New Evaluation Vector through the Stanford Mobile Inquiry-Based Learning Environment (SMILE) for Participatory Action Research

Abstract

ObjectivesThis article reviews an evaluation vector model driven from a participatory action research leveraging a collective inquiry system named SMILE (Stanford Mobile Inquiry-based Learning Environment).MethodsSMILE has been implemented in a diverse set of collective inquiry generation and analysis scenarios including community health care-specific professional development sessions and community-based participatory action research projects. In each scenario, participants are given opportunities to construct inquiries around physical and emotional health-related phenomena in their own community.ResultsParticipants formulated inquiries as well as potential clinical treatments and hypothetical scenarios to address health concerns or clarify misunderstandings or misdiagnoses often found in their community practices. From medical universities to rural village health promotion organizations, all participatory inquiries and potential solutions can be collected and analyzed. The inquiry and solution sets represent an evaluation vector which helps educators better understand community health issues at a much deeper level.ConclusionsSMILE helps collect problems that are most important and central to their community health concerns. The evaluation vector, consisting participatory and collective inquiries and potential solutions, helps the researchers assess the participants' level of understanding on issues around health concerns and practices while helping the community adequately formulate follow-up action plans. The method used in SMILE requires much further enhancement with machine learning and advanced data visualization.

Identifying evidence of effectiveness in the co-creation of research: a systematic review and meta-analysis of the international healthcare literature

“…Figure 2 shows that seven aims of co-creation were identified. The most widely represented was ‘to validate or enable more reliable research’ (62%), 1 , 4 , 5 , 19 , 20 , 24 , 26–30 , 33 , 35 , 37–39 , 43–45 , 47 , 49–52 , 54–57 , 59 , 60 , 62 including to reduce dropout rates or increase participants’ engagement and make long-term goals more sustainable. The most common process element was to ‘focus on equality, empowerment and measures of power-sharing’ (54%).…”

Enseñanza en ingeniería de manera colaborativa a partir de un diseño tecnopedagógico, usando SMILE

“…El diseño tecnopedagógico que se presenta, se apoya en lo tecnológico en una mediación para montar el andamiaje, (Badia y García, 2006), la plataforma Stanford Mobile Inquiry-based Learning Environment SMILE, (Kim, 2009;Kim, 2016;Acosta et al, 2014;Aarón, 2019), (Figura 1) que es una plataforma tecnológica diseñada como entorno de aprendizaje basado en la indagación (Suárez, et al, 2018) (Lee, 2012). Esta herramienta tecnológica soporta la ruta pedagógica diseñada para favorecer la acción pedagógica.…”