, and will no doubt attend well-meaning collaborative sessions on defining their company’s values or adopting shared ways of working. However, when it comes to actual leading, the focus will still be on the CEO, chair, and senior board members of the organization. They do the “real” leading – bosses make decisions, they delegate tasks, and ultimately they succeed or fail on what the business achieves with them at the top. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Providing a Multi-fold Assessment Framework to Virtualized Collaborative Learning in Support for Engineering Education

In previous research we proposed a virtualization process of live collaborative sessions from Web discussion forums and chats with the aim to produce interactive and attractive online learning resources to be played by learners, thus having a positive effect in learner engagement. In order to enhance further learning engagement, in this paper we endow our virtualization process with a multifold assessment framework that provides effective awareness and constructive feedback to learners from the original collaborative interactions amongst group members. The re-search here presented focuses on e-assessment of collabora-tive and social learning and extends it with Learning Ana-lytics and Social Network Analysis techniques that are able to analyze and represent cognitive and social interactions underlying live collaborative sessions. The interaction data extracted from collaborative knowledge and social network-ing is integrated into the virtualized collaborative learning to produce an efficient and personalized awareness and feedback system about the collaborative activity and the so-cial behaviour of the original participants of live collabora-tion. This paper describes both the conceptual and methodological research to build our multi-fold e-assessment framework. The research is evaluated in real context of e-learning and validated by empirical data and interpretation

Sessões colaborativas na formação inicial e em serviço de professores de inglês

Resumo: Apresentam-se, neste artigo, alguns resultados da análise de sessões colaborativas desenvolvidas como parte de um projeto de pesquisa-ação colaborativa (BURNS, 1999) com professores de inglês, que buscou compreender como essas sessões se construíram, ou seja, que tipos de ações foram desenvolvidas em seu interior e em que medida estas se constituíram como um espaço propício para a formação docente. O estudo foi fundamentado por uma perspectiva sociocultural. Os dados foram analisados qualitativamente (DORNYEI, 2007) e chegou-se às seguintes ações mais recorrentes, que serão discutidas ao longo deste artigo: introdução de conceito científico; menção a conceitos cotidianos pelas professoras e demais participantes; relatos e trocas de experiências pelas participantes; mediação pelas formadoras e pelas participantes (professoras e alunas); manifestação de concordância e empatia; digressão na discussão e retomada do foco; planejamento de observações, gravações e visionamento de aulas; apresentação de propostas de atividades práticas pelas graduandas; e sessão de visionamento de aula e discussão. As sessões revelaram-se um espaço favorável para a formação e o desenvolvimento profissionais. Palavras-chave: Sessão colaborativa. Formação de professores. Teoria sociocultural. Abstract: This article aims at bringing results from the analysis of collaborative sessions, which integrated an action-research project (BURNS, 1999) with teachers of English, that tried to understand how these sessions were constructed, or better explaining, what kind of actions were developed in their interior and in what measure they can be seen as a promising space for teacher education. The study was based on a sociocultural perspective. Data were analyzed qualitatively (DORNYEI, 2007) and have pointed to the following most recurrent actions, which will be discussed in this article: scientific concepts introduction; mention of everyday concepts; reports and exchanges of experience; mediation by the participants; agreement and empathy manifestation; digression from the discussion topic; planning for observation; recording and viewing sessions; presentation of practical activities by the undergraduates and viewing sessions and discussion. The sessions have showed to be a favorable space for teacher education and development. Keywords: Collaborative session. Teacher education. Sociocultural theory.