ABSTRACT
The recent COVID pandemic illustrated a shift in both the type and ways that a range of digital technologies and learning designs have been employed in online teaching across the tertiary context. Of relevance, were the use of blended approaches that integrated online delivery (virtual) while students also attended classes in person. This chapter investigates the affordances, opportunities, and challenges that arose while two academics utilised blended synchronous learning (BSL) within a graduate arts class in Semester One, 2022. Wang's (2008) generic ICT model and the core components of pedagogy, social interaction, and technology were used to observe, interpret, and understand how two lecturers employed digital technologies in their practice. Using a collaborative self-study methodology (Samaras, 2011), via an online collaboration and regular Zoom meetings, emergent themes related to the opportunities and challenges that existed are presented, with consideration given to future adaption of BLS delivery within the tertiary teaching environment. © 2023, IGI Global.
ABSTRACT
Teaching music during the pandemic has been challenging, time consuming, and stressful due to several lockdowns in Australia. This article focuses on initial findings from a national project (Reimaging the future: Music teaching and learning, and ICT in blended environments in Australia) that investigated music teachers' perspectives regarding how the shift to online teaching using ICT, impacted teachers' wellbeing from the start of the pandemic. A range of Australian peak music organisations were invited to participate in the project, covering all states and territories and a range of educational settings. Using a qualitative approach (online Qualtrics survey, N=105, March-April 2021), thematic analysis was employed to analyse and code the data. The findings highlight two overarching themes (adaptive teaching and balancing wellbeing) and four emergent themes (resources, confidence and competence, social connections, and leisure activities). Responses illuminate how teachers redefined their practice and how their experiences impacted wellbeing. Recommendations advocating ongoing research to ensure teachers "stay in tune and keep positive' within the profession are made. Conclusions highlight the need for Australian policy makers, media, and educational jurisdictions to support teachers and adopt a positive stance in a post-COVID, normal environment.
ABSTRACT
Aims/Objectives/Background Patients admitted to hospital via the emergency department (ED) need to be separated by SARS-CoV-2 infection status to prevent transmission. Using clinical criteria alone is not feasible due to the range of symptoms and asymptomatic spread. Turnaround time of laboratory PCR assays (~6-24 hrs) hinders patient movement through the hospital with pressure on side-rooms pending results and exposure risk if unsuspected cases are moved into bays. Lateral flow devices (LFD) can provide a rapid diagnosis and aid patient movement. This implementation study aimed to assess the accuracy and safety of LFDs within an ED during a highprevalence period. Methods/Design Two rapid point-of-care tests (POCT) were introduced during December 2020: Cobas®-Liat® system (Roche Diagnostics) is a 20-minute assay comparable to laboratory PCR (in-house validation), and LFDs. Symptomatic patients with a positive LFD were cohorted on a 'red' ward. Asymptomatic patients with a negative result were allocated an 'amber' ward, pending lab PCR. Where there were discrepancies between results and symptoms;a Liat® was performed. The LFDs were validated by PCR swabs to determine true positive and false negative (FN) rates and to minimise fallout via contact tracing. The PCR cycle threshold (CT) values were recorded to evaluate the LFD sensitivity and specificity. Results were collected between December 2020-March 2021. Results/Conclusions Comparing LFD with PCR results, the sensitivity and specificity were 70.7% and 99.1%. LFD FNs had higher CT values (25), indicating the beginning or end of infection - unlikely infectious. One period of false positives during lower prevalence revealed a faulty batch. During the study period 90% of patients left the ED with a virological diagnosis. We conclude that POCT can aid the diagnosis of COVID- 19 in the ED when combined with existing laboratory-based PCR algorithms. We demonstrate a safe and effective use of POCT in the ED which could be replicated across other centres.
ABSTRACT
BACKGROUND: Point-of-care (POC) SARS-CoV-2 lateral-flow antigen detection (LFD) testing in the emergency department (ED) could inform rapid infection control decisions but requirements for safe deployment have not been fully defined. METHODS: Review of LFD test results, laboratory and POC-RT-PCR results and ED-performance metrics during a two-week high SARS-CoV-2 prevalence period followed by several months of falling prevalence. AIM: Determine whether LFD testing can be safely deployed in ED to provide an effective universal SARS-CoV-2 testing capability. FINDINGS: 93% (345/371) of COVID-19 patients left ED with a virological diagnosis during the 2-week universal LFD evaluation period compared to 77% with targeted POC-RT-PCR deployment alone, on background of approximately one-third having an NHS Track and Trace RT-PCR test-result at presentation. LFD sensitivity and specificity was 70.7% and 99.1% respectively providing a PPV of 97.7% and NPV of 86.4% with disease prevalence of 34.7%. ED discharge-delays (breaches) attributable to COVID-19 fell to 33/3532 (0.94%) compared with the preceding POC-RT-PCR period (107/4114 (2.6%); p=<0.0001). Importantly, LFD testing identified 1 or 2 clinically-unsuspected COVID-19 patients/day. Three clinically-confirmed LFD false positive patients were appropriately triaged based on LFD action-card flowchart, and only 5 of 95 false-negative LFD results were inappropriately admitted to non-COVID-19 areas where no onward-transmission was identified. LFD testing was restricted to asymptomatic patients when disease prevalence fell below 5% and detected 1-3 cases/week. CONCLUSION: Universal SARS-CoV-2 LFD testing can be safely and effectively deployed in ED alongside POC-RT-PCR testing during periods of high and low disease prevalence.
ABSTRACT
Faced with the state of emergency restrictions due to the global COVID-19 pandemic, the 2020 Teaching Music Online in Higher Education conference was adaptively modified to exist as a synchronous, online event. Embracing the oppor-tunity to model online music pedagogy in its online format, organizers trans-formed the conference to utilize live-streaming, video recordings and other online active learning strategies. A total of 143 tertiary music instructors and graduate students from 66 institutions located around the world took part in the conference at a time of unprecedented restriction on face-to-face learning and travel restric-tions. This report is both important and timely, as it provides insights into compo-nents that were found to be both necessary and fundamental to the success of the event for music researchers, teachers and other delegates in attendance. Key areas related to organization, communication, structure, protocols and activities were explored through learning analytics and a conference evaluation. Strategies and recommendations are included to assist others who wish to create and present an online conference that exemplifies online pedagogy principles. © 2020, Intellect Ltd. All rights reserved.