ABSTRACT
COVID-19 has sparked a rise in creative inventions to help people adjust to the new normal. To reduce the risk of coronavirus spreading from entering the indoor areas through drainage pipes, a team from the Engineering Discipline of the Hong Kong Institute of Vocational Education has developed the U-trap Refill Automator to assist residents in monitoring the water level in common U-shaped trap drainage pipes while refilling water automatically when the water contained in the U-trap is insufficient. The practice of research-led teaching and research-informed teaching for the benefits of students is substantial in the project. The team practices research-led teaching by sharing the relevant research findings with colleagues and encouraging critique. On the other hand, the research-informed teaching is actualized by the relevant professional development, constructive feedback and guided design. The project is an interplay between research and teaching in that building synergies between research and teaching should be a central element of excellence. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The current Covid-19 pandemic outbreak has led educational institutions worldwide to rely on online teaching as the primary mode to avoid face-to-face contact. Technology advances have provided many tools and platforms for online communication, such as videoconferencing, paving the way for teacher-student and student–student interaction. Despite growing research evidence on the facilitative role of scaffolding strategies in enhancing students’ learning outcomes through interaction, the guidelines for scaffolding second language learners in online classes remain unclear. This chapter provides a critical review of how second language teachers can scaffold their instruction to promote student uptake of knowledge and skills. It then analyzes recent endeavors in Internet-assisted language education to identify the roles of the teacher and students in interaction in both synchronous and asynchronous settings. Finally, the chapter argues for ways to use scaffolding strategies to enhance student uptake in the online classroom, for which we call for more training opportunities to help teachers advance their expertise and pedagogy for online teaching. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Background: Implementation of non-pharmacologic programs for people with dementia is often challenging in skilled nursing facilities (SNFs). We previously implemented Preventing Loss of Independence through Exercise (PLIÉ)-an integrative, group movement program for SNF residents with dementia-at the San Francisco VA. This study aimed to identify barriers and facilitators to implementing PLIÉ in VA SNFs nationally. Methods: We conducted a formative evaluation using semi-structured interviews with key stakeholder groups (SNF staff, SNF directors, and VA health system leaders). Questions focused on PLIÉ's fit with current dementia programs and VA policies, characteristics of individual SNFs, and training and implementation strategies. We used rapid qualitative analyses to identify key barriers and facilitators to inform implementation activities. Results: We interviewed 23 people from geographically diverse VA SNFs and national program offices (SNF staff, n=14;SNF directors, n=3;Health system leaders, n=7). Barriers to implementing PLIÉ included: 1) Staff turnover and limited dementia experience;2) Space restrictions and limits on group size (e.g. quarantine periods);and 3) technical issues with training staff remotely. Implementation facilitators for PLIÉ included: 1) compatibility with SNF needs and goals (e.g. maintaining function, reducing disruptive behavior);2) adaptability (e.g., engaging residents with limited mobility, using individual instruction during the COVID-19 pandemic);3) engaging and training interprofessional staff;and 4) alignment with national VA priorities and programs for dementia care. Conclusions: Successful implementation of evidence-based, non-pharmacologic programs such as PLIÉ is facilitated by compatibility, adaptability, interprofessionalism and alignment with VA priorities while barriers are related to staff, space, and technology. PLIÉ's adaptability suggests it is a scalable model for increasing access to non-pharmacologic dementia programs that can serve large numbers of SNF residents. These findings will inform the development of a remote training program for SNF staff to become instructors and facilitate national spread to other VA SNFs.