The employment trend of working at home with computers in the United Kingdom is investigated, covering what computer homeworking is, who is involved, the form it takes and the…
Abstract
The employment trend of working at home with computers in the United Kingdom is investigated, covering what computer homeworking is, who is involved, the form it takes and the types of organisations that have shown interest in it. Information is then provided concerning the extent of the growth in homeworking, and why there has not been the explosion of computer homeworking — as might have been expected — as a result of the technological opportunities offered by the microcomputer is explained.
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The employment trend of working at home with computers in the United Kingdom is investigated, covering what computer homeworking is, who is involved, the form it takes and the…
Abstract
The employment trend of working at home with computers in the United Kingdom is investigated, covering what computer homeworking is, who is involved, the form it takes and the types of organisations that have shown interest in it. Information is then provided concerning the extent of the growth in homeworking, and why there has not been the explosion of computer homeworking — as might have been expected as a result of the technological opportunities offered by the microcomputer — is explained.
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Tony Hall, Cornelia Connolly, Seán Ó Grádaigh, Kevin Burden, Matthew Kearney, Sandy Schuck, Jeroen Bottema, Gerton Cazemier, Wouter Hustinx, Marie Evens, Ton Koenraad, Eria Makridou and Panagiotis Kosmas
This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP…
Abstract
Purpose
This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.
Design/methodology/approach
The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning.
Findings
A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies.
Originality/value
A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.
This article explores the hypothesis of Clifford Geertz concerning the importance of essentialism (culture) and epochalism (economics) in the creation of new states. It focuses on…
Abstract
This article explores the hypothesis of Clifford Geertz concerning the importance of essentialism (culture) and epochalism (economics) in the creation of new states. It focuses on the Irish state‐building process, examining the thought of the two leaders of the 1916 rising. It finds that Patrick Pearse throughout stressed cultural revitalization and James Connolly stressed economic/social transformation. The article lends support to Geertz’s hypothesis but notes that each leader also came to appreciate the primary concern of the other.
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Tadhg Stapleton, Kirby Jetter and Sean Commins
The purpose of this study was to provide an outline of the process of developing an on-road driving test route and rating form. Comprehensive evaluation of medical fitness to…
Abstract
Purpose
The purpose of this study was to provide an outline of the process of developing an on-road driving test route and rating form. Comprehensive evaluation of medical fitness to drive should comprise of an off-road and an on-road assessment. Much research attention has focussed on the off-road phase of assessment, while there is less standardisation evident in the completion and measurement of the on-road phase of fitness-to-drive assessment.
Design/methodology/approach
A scholarship of practice approach was used to inform the development of an on-road test route and an associated generic on-road assessment tool that was guided by research evidence and best practice recommendations.
Findings
A step-by-step guide, outlining seven recommended phases in the development of an on-road route for the assessment of fitness to drive that aligns with best practice recommendations, was developed. A preliminary generic on-road assessment tool (the Maynooth–Trinity Driving Test) that includes higher-order cognition alongside element of strategic, tactical and operational driving ability was developed and piloted alongside the newly developed on-road test route.
Originality/value
This paper offers an overview of an approach to developing evidence-based on-road test routes and an associated generic assessment tool that may assist occupational therapists and on-road driving assessors establish a standard practice for testing on-road behaviour as part of a comprehensive approach to evaluate fitness to drive.