Collaboration with service users to develop reusable learning objects: The ROOT to success

Beadle, Mary E.; Needham, Yvonne; Dearing, Mary R.

doi:10.1016/j.nepr.2012.04.005

Cited by 12 publications

(13 citation statements)

References 25 publications

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“…[12][13][14][15] The evaluation of inclusive health research is challenged by ethical dilemmas such as inclusion being a right in itself regardless of its contribution to the research process. 16 In order to gain a scientific perspective and facilitate inclusive health research, 17 knowledge and experiences should be shared among academics on three topics.…”

Section: Of Healthmentioning

confidence: 99%

“…11 Second, there is little agreement on the important characteristics of inclusive health research (eg, payment and training of people with ID). [12][13][14][15] Third, expected or experienced outcomes of inclusive health research, such as improved quality and validity of research or increased empowerment of people with ID, are often not explicitly evaluated or assessed. 7 11 18 The views of people with ID are of great importance, and their perspectives will be explored in another study.…”

Section: Of Healthmentioning

confidence: 99%

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Exploring academics' views on designs, methods, characteristics and outcomes of inclusive health research with people with intellectual disabilities: a modified Delphi study

Frankena

Naaldenberg

Cardol³

et al. 2016

BMJ Open

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Background The British Medical Journal 's ( BMJ 's) patient revolution strives for collaboration with patients in healthcare and health research. This paper studies collaboration with people with intellectual disabilities (ID) in health research, also known as inclusive health research. Currently, transparency and agreement among academics is lacking regarding its main aspects, preventing upscaling of the patient revolution. Objective This study aims to gain agreement among academics on 3 aspects of inclusive health research for people with ID: (1) designs and methods, (2) most important characteristics and (3) outcomes. Design A Delphi study was conducted with academics with experience in inclusive (health) research and on people with ID. The study consisted of 2 sequential questionnaire rounds (n=24; n=17), followed by in-depth interviews (n=10). Results Academics agreed on (1) a collaborative approach to be most suitable to inclusive health research, (2) characteristics regarding the accessibility and facilitation of inclusive health research, and (3) several outcomes of inclusive health research for people with ID and healthcare. Other characteristics agreed on included: atmosphere, relationship, engagement, partnership and power. It was stressed that these characteristics ensure meaningful inclusion. Interviewed academics voiced the need for a tool supporting the facilitation and evaluation of inclusive health research. There was ambiguity as to what this tool should comprise and the extent to which it was possible to capture the complex process of inclusive health research. Discussion and conclusions This study underlines the need for transparency, facilitation and evaluation of inclusive health research. The need for in-depth interviews after 2 Delphi rounds underlines its complexity and context dependence. To increase process transparency, future research should focus on gaining insight into inclusive health research in its context. A tool could be developed to facilitate and evaluate inclusive health research. This tool will be partially applicable to participatory research in general and thereby upscale the patient revolution.

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Section: Of Healthmentioning

confidence: 99%

Section: Of Healthmentioning

confidence: 99%

Exploring academics' views on designs, methods, characteristics and outcomes of inclusive health research with people with intellectual disabilities: a modified Delphi study

Frankena

Naaldenberg

Cardol³

et al. 2016

BMJ Open

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“…SL practitioners and school administrators view its local government partners and other non-government partner organizations as "co-teachers" in the teaching and learning process [9]. Moreover, SL becomes effective when there are constantly open lines of communication [10] and when rapport is established, as such would guarantee an effective collaboration within partners in the community [11].…”

