Immersive Education for Chronic Condition Self-Management

Chronic conditions represent a significant twenty first century challenge. Education and self-management training are the mainstay of clinical intervention for such conditions since care is dependent on health literacy and self-management. This intervention not only imparts the necessary understanding and skills for self-management, but also helps people to overcome personal barriers to positive behavioral change, such as low self-efficacy. Moreover, education maximizes dignity, by enabling shared decision-making. A plethora of research supports the role of education and self-management training in the management of chronic conditions, whilst at the same time highlighting that not all approaches lead to meaningful behavioral change. Immersive virtual reality (VR) offers a unique set of features and tools for delivering these interventions. For example, the immersive nature focuses attention and promotes engagement; the ability to simulate authentic and interactive real-world scenarios can be used to promote the benefits of active learning; and the ability to facilitate embodiment of avatars with distinct appearance and capability can be used to bias new perceptions and behaviors in-line with the avatar's characteristics. Moreover, the ability to use VR independent of a clinician renders a potential solution to instances where significant barriers to healthcare access exist. This short perspective paper will discuss how VR may be used to host education and self-management interventions in the domain of chronic condition management. Further, it will outline considerations for developers and conclude with a call for the co-creation of new VR-based education and self-management interventions.

Using oral food challenges to provide clarity and confidence when diagnosing food allergies

A verified food allergy can be an impactful life event that leads to increased anxiety and measurable effects on quality of life. Allergists play a key role in framing this discussion and can help alleviate underlying fears by promoting confidence and clarifying safety concerns. Correctly diagnosing a patient with an immunoglobulin E (IgE) mediated food allergy remains a nuanced process fraught with the potential for error and confusion. This is especially true in situations in which the clinical history is not classic, and allergists rely too heavily on food allergy testing to provide a confirmatory diagnosis. A comprehensive medical history is critical in the diagnosis of food allergy and should be used to determine subsequent testing and interpretation of the results. Oral food challenge (OFC) is a critical procedure to identify patients with an IgE-mediated food allergy when the history and testing are not specific enough to confirm the diagnosis and can be a powerful teaching tool regardless of outcome. Although the safety and feasibility of performing OFC in a busy allergy office have always been a concern, in the hands of an experienced and trained provider, OFC is a safe and reliable procedure for patients of any age. With food allergy rates increasing and analysis of recent data that suggests that allergists across the United States are not providing this resource consistently to their patients, more emphasis needs to be placed on food challenge education and hands-on experience. The demand for OFCs will only continue to increase, especially with the growing popularity of oral immunotherapy programs; therefore, it is essential that allergists become familiar with the merits and limitations of current testing modalities and open their doors to using OFCs in the office.

Innovative Technologies Against the COVID-19’s Challenge: Education Issues

The intention of the paper is to consider the role of technologies used to overcome the COVID-19’s challenges in higher education. On investigating, it has been found that the digital strategies utilizing innovation technologies help students to adapt to pandemic consequences. This study enlightens the various technologies that assist systems of healthcare and education in diverse aspects to outlive against COVID-19. Furthermore, the technological shift of world economy that happened during the pandemic and its influence in the society is discussed. Besides the considered innovation technologies, this paper also deals with changes that have taken place in education system of Kazakhstan in pandemic circumstances. Alongside our suggested solution for further educational process issues is also presented. A detailed review of the literature is done on COVID-19, digital technologies in education, blended learning using appropriate keywords on SCOPUS, Springer, Science Direct, and Google Scholar. To get insights some relevant sites and blogs are also taken into account. We have identified technologies used in Kazakhstan that play an important role now. There have been chosen exploratory and conclusive research design. Fifty-nine students provided qualitative responses; ninety-eight students and graduates participated in quantitative survey. The results of study has shown students’ increased awareness concerning blended learning. The scientific novelty lies in the description of the experience gained by higher schools during the quarantine. We believe that in the future, blended learning should be used largely. The innovations in the learning process cover two areas. The first is related to software used. It is like creation of a virtual university that facilitates communication between students and teachers. The second area correlates with content, without which any innovation will fail.

