This contribution to the special issue integrates findings addressed by the other papers. In order to structure the insights delivered by the studies and to address the…
Abstract
Purpose
This contribution to the special issue integrates findings addressed by the other papers. In order to structure the insights delivered by the studies and to address the perspectives with the objectives of the special issue, the purpose of this paper is to identify two major components: system characteristics and culture.
Design/methodology/approach
These are discussed and subsequently the studies are positioned according to this framework.
Findings
The authors further discuss elements involved in increasing the power of clients of the educational system, needs for capacity building, and the need for horizontal and vertical accountability.
Originality/value
Discussion paper to a special issue on data-based decision making.
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Keywords
Xanthippi Tsortanidou, Thanasis Daradoumis and Elena Barberá
This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology…
Abstract
Purpose
This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched.
Design/methodology/approach
This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills.
Findings
The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement.
Originality/value
The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.
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Health care organizational research should pay greater attention to the specific settings where health is practiced. An ethnographic account of humor, ritual and defiance is…
Abstract
Purpose
Health care organizational research should pay greater attention to the specific settings where health is practiced. An ethnographic account of humor, ritual and defiance is presented from 29 months spent in a private, concierge-type radiation oncology center. A thick description of the setting and interaction among center staff and patients is offered in an attempt to establish why qualitative research of health care settings is so important. Findings are compared to Ellingson’s work on health care setting. Humor, ritual and defiance have therapeutic value and deserve greater attention in cancer treatment centers and health care organizations more broadly. The paper aims to discuss these issues.
Design/methodology/approach
An ethnographic account of humor, ritual and defiance is presented from 29 months spent in a private, concierge-type radiation oncology center through thick description.
Findings
This study reinforces the literature on the value of institutionalizing humor and ritual to improve patients’ experience in cancer care given the dominance of large public institutions, most easily accessed by academic researchers. Suncoast Coast Radiation Center’s “institutionalized humor” is an important finding that should be examine further. Scholarship can also illuminate the use of ritual in settings where health care is practiced.
Research limitations/implications
This study is limited to a particular research setting which is a private, concierge care radiation oncology treatment center in the Southeastern USA.
Practical implications
Cancer care centers should consider carefully institutionalizing humor and ritual into their daily practices. Further, patient defiance should be reinterpreted not as a patient deficiency but as a therapeutic coping mechanism by patients.
Social implications
While nearly half of cancer care in the USA is offered in private, for-profit institutions, the vast majority of the understanding of cancer care comes only from non-profit and government-run institutions. Shining a light of these neglected cancer care settings will add to the understanding and the ability to improve the care offered to patients.
Originality/value
This is the first health ethnography in a concierge care, cancer care treatment setting. It tests the proposition that humor, ritual and defiance play an important role in a private concierge cancer care organization.
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The purpose of this paper is to extend the knowledge of how identity is connected to information sharing activities in social media during pre-school teacher training.
Abstract
Purpose
The purpose of this paper is to extend the knowledge of how identity is connected to information sharing activities in social media during pre-school teacher training.
Design/methodology/approach
An ethnographic study is performed where 249 students at a Swedish pre-school teacher-training programme are followed through participant observations from November 2013 to January 2014, and from September 2014 to January 2015. The material produced includes 230 conversations from a Facebook Group used by 210 students and several teachers, field notes and transcribed interviews with nine students. Comparative analysis is used to analyse the Facebook conversations to identify ways of positioning identity and engaging in information sharing activities. Interviews with students are analysed to contextualise and validate the findings from the online interactions.
Findings
Three identity positions are identified: discussion-oriented learner, goal-oriented learner and customer-oriented learner. The way a student commits to others, to ideas and to a career choice affects their identity positions and information sharing activities. Results suggest that information sharing with social media should be understood as a powerful device for identity development in pre-school teacher training.
Research limitations/implications
This study is designed to provide detailed accounts with high validity on the expense of a high degree of representativeness.
Originality/value
No previous library and information science-studies have been presented that explore the relationship between the identity of learners and the information sharing activities in which they engage, in the context of social media or in relation to teacher training.