Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. This study examined opportunities and barriers to using the flipped classroom approach for chemistry teaching. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers' rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, teacher educators described how ICT competencies and inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom approach. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach.

Is Artificial Intelligence the Answer to More Accessible Neurotherapy? Automating Individualized Care to Meet the Current Mental Health Crisis

Although mental health issues and other behavioral disturbances do not always rise to the level of medical diagnostic criteria, the qEEG and neuron feed back community has demonstrated that multiple symptoms and behaviors in both clinical and nonclinical populations can be improved by EEG biofeedback. Neurophysiological changes and EEG abnormalities are often nonspecific to symptoms and expressed behaviors due to known confounds such as genetics, life experience, health status, brain injury, and now pandemic-related psychosocial stressors and neurological tissue damage from SARS-CoV2 infection. The traumatic brain injury field is familiar with this problem, widely acknowledging that no two TBIs are alike. Neurofeedback offers compelling potential to improve psychosocial and cognitive-affective functioning for millions who are suffering, without the use of medications, and the need has never been greater. However, despite a half-century of development in the field, neurotherapy has not expanded beyond its status as a boutique practice, with only about 7,500 practitioners in the United States at present. A lack of consensus regarding evaluations and protocol development has created confusion and mistrust in the scientific community and the public. Potential practitioners must navigate a steep learning curve and invest significant time and money in training, equipment, and continuing education. Current models are often dependent on complex clinical decision-making to determine which metrics are included in the feedback process. These decisions are in turn dependent on clinician training, equipment capabilities, and experience. Experienced clinicians continue to debate which failure mode in the brain should determine the feedback protocols used on any given subject. Within the last decade the complexity of protocol determination has exponentially increased as new modalities introduced various forms of external stimulation to drive brain processes or interrupt habitual circuit behaviors. Conventional models for assessing the effect of neuron feed back protocols have been insufficient to evaluate the constellation of outcomes reflecting changes in both homeostatic (internal) and allostatic (responses to external stimuli) processes, as can be demonstrated in a recent publication. Many interventions have not adequately appreciated and accounted for the complexity of the systems involved in producing any one component of EEG signal or in allowing for adequate response from a wide range of brain failure modes. A new model of delivery is emerging which can provide affordable, accessible, effective neurotherapy. This presentation will describe an artificial intelligence-driven approach that can individualize therapy on a large scale. We will discuss the evolution of prior neuron feed back paradigms and review recently published data that support the efficacy and rationale for using an integrated model of allodynamic, multinetwork neuron feed back training. These data will demonstrate that it is possible, using an algorithm-driven systemic paradigm, to individualize results within a heterogenous population of neurophysiologically dysfunctional brains..

Digital Relationality, Rights, Resilience: Conceptualising a Digital Social Ecology for Children's Birth Family Relationships When in Care or Adopted

The use of digital communication technology by children residing in out-of-home care or adopted from foster care has mainly been approached hesitantly and from a risk paradigm. The Covid-19 pandemic catalysed many digital and social work intersections, including practices used for birth family contact where in-person visits were supplemented or replaced with 'virtual' contact via digital devices. Whilst technology-mediated contact is characterised as 'virtual', the relationships it facilitates and emotions it generates are very real within children's social ecology. Digital ubiquity in social life and the rapid pace of technological change presents significant ethical and practical tensions. To help social workers navigate this complexity of 'contact-in-reality' and facilitate safe, ethical use of digital communication technology for birth family contact, we connect an understanding of the dynamics of birth family contact with literature on children's use of digital technology and ecological concepts of person-in-environment to offer a digital social ecology heuristic for social work practice. Three key aspects cut across all systems and levels, referred to here as the three Digital R's: digital relationality;digital rights;and digital resilience. Future research is needed to understand how these dynamics play out. Conversations about use of social media, mobile Internet and other digital communication technology by children in care or adopted from care often focus on risk. The Covid-19 pandemic meant that social workers had to rethink digital technology and consider how it might be used for birth family contact. When contact happens using technology, it is often thought of as 'virtual', however, these relationships and emotions are very real for children. Technological progress is happening quickly, and digital technology is everywhere. Social workers must think about how this will affect their practice. We bring together work on birth family contact, children's digital technology use and theoretical literature on the influence of environments on individuals. We offer a way of looking at these issues to help social workers consider how to use digital communication technology for birth family contact in safe and ethical ways. We propose consideration of the three Digital R's: digital relationality (digital technology and relationships);digital rights (legal protection of children's safety and opportunities whilst using digital technology);and digital resilience (digital skills and ability to cope with negative experiences). Future research is needed to strengthen empirical evidence on how these factors manifest and interact.