Pengaruh Edukasi Gizi Melalui Komik Dan Leaflet Terhadap Peningkatan Pengetahuan Terkait Anemia Pada Remaja Putri Di Sma Negeri 14 Jakarta

AbstrakBackground : Anemia is still a major public health problem in the world. Indonesia become one of the countries experiencing triple burden of malnutrition and one of them is anemia. The current situation of covid-19 pandemic considered worsen the challenge. Education especially about anemia problem on adolescents girl play an important role in the emergency response covid-19 pandemic. Purpose : To determine the effect of nutrition education using comic and leaflet on the improvement of anemia knowledge in adolescents girl in SMA Negeri 14 Jakarta . Method : Design of this study is quasy experimental with pre-post test group design involving 126 female students in class X and XI which choosed by cluster random sampling. Knowledge data collected with online method. Result : The result was there were differences in respondents knowledge on the effect of nutrition education using comic (p=0,000) and leaflet (p=0,000) media with alpha 0,05. Conclusion : There is an effect of nutrition education using comic and leaflet on anemia knowledge in adolescents girl in SMA Negeri 14 Jakarta Latar Belakang : Anemia hingga saat ini masih menjadi masalah utama dalam kesehatan yang terjadi di seluruh dunia. Indonesia menjadi salah satu negara yang mengalami tiga beban malnutrisi, salah satunya diantaranya adalah anemia. Kondisi pandemi covid-19 saat ini dinilai dapat memperburuk tantangan tersebut. Edukasi terutama mengenai masalah anemia pada remaja putri berperan penting dalam masa tanggap darurat pandemi covid-19. Tujauan : Mengetahui pengaruh edukasi gizi melalui komik dan leaflet terhadap peningkatan pengetahuan terkait anemia pada remaja putri di SMA Negeri 14 Jakarta. Metode : Desain penelitian yang digunakan, yaitu quasy experimental dengan rancangan pre-post test group design melibatkan 126 siswi kelas X dan XI yang dipilih dengan cluster random sampling. Pengambilan data pengetahuan dilakukan secara daring. Hasil : Ada perbedaan pengetahuan responden terhadap pengaruh penggunaan media edukasi gizi melalui komik (p=0,000) dan leaflet (p=0,000) dengan alpha 0,05. Kesimpulan : Ada pengaruh edukasi gizi melalui komik dan leaflet terhadap peningkatan pengetahuan anemia pada remaja putri di SMA Negeri 14 Jakarta.

Demanding dialogue in an unsettled settler state: implications for education and justice

Purpose:The purpose of this paper is to examine the educational impulses and effects of Indigenous dialogue with the settler colonial state. Taking the Uluru Statement from the Heart, devised in May 2017 by a convention of Aboriginal and Torres Strait Islander peoples, as a starting point, and contrasting this with the 1967 Referendum campaign for constitutional reform, the paper explores the role of multiple forms and contexts of education during these processes of First Nations dialogue with the settler state.Design/methodology/approach:This paper draws on historical accounts of the 1967 Referendum and the 2017 Uluru Statement from the Heart.Findings:The paper demonstrates how education provided by the state has been used by First Nations peoples to challenge education systems and to dialogue with the settler state for Indigenous recognition and rights. It also illuminates the range of views on what education is and should be, therefore, contesting the neat and settled conceptions of education that can dominate policy discourse. Finally the historical cases show the deficiencies of settler state education through its failure to truthfully represent Australian history and its failure to acknowledge and confront the entirety of the consequences of settler colonial practices.Originality/value:This paper seeks to bring issues of education, politics and justice together to illustrate how the settler state and its institutions – specifically here, education – are part of an ongoing project of negotiation, contestation and dialogue over questions of justice.

