Key to introducing information and communication technologies in museums is to support meaning‐making activity in encounters with artefacts. The study presented in this paper is exploratory in nature and investigates the use of social and mobile technologies in school field trips as a means of enhancing the visitor experience. It is anchored in sociocultural perspectives of learning as meaning making, with a focus on mediating artefacts in the development of understanding. The Museum of London was selected as the site of the study and the participants were a Year 9 History class (13–14 years old) in a secondary school in Milton Keynes. The paper considers evidence of meaning making from students’ online posts on Twitter (http://twitter.com) and activity on‐site. Observational data, the visit's Twitter stream and post‐visit interview data with the participants are presented and analysed. A mixed‐method approach is employed to interpret the museum visit and examine young people's experience in the museum. Such an approach allows useful insights and shapes the understanding of how social and mobile technologies have an impact on the social dynamics of a school trip to a museum. Specifically, it explains the role of such tools in fostering the social interactions around museum artefacts and ultimately the process of shared construction of meaning making.Practitioner Notes What is already known about this topic School field trips are an important means of introducing young people to museum collections and have long‐term learning impact and influence perceptions. Learning in museums is conceptualised as the construction of meaning. Making meaning is a social practice—people engage with their environment and each other through “socially made and culturally specific resources, in ways that arise out of their interests” (Kress, ). Facilitating the visitors’ meaning‐making process is key to introducing new technologies in museums (Kaptelinin, ). Use of mobile tools in museum facilitates inquiry activities such as exploration, information search, communication and experience documenting (Hsi, ). Many information technologies implemented in museum and field trips fail to meet the real needs of their users (Gammon & Burch, ) and may appear to isolate visitors and inhibit social interaction (vom Lehn & Heath, ). What this paper adds Explores the use of social and mobile technologies at the interface of formal and informal contexts in K‐12 education. Provides an example of “enforced” mobile usage (Rushby, ) with empirical evidence on how social and mobile technologies could be integrated in school field trips to museums. Focuses on a learning design that allows learners to switch between different contexts (offline/online; individual/social; formal/informal) and extend the social spaces in which learners interact with each other. Employs a mixed‐method approach in analysing content generated online in a school visit to a museum. Contributes to a research agenda for mobile learning and particularly in designing and studying “seamless learning spaces”. Implications for practice and/or policy The findings will contribute to museum education initiatives for effective use of social and mobile tools within school programmes. Indicates the potential of the “interconnected opinion space” and “archival space” in designing museum programmes for meaning making across contexts. Highlights the need to develop more effective pedagogic strategies that will anticipate and encourage the ways that young people use social and mobile technologies and at the same time minimise the tension between the contexts, the content and the mediation tools.

Studies using co-design methods require the meaningful involvement of stakeholders in creating new knowledge and harnessing, mobilising, and transferring existing knowledge to support comprehensive and long-term solutions. In the health sector, co-design methodology is seen as a way of supporting and engaging local communities in critical decision-making about their health. However, little is known about which specific co-design methods have been adopted, used, and implemented within health education contexts. To address this gap, this paper presents a literature review of co-design methods used to design and implement health education interventions. This rapid evidence assessment (REA) was carried out by identifying 53 papers categorised into four themes: methods, stages, stakeholders, and outcomes. We examined specific co-design methods used in health education stages to support the involvement of stakeholders, second, we reviewed the outcomes of the application of these methods. Based on the review findings, the paper reflects two areas: first, the review shows that there are a wide number of co-design methods being used to support stakeholder collaboration to design health care services as products and processes. Second, there is no clear way co-design methods are evaluated for their outcomes. This review of literature contributes an evidence base to support the future development and use of co-design in health contexts by organising relevant literature into coherent themes in ways that can inform future research.

The rising numbers of forcibly displaced peoples on the move globally, and the challenges with providing access to education, reflect the shifting and complex times that we live in. Even though there has been a proliferation in educational research in the context of forced migration, in line with the increasing number of forced migrants, there has not been a commensurate focus on unpicking the increasingly complex ethical conditions within which researchers and participants operate. To examine this issue, the article provides three narrated accounts by researchers in this field and explores the interaction of researcher and author‐researcher voice to critically appraise their research experience and identify critical reflections of understanding of ethics‐in‐practice in fragile contexts. These narratives are framed by the CERD (consequential, ecological, relational and deontological) ethical appraisal framework, which explores ethical thinking through four ethical lenses. The article contributes to a deeper understanding of ethics‐in‐practice as a central dimension in educational research. The implications of this work show how a one‐size‐fits‐all approach to ethical appraisal is inappropriate for socially just educational research. This work also illustrates the importance of attending to relationships and voice of the forcibly displaced, both of which are often lacking in educational research in fragile contexts.

Changing work practice is critical when addressing global challenges. The expansion of work is mediated by a range of tensions inherent in the complex systems within which global challenges exist. This study examines tensions that inhibit the expansion of work practices contextualized within the global health challenge of Antimicrobial Resistance (AMR). The study traces how an AMR surveillance system is being set up in a low-to-middle-income country in Asia (Country A). The research identifies a range of tensions that need to be considered when designing technology-enhanced learning interventions for professionals. This study is significant in moving technology-enhanced learning toward a wholistic approach that takes into account the work environment. This research takes an original standpoint by placing attention on specific work practices, then examining how technology-supported activities can build capacity. This places professionals at the center of a critical approach examining the ways technologies can add value to their professional lives. This work highlights the importance of professionals' "voice" as a lens through which researchers document their reality. The study calls for a fundamental shift in the orientation of technology-enhanced learning interventions, moving attention toward work practice and mapping supporting technologies around this, rather than focusing primarily on the technology and planning learning activity with technology tools.

This article examines tensions that professionals in healthcare settings in low-to-middle income countries (LMICs) face in the evolving field around surveillance of antimicrobial resistance (AMR). Few public health problems are of greater global importance today than AMR, that poses a threat to our ability to treat infections. In this context, the microbiology laboratory occupies a prominent place and the knowledge field of microbiology is expanding. In this study, we interviewed twentythree (n = 23) professionals with expertise on AMR and public health systems to synthesise knowledge on strengthening AMR surveillance in LMICs. By drawing on a practice approach [Schatzki, T. R. 2001. "Practice Ttheory." In The Practice Turn in Contemporary Theory (1-14), edited by T. R. Schatzki, K. Knorr-Cetima, and E. von Savigny. New York: Routledge.] combined with socio-cultural and cultural-historical theories (CHAT) [Engeström, Y. 1987. Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit] the analysis reveals seven tensions between elements of the systems and discusses how such tensions serve to frame implications for implementing a capacity strengthening programme. The analysis shows that the novelty of the AMR as well as being a multi-disease and multisectoral by nature challenges existing forms of professional practice in healthcare settings. It also suggests that AMR requires to be dealt with through inter-professional and inter-sectoral approaches, while maintaining a focus across the local, national, and global systems, which is essential for initiatives that are set to address challenges to global health.