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Article
Publication date: 20 August 2024

Marc Gilbey, Shea Palmer, Louise Moody, Christopher Newton, Natasha Taylor and Ksenija Maravic da Silva

This study, which is a cross-sectional survey, aims to investigate health-care academics, clinicians and students’ perspectives of health-care simulation-based learning (SBL) and…

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Abstract

Purpose

This study, which is a cross-sectional survey, aims to investigate health-care academics, clinicians and students’ perspectives of health-care simulation-based learning (SBL) and extended reality (XR) haptics use within health-care education. Participants’ views regarding the application, barriers and facilitators of SBL and XR haptics were explored.

Design/methodology/approach

The authors conducted an online international cross-sectional survey of 178 participants.

Findings

The survey found high health-care SBL use (n = 97, 55.1%) but low awareness (n = 48, 27.3%) or prior use of XR haptics (n = 14, 7.9%). Participants expressed interest in XR haptic technology emphasising its potential in SBL, particularly for understanding anatomy and physiology, enhancing clinical reasoning and consultation and practical skills.

Research limitations/implications

Whilst there was interest in XR haptics, few participants described previous experience of using this technology in SBL. A large percentage of the participants were UK-based. Most participants were from a nurse or physiotherapy professional background.

Practical implications

XR haptics is a developing technology for SBL in health-care education. Whilst there was clear interest from survey participants, further research is now required to develop and evaluate the feasibility of using this technology in health-care education.

Originality/value

Health-care students, educators and clinicians views on XR haptics have not previously been explored in the development and application of this technology. The findings of this survey will inform the development of XR learning scenarios that will be evaluated for feasibility in health-care SBL.

Details

Journal of Workplace Learning, vol. 36 no. 7
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 November 1939

REPORTS continue to reach us which are heartening to librarians. In the outer unpleasantness of the black‐out there has come a new realization of the inner attractions of the…

30

Abstract

REPORTS continue to reach us which are heartening to librarians. In the outer unpleasantness of the black‐out there has come a new realization of the inner attractions of the fireside; and libraries are playing a definite part. It has been remarked, and is of course true, that for many of our people the opportunity has been given for the first time for twenty years to cultivate certain self‐activities. Music in the home is one of them; we have met men who used in youth to play an instrument now turning to it again; and the pleasure of creating music oneself instead of listening to wireless or gramophone records is great. For the first time others have turned to hobbies, handicrafts, games of skill, drawing; and many more than these have remembered that certain great books which they have had a life‐long desire to know still remain unread. In all this librarians see opportunity and play a leading part, putting out useful lists on the basis of that good slogan, “Books make Black‐outs Brighter.” We need not enlarge upon matters so obvious to the eager librarian. One thing he must have noted is the return to the greater classics, the land of Don Quixote, the immortal Vicar of Wakefield, of Jane Austen and Dickens amongst many others. It is strange how immortal the Immortals are—but, is it?

Details

New Library World, vol. 42 no. 5
Type: Research Article
ISSN: 0307-4803

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Publication date: 26 August 2019

P. David Pearson, Mary B. McVee and Lynn E. Shanahan

Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which…

Abstract

Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.

Design/Methodology/Approach – This chapter uses a narrative, historical approach to describe the emergence of the model in the work taking place in the late 1970s and early 1980s in reading research and educational theory, particularly at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana as carried out by David Pearson, Meg Gallagher, and their colleagues.

Findings – The GRR Model began, in part, in response to the startling findings of Dolores Durkin’s (1978/1979) study of reading comprehension instruction in classrooms which found that little instruction was occurring even while students were completing numerous assignments and question-response activities. Pearson and Gallagher were among those researchers who took seriously the task of developing an instructional model and approach for comprehension strategy instruction that included explicit instruction. They recognized a need for teachers to be responsible for leading and scaffolding instruction, even as they supported learners in moving toward independent application of strategies and independence in reading. Based in the current research in the reading field and the rediscovery of the work of Vygotsky (1978) and the descriptions of scaffolding as coined by Wood, Bruner, and Ross (1976), Pearson and Gallagher developed the model of gradual release. Over time, the model has been adapted by many literacy scholars, applied to curriculum planning, used with teachers for professional development, reprinted numerous times, and with the advent of the Internet, proliferated even further as teachers and educators share their own versions of the model. This chapter introduces readers to the original model and multiple additional representations/iterations of the model that emerged over the past few decades. This chapter also attends to important nuances in the model and to some misconceptions of the instructional model.

Research Limitations/Implications – Despite the popularity of the original GRR model developed by Pearson and Gallagher and the many adaptations of the model by many collaborators and colleagues in literacy – and even beyond – there have been very few publications that have explored the historical and conceptual origins of the model and its staying power.

Practical Implications – This chapter will speak to researchers, teachers, and other educators who use the GRR model to help guide thinking about instruction in reading, writing, and other content areas with children, youth, pre-service teachers, and in-service teachers. This chapter provides a thoughtful discussion of multiple representations of the gradual release process and the nuances of the model in ways that will help to dispel misuse of the model while recognizing its long-standing and sound foundation on established socio-cognitive principles and instructional theories such as those espoused by Jerome Bruner, Lev Vygotsky, Anne Brown, and others.

Originality/Value of Paper – This chapter makes an original contribution to the field in explaining the historical development and theoretical origins of the GRR model by Pearson and Gallagher (1983) and in presenting multiple iterations of the model developed by Pearson and his colleagues in the field.

