Leveraging an essentials and extension assessment and evaluation model to differentiate in pandemic learning

Teachers at Riverview High School (RHS) in Anglophone East School District, New Brunswick in Canada, have worked as professional learning community teams to establish a new paradigm of assessment and evaluation during the pandemic outbreak. The Essentials and Extension Model of Assessment and Evaluation has successfully been adapted to courses across grades and disciplines to provide support to struggling students and personalized learning opportunities for all students. This model was well established at RHS when schools were closed for the remainder of the 2020 school year due to COVID-19. When teachers and students were required to transition to a remote learning environment, this model facilitated that transition at RHS. This chapter gives an overview of the literature behind the model, a description of the system, and the effects of the model on student learning. © Springer Nature Switzerland AG 2021. All rights reserved.

Higher Education for Students with Disabilities. An Overview Through the Lens of Text Min

Inequalities and exclusion from education were exposed and worsened during the COVID-19 pandemic;however, it forced us to recognize the need to make equality, equity, and social inclusion policies effective for all. Scientific and technological solutions to global threats depend on the formation of the maximum number of qualified human resources, which entirely relies on enabling everyone to acquire, update, and improve their knowledge, skills, and competencies through lifelong learning and higher education. To guarantee inclusive and quality education for all (UN Sustainable Development Goal 4) is hard to achieve at higher education or post-secondary levels. This research aims to provide an overview of the achievements and challenges that higher education institutions (HEI) face in fulfilling the requirements of students with disabilities (SWD). We analyzed a database of 104 s from reviews of SWD in HEI published in Scopus-indexed journals between 2018 and August 2022. After data preprocessing, the text mining analysis on the corpus was visualized in word clouds and graphs. From the results, we could identify that providing access to facilities and information still dominates the research on inclusive education, and visual disability is the most frequently analyzed. The graphs reveal published research on undergraduates with disorders like Autism Spectrum (ASD), learning disorders, and visual, hearing, physical, intellectual, and psychosocial disabilities. The authors also evidenced the lack of information on the barriers and needs of SWD in HEI and potential future research to address them. Concerning the strategies to attend and care for SWD inside the classrooms, the graphs highlight Universal Design as a promising trend leading to inclusivity in higher education. The results and analyses in current research provide essential information to educational stakeholders and decision-makers inside institutions so that they can take action to embrace diversity. © 2023 IEEE.

A University Collaboration in Creating a Powered Air Purifying Respirator: An Emergency Innovative Response

Purpose of Study In March of 2020, the World Health Organization declared the coronavirus (COVID-19) a global pandemic. As the number of cases increased worldwide, existing hospital infrastructure struggled to keep up with the demand for equipment and supplies.This exposed healthcare workers to contracting the disease. The purpose of this study is to demonstrate an emergency innovation response in overcoming shortages of personal protective equipment within a university hospital setting, with a special focus on powered air purifying respirators (PAPRs). Methods Used The Center for Medical Innovation (CMI)-a center designed to promote research and development of high-impact healthcare products at the University of Utah (UofU)-enlisted university engineers to develop an open source PAPR system made from readily available commercial materials. Parts were selected to meet filtration, airflow, and protection specifications as outlined by industry standards. Commercially available parts consistent with these specifications were assembled into a novel PAPR system which utilized 3D printed pieces on demand to achieve compatibility. Once assembled, each PAPR went through protection testing to demonstrate health worker safety. A fit factor of 200 is the minimum requirement needed as defined by NIOSH. Testing procedures were carried out with industry standard equipment. Summary of Results A human centered design approach was utilized in iterating versions of the product based on repeated fit testing. Failures were addressed in subsequent models. All PAPRs passed fit testing with a score of > 1000. Following the lean processing standard of just in time inventory, materials to fabricate 1000 PAPRs were procured and assembled on demand. PAPRs are now being used by the UofU Hospital as well as other affiliate entities globally and are filling the gap needed for PPE. Approximately 200 units have been donated to Navajo Nations hospitals in the state of Utah and others have been donated to university sister entities in India, Nepal, and Kenya. Conclusions The Center for Medical Innovation at the University of Utah has facilitated a rapid emergency innovative response in filling the PPE needs locally and abroad by creating this open source accessible PAPR system.

Human-Centered Design in Response to a Pandemic: A Health System and Innovation Center Collaboration