O PROCESSO DE ENSINO-APRENDIZAGEM POR MEIO DE SIMULAÇÃO E JOGO: UMA ANÁLISE BIBLIOMÉTRICA

O processo de ensino-aprendizagem com efetiva participação dos alunos vem sendo discutido nos últimos anos. Entretanto, a contribuição deste processo e as formas ainda são incipientes. O objetivo deste estudo foi analisar a contribuição dos modelos ou formas de ensino-aprendizagem na área de engenharia de produção e áreas próximas. Foram selecionados artigos científicos, de acordo com o interesse dos pesquisadores. A base Science Direct foi usada, considerando o período de 2009 a 2019 e foram selecionados 31 artigos para compor o portfólio bibliográfico (PB). Utilizou-se sete marcadores bibliométricos para realizar a análise: periódicos e fator de impacto, as citações por artigo, palavras-chave, autores, instituição, país e rede bibliométrica. Os periódicos mais citados no PB: Destacam-se “Computers Education” e “The International Journal of Management”; a origem dos autores com maior participação é do Reino Unido e da University of Turku. Os termos principais encontrados nos resumos do PB foram simulation game, challenge, education, process, development, student, active learning, team, gaming session, player, entre outros elementares. Já análise de conteúdo permitiu demonstrar a importância da simulação no processo de ensino-aprendizagem e uso de softwares/estratégias neste processo.Palavras-Chave: Simulação. Processo de Ensino-aprendizagem. Engenharia de Produção. TEACHING-LEARNING PROCESS WITH SIMULATIONS AND GAME: A BIBLIOMETRIC ANALYSISAbstract: The teaching-learning process with effective student participation has been discussed in recent years. However, the contribution of this process and the forms are still incipient. The aim of this study was to analyze the contribution of models or forms of teaching-learning in the area of production engineering and áreas close. Scientific articles were selected, according to the researchers' interest. A reference survey was made in the database Science Direct, considering the period from 2009 to 2019 and were selected 31 articles to compose the bibliographic portfolio (BP). We used seven bibliometric markers when performing these analyses: journals and impact factor, citations per article, keywords, authors, institution, country and bibliometric networks. The most cited journals in BP: “Computers Education” and “The International Journal of Management”; the origin of the authors with the largest participation is from the United Kingdom and the University of Turku. The main issues found in the BP were simulation game, challenge, education, process, development, student, active learning, team, gaming session, player and others. In the content analysis was demonstrated the importance of simulation in the teaching-learning process and the use of software / strategies in this process.Keywords: Simulation. The teaching-learning process. Industrial Engineering.

A Study About the Digital Readiness of Actors During E-Learning System Implementation

During Covid-19 pandemic many fields of economy suffer, including the education system. As a response to this challenge, education institutions started to implement an online learning solution as a forced kind of innovation, to reduce human interactions. As already exist a variety of E-learning solutions, even if these solutions are paid, free of charge or own developed by institutions, the main tasks [Topic] plays a crucial role in ... remain to implement one of these solutions which needs human resources with necessary digital competences. Our study aims at measuring the effort and digital readiness of users involved in digital transformation of the learning environment. A survey was conducted during the second quarter of 2020 and 1490 responses were validated collected from students and faculty. Several major aims were followed: the previous experiences in E-learning; the level of digital competences; the content management for the learning purposes; the quality of the interaction between trainer and trainees; the effort perceived during the transition. For the majority of users, it was the first contact with an online learning management system [LMS), but this led to a leap ahead in personal digital competences. The top-rated features appreciated by students were the quality of resources charged and the online live interaction, while both faculty and students emphasized that the effort needed for complying with the requirements of the LMS was greater.

Addressing Climate Change Through Education

The scientific community has made the urgent need to mitigate climate change clear and, with the ratification of the Paris Agreement under the United Nations Framework Convention on Climate Change, the international community has formally accepted ambitious mitigation goals. However, a wide gap remains between the aspirational emissions reduction goals of the Paris Agreement and the real-world pledges and actions of nations that are party to it. Closing that emissions gap can only be achieved if a similarly wide gap between scientific and societal understanding of climate change is also closed. Several fundamental aspects of climate change make clear both the need for education and the opportunity it offers. First, addressing climate change will require action at all levels of society, including individuals, organizations, businesses, local, state, and national governments, and international bodies. It cannot be addressed by a few individuals with privileged access to information, but rather requires transfer of knowledge, both intellectually and affectively, to decision-makers and their constituents at all levels. Second, education is needed because, in the case of climate change, learning from experience is learning too late. The delay between decisions that cause climate change and their full societal impact can range from decades to millennia. As a result, learning from education, rather than experience, is necessary to avoid those impacts. Climate change and sustainability represent complex, dynamic systems that demand a systems thinking approach. Systems thinking takes a holistic, long-term perspective that focuses on relationships between interacting parts, and how those relationships generate behavior over time. System dynamics includes formal mapping and modeling of systems, to improve understanding of the behavior of complex systems as well as how they respond to human or other interventions. Systems approaches are increasingly seen as critical to climate change education, as the human and natural systems involved in climate change epitomize a complex, dynamic problem that crosses disciplines and societal sectors. A systems thinking approach can also be used to examine the potential for education to serve as a vehicle for societal change. In particular, education can enable society to benefit from climate change science by transferring scientific knowledge across societal sectors. Education plays a central role in several processes that can accelerate social change and climate change mitigation. Effective climate change education increases the number of informed and engaged citizens, building social will or pressure to shape policy, and building a workforce for a low-carbon economy. Indeed, several climate change education efforts to date have delivered gains in climate and energy knowledge, affect, and/or motivation. However, society still faces challenges in coordinating initiatives across audiences, managing and leveraging resources, and making effective investments at a scale that is commensurate with the climate change challenge. Education is needed to promote informed decision-making at all levels of society.