Section: Service-learning: a Pedagogical Movementmentioning

confidence: 99%

Nutrition Intervention as Service Learning: Silliman University’s Indigenous Food Security in Philippine High Risk Calamity Areas

et al. 2018

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Hunger is a major concern in times of disaster and it can result in malnutrition. Hence, food becomes the most important immediate need in times of disaster. As a result of climate change, the Philippines is one of the most disaster-prone areas in the world. Disaster preparedness is a challenge that everyone in the Philippines must address. A collaborative effort between Silliman University Nutrition and Dietetics Departmentthrough Service-Learning and the local government units became a means to reduce social inequalities in disastrous situations. The goal of this project was to immerse students in a community to prepare selected community members to cope with emergency nutritional needs, and to teach them food preservation techniques using available indigenous foods. The program carried out lectures on nutrition education and calamity awareness. These included seminars, workshops, cooking demonstrations and backyard gardening, food preservation for consumption during calamities was the major activity of this project. The community members were taught how to nourish themselves within 48 h during disasters using the skills they learned. This project contributed to students" whole person education through service-learning by developing in them the values of empathy, concern to others, volunteerism, and strong community engagement with local government units.

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“…Entre los múltiples desarrollos, propuestas y proyectos reportados a través de artículos se encuentran diversas experiencias en el campo de la educación, en diferentes áreas que han intentado aproximarse al uso de los OA en las aulas en los diferentes niveles educativos, tal como para la enseñanza de la bibliotecología [66], el aprendizaje de la farmacología [67], la ingeniería de software [41], entre muchos otros proyectos en el ámbito de la experiencia educativa [68][69][70][71][72]; algunas iniciativas han estado dirigidas a crear referencias para el diseño, desarrollo, catalogación, adaptación y concreción exitosa de los OA [73], la metodología de los OA [74][75][76][77][78], otros se relacionan con la evaluación de los OA en su principal característica, la reusabilidad [79].…”

Section: Desarrollo De Los Objetos De Aprendizaje Oaunclassified

Aproximación al origen de la noción de objeto de aprendizaje: revisión histórico - bibliográfica

Suárez

2016

INGE CUC

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Resumen− El objetivo de este artículo es aproximarse a la comprensión de la noción de Objeto de Aprendizaje (OA) desde una mirada histórica, en la que se evidencia que esta noción es derivada de la evolución del paradigma de la programación orientada a objetos; desde allí reflexionar las consecuencias de esta en el campo de la educación. El estudio es bibliográfico, recurre a fuentes primarias y secundarias para la construcción de los argumentos que se exponen. Para la organización se tuvo en cuenta dos hechos trascendentes: la noción de clases y subclases y la propuesta de OA. Las conclusiones de este trabajo señalan que la idea de OA no es espontánea, sino que es consecuencia de todo el desarrollo de la ingeniería, alrededor de los conceptos de clases y subclases, las cuales finalmente se transformaron en un paradigma, que propicia un contexto favorable, desde donde emerge como noción; adicionalmente se propone una mayor reflexión para la incorporación de esta noción en el campo de la educación.Palabras clave− Clases y subclases; objeto de aprendizaje; paradigma orientado a objetos; recurso educativo abierto.Abstract− The aim of this article is an approach to the understanding of the concept of Learning Object (LO) from a historical perspective, in which it is clear that this notion derived from the evolution of the paradigm of object-oriented programming; thence reflect the consequences of this on the education field. This work is part of the doctoral research entitled "Learning objects as cultural artifacts: conceptions of physics teachers working in the engineering faculty." The bibliographic study goes to primary and secondary sources for the construction of the arguments presented. For the organization two transcendent facts were took into account: the concept of classes and subclasses and the proposed LO. The conclusions of this study shown that the idea of LO is not spontaneous, but is the result of all engineering development around the classes and subclasses concepts, which eventually became into a paradigm that fosters a favorable context from which emerges as notion. Additionally further reflection for the incorporation of this concept in the field of education is proposed.

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Collaboration with service users to develop reusable learning objects: The ROOT to success

Cited by 12 publications

References 25 publications

Exploring academics' views on designs, methods, characteristics and outcomes of inclusive health research with people with intellectual disabilities: a modified Delphi study

Exploring academics' views on designs, methods, characteristics and outcomes of inclusive health research with people with intellectual disabilities: a modified Delphi study

Nutrition Intervention as Service Learning: Silliman University’s Indigenous Food Security in Philippine High Risk Calamity Areas

Aproximación al origen de la noción de objeto de aprendizaje: revisión histórico - bibliográfica

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