Details

The Gradual Release of Responsibility in Literacy Research and Practice
Type: Book
ISBN: 978-1-78769-447-7

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Article
Publication date: 1 December 1964

THE re‐organisation of local government in Greater London and the resultant amalgamation of library authorities is viewed by many with considerable misgivings. The upheaval of…

98

Abstract

THE re‐organisation of local government in Greater London and the resultant amalgamation of library authorities is viewed by many with considerable misgivings. The upheaval of staff, the loss of status for some senior officers, the general uncertainty for the future—these are very real consequences of the Act and they cannot be ignored. Many chief librarians will see the work of a lifetime, perhaps spent in building up a comprehensive and unified system, made virtually meaningless overnight.

Details

New Library World, vol. 66 no. 7
Type: Research Article
ISSN: 0307-4803

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Article
Publication date: 1 July 1964

The re‐organisation of local government in Greater London and the resultant amalgamation of library authorities is viewed by many with considerable misgivings. The upheaval of…

89

Abstract

The re‐organisation of local government in Greater London and the resultant amalgamation of library authorities is viewed by many with considerable misgivings. The upheaval of staff, the loss of status for some senior officers, the general uncertainty for the future—these are very real consequences of the Act and they cannot be ignored. Many chief librarians will see the work of a lifetime, perhaps spent in building up a comprehensive and unified system, made virtually meaningless overnight.

Details

New Library World, vol. 66 no. 1
Type: Research Article
ISSN: 0307-4803

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Book part
Publication date: 14 November 2024

Şefika Şule Erçetin and Büşra Sarı

In this study, a metaphor showing that climate change education operates in dynamic interaction is presented. The metaphor allows us to see the broad context and importance of the…

Abstract

In this study, a metaphor showing that climate change education operates in dynamic interaction is presented. The metaphor allows us to see the broad context and importance of the effects of climate change education. In this study, it is aimed to raise awareness about the issue by drawing attention to climate change education with a metaphor. In this direction, theory and application were made by adapting Newton's cradle to the field of climate change education. If the impacts of climate change education are conserved as a whole through understanding and development, by staying in harmony, energy is not wasted and is conserved rather than misdirected. Increasing awareness and attention to climate change education, and adopting a broad-based approach to improving the system, are thought to be more effective and beneficial in shaping the future of climate change education and therefore combating and adapting to climate change. Newton's cradle metaphor has been a helpful tool to illustrate the dynamic interaction of climate change education. Perhaps this tool can help climate warriors who want to shape and steer the future to think creatively, gain perspective and see different potential solutions.

Details

The Social Consequences of Climate Change
Type: Book
ISBN: 978-1-83797-678-2

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Article
Publication date: 1 March 1988

This story of the 108‐year‐old Birmingham Newton Company, manufacturers of industrial and automotive lubricants and chemical products, might well have come to an abrupt end twenty…

20

Abstract

This story of the 108‐year‐old Birmingham Newton Company, manufacturers of industrial and automotive lubricants and chemical products, might well have come to an abrupt end twenty years ago — on 20 March 1968 in fact — when a disastrous fire gutted the company's Holt Street works, blending plant and laboratory, leaving a pile of smoking rubble where Ernest Newton founded his family business in 1880.

Details

Industrial Lubrication and Tribology, vol. 40 no. 3
Type: Research Article
ISSN: 0036-8792

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Article
Publication date: 1 July 2005

Diane Newton and Allan Ellis

This case study identifies factors influencing the implementation of e‐learning within the Australian Army training context.

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Abstract

Purpose

This case study identifies factors influencing the implementation of e‐learning within the Australian Army training context.

Design/methodology/approach

A grounded theory approach was used to gain an understanding of the concerns of stakeholders involved in e‐learning implementation. This research included interviews with Army managers, course developers, instructional designers and instructors.

Findings

The main factors that were important for respondents involved in e‐learning management, design, development and delivery could be identified. This case study demonstrates the importance of maintaining focus on organisational priorities and learning goals while meeting the demands of change pressures.

Research limitations/implications

This is an initial study to gain an overview of the main issues. More research will be required to understand the Army's e‐learning context and to confirm these findings. Further research will include other stakeholders, including trainees' perspectives and extend to other Army sites.

Practical implications

For effective implementation there needs to be a process of continual adaptation and alignment of e‐learning to reflect changing demands while meeting the priorities of the organisational culture and learners' needs.

Originality/value

This paper analyses the first independent external research into e‐learning in the Australian Army. Although this is a specialised context for e‐learning, the issues raised in this case study will inform research into other workplace e‐learning projects.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 March 1992

Christopher Dodge

The winter 1991 issue of Reference Services Review featured an annotated bibliography of literature on Christopher Columbus from 1970 to 1989. That literature covered such topics…

179

Abstract

The winter 1991 issue of Reference Services Review featured an annotated bibliography of literature on Christopher Columbus from 1970 to 1989. That literature covered such topics as Columbus' ancestry, heraldry, and the locations of both his American landfall and burial site. This annotated checklist focuses mainly on Columbus' legacy, on works that offer a dissenting point of view from most previous writings about Columbus (and on works that react to the dissenters), on material written by Native American and other non‐European authors, and on materials published by small and noncommercial presses.

Details

Reference Services Review, vol. 20 no. 3
Type: Research Article
ISSN: 0090-7324

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Book part
Publication date: 12 April 2021

Chris Brown and Ruth Luzmore

Abstract

Details

Educating Tomorrow
Type: Book
ISBN: 978-1-80043-663-3

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