ILLUMINATING THE GAP: DEFINING CHILDCARE NEEDS FOR CANCER PATIENTS AND THEIR FAMILIES

Purpose: One in two Canadians will be diagnosed with cancer in their lifetime. With a growing proportion of patients under the age of 60, it is estimated that upwards of 25% of cancer patients are managing the demands of childbearing and parenting alongside their diagnosis. There is a paucity of research detailing how parents with cancer balance their needs with the needs of their children. This study aims to more completely define the childcare needs and perspectives of cancer patients with dependent children. Materials and Methods: Between December 2020 and February 2021, cancer patients at one major Canadian Cancer Centre, who identified as primary caregiver to at least 1 dependent (<18 years of age) were invited to partake in a survey study. The survey was developed through consultation with a multidisciplinary team and best survey practices, and consisted of 34 closed and open-ended questions designed to assess childcare needs and the experiences of cancer patients with dependent children. Specific questions were also designed to assess the impact of COVID-19 on childcare needs. Eligible participants were identified by a research assistant and presented the opportunity to complete an electronic or paper-based survey. This study was approved by the local Research Ethics Board. Results: As of February 2021, 42 patients had been contacted and 29 had completed the survey in full (69%) Participants were an average age of 44.7 years ± 4.8 years and 97% female (28/29). Twenty-two participants (76%) reported diagnoses of breast cancer. Participants reported caring for two (18/29), one (10/29), or three (1/29) children. The average age of participants' children was 8.4 years, and ranged from 8 months to 18 years. Fourteen participants (48%) indicated having to reschedule appointments due to issues with childcare (nine of 14 rescheduling 1-3 appt.;4/14, 4-6 appt.;one of 14, 10+ appt.). Additionally, 11 participants (38%) reported bringing their child or children to their appointments as a solution for issues with childcare (seven of 11 for 1-3 appt.;three of 11, 4-6 appt.;one of 11, 10+ appt.). Fourteen of 26 respondents (54%) indicated that balancing childcare throughout their cancer journey has had a moderate (eight of 26) or extreme (six of 26) impact on their stress levels. Sixty-one percent (17/28) reported that the COVID-19 Pandemic has impacted their childcare needs and impacted their stress levels moderately (10/17) or extremely (three of 17). Seventy-eight percent (21/27) reported that a flexible childcare service would allow them to more regularly attend their appointments. The preferred delivery of such a program was onsite (hospital or cancer centre) (13/20, 65%), followed by in-home (seven of 20, 35%). Narrative analysis noted themes of increased stress and childcare responsibilities associated with the COVID-19 Pandemic and reduction of childcare resources and support. Conclusions: These preliminary results indicate that childcare issues are broadly impactful for parents battling cancer. The lack of supportive childcare negatively impacts the emotional psychological well-being of patients and their children, as well as impacts system efficiency and treatment compliance. Survey accrual is continuing and complete findings will aid in defining the childcare needs and perspectives of parents with cancer, as well as highlight potential solutions to support these individuals.

Emerging from COVID-19: A New, Rights-Based Relationship with the Nonhuman World?

This essay argues that the global response to COVID-19 should lead to new thinking and action, and specifically, a new relationship with the nonhuman world that is centered on mutuality and respect, not commodification and exploitation. Such a response would acknowledge and embed concepts like ecological justice and One Welfare in policy and practice, particularly regarding the consequences of intensive animal agriculture and production of monocultures of feedstock for the billions of farmed animals used in food production each year. Drawing on examples from the Global South and Global North, the essay suggests ways forward that provide opportunities for new thinking, research, and action, with the COVID-19 crisis contextualized by the urgency of the climate and biodiversity crises. With deep inequalities and infringement of rights embedded in each of these global challenges, successfully addressing them likely depends on useful disruptions in, and a bridging of, the divides that have separated human and nonhuman rights and have limited the intersections between public health, the environment, and animal welfare and rights.

Life under coronavirus: Children’s views on their experiences of their human rights

Children have a right to have their views sought and given due weight on all matters affecting them, including at times of emergency and crisis. This article describes the process and findings of the ground-breaking CovidUnder19 survey (“Life Under Coronavirus”) which was co-designed with children for children, capturing the experiences of over 26,000 children in 137 countries as to the realisation of their human rights during the first six months of the Covid-19 pandemic. Key findings are discussed through the lens of the crc’s four general principles, read alongside children’s rights, inter alia, to education, play and to be protected from harm. It argues that governments and public bodies should have sought children’s views – not just because they were under an obligation to do so – but because such engagement, now and in crises to come, provides an early warning system that enables decision-makers to mitigate some of the adverse consequences of their responses for children and their rights. © Laura Lundy et al., 2021