Purpose of Study In the spring of 2020, the coronavirus pandemic brought new challenges to healthcare systems as the rising demand for protective equipment led to product and resource inequalities around the globe. The inability to safeguard workers led to increased infection rates and deaths of healthcare professionals worldwide. The purpose of this study is to evaluate the response of an in-house innovation committee to meet the unforeseen needs faced by healthcare systems during an acute medical crisis. Methods Used Housed directly within the University of Utah's health system (U Health), The Center for Medical Innovation (CMI) teamed up with the hospital's administration, BME, COVID task force, and occupational health to create an innovative think-tank to tackle the challenges brought in by the coronavirus pandemic, with the purpose of stratifying clinical needs based upon acuity, frequency, and urgency. While prioritizing equipment needs, CMI used human-centered design to analyze common industry practices, engineer comparable solutions from commercially available materials, test reimagined products against known gold-standards, and create open-source assembly guides that allowed others facing similar shortages to do the same. Summary of Results The close-working relationship between CMI and U Health allowed for the rapid identification, innovation, and engineering of products that met the needs of healthcare workers during the months following the COVID pandemic. Many of these were directly adopted in clinical settings, including aerosol containment tents, powered air-purifying respirators, and self-testing stations. Additionally, CMI identified and engineered 20 additional readily producible, rapid-response products in anticipation of future needs, such as a bubble CPAP, containment boxes, and re-usable PPE. From these, dozens of open source, 'Improvised Personal Protective Equipment' manuals were shared with global partners to address the inequality of medical equipment in lowresource settings. Conclusions The rapid development of easily-producible, lowcost solutions for acute clinical needs-especially those faced by the equipment shortages seen during a pandemic-is improved via the partnership between health systems and a center for medical innovation.

What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level

In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second‐level education. This systematic literature review of n = 15 empirical studies selected from a wide‐ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self‐regulation and self‐assessment, and on technology‐mediated communication and collaboration. The paper highlights the potential for future cross‐pollination of research in educational technology with UDL. Practitioner Notes What is already known about this topic Universal Design for Learning has been extensively researched in higher education and special education contexts but much less so at K‐12, in particular at second level. Technology offers many affordances that can provide choice and variation in the learning process, which can be harnessed in a UDL approach. The transformative potential of technology in educational contexts was not fully realised pre‐COVID. The COVID pandemic saw an acceleration in technology adoption for learning, but it remains to be seen whether technology is being deployed to complement or transform existing practices. What this paper adds This paper clearly identifies which affordances of technology are commonly deployed in UDL implementations, particularly noting the provision of choice through multi‐media options for Representation and expression. There is a clear gap in UDL research on the use of technologies to support self‐regulation and self‐assessment, (eg, peer, teacher and automated feedback tools) and on technology‐mediated communication and collaboration. The UDL literature does not address the potential negative impacts of technology within the learning context or the short‐lived nature of positive impacts (novelty effect). Implications for practice and/or policy While technology affords great opportunities for choice and Engagement, the design of the learning experience must take priority, availing of technology as needed. There are great opportunities for cross‐pollination of research at the forefront of educational technology and universal design to address any gaps in technology use in UDL implementations. Universal Design for Learning has been extensively researched in higher education and special education contexts but much less so at K‐12, in particular at second level. Technology offers many affordances that can provide choice and variation in the learning process, which can be harnessed in a UDL approach. The transformative potential of technology in educational contexts was not fully realised pre‐COVID. The COVID pandemic saw an acceleration in technology adoption for learning, but it remains to be seen whether technology is being deployed to complement or transform existing practices. This paper clearly identifies which affordances of technology are commonly deployed in UDL implementations, particularly noting the provision of choice through multi‐media options for Representation and expression. There is a clear gap in UDL research on the use of technologies to support self‐regulation and self‐assessment, (eg, peer, teacher and automated feedb ck tools) and on technology‐mediated communication and collaboration. The UDL literature does not address the potential negative impacts of technology within the learning context or the short‐lived nature of positive impacts (novelty effect). While technology affords great opportunities for choice and Engagement, the design of the learning experience must take priority, availing of technology as needed. There are great opportunities for cross‐pollination of research at the forefront of educational technology and universal design to address any gaps in technology use in UDL implementations. [ FROM AUTHOR] Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

A Universal Design for an Adaptive Context-Aware Mobile Cloud Learning Framework Using Machine Learning

Mobile learning is becoming more and more popular today. It gained popularity recently due to the COVID-19 pandemic restrictions in 2020. However, to provide learners with appropriate educational materials in such a mobile environment, the characteristics and context of the learners must be considered. Therefore, in this paper, we propose a framework for providing an adaptive context-aware learning process considering a combination of student learning models and principles of Universal Design for Learning (UDL). The proposed system consists of components capable of detecting changes in context and adapting the way the application responds and behaves. The framework uses a machine-learning algorithm to predict learners' characteristics and follow UDL principles to deliver enriched user experience and location-aware content and activities. An online survey was conducted with 20 undergraduate students. We analyzed their levels of satisfaction with the proposed m-learning system. From the analyzed data, we noticed that the average rating values are close to 4.5, which indicates that the proposed m-learning system complies with UDL principles and provides an adaptive and localized learning environment, thus enhancing the efficiency of the learning process and experiences. The study also investigated the impact of factors (i.e., noise level, physical activity, and location) on learners' concentration towards the learning process. The results show that these factors have a significant impact on the learner's concentration level. © 2023 River Publishers.

Universal design for people with psychosocial disabilities – The effect of COVID-19

We have examined how COVID-19 impacted travel behaviour for people with psychosocial disabilities, identified key barriers when using public transport, and examined how a broad understanding of universal design can be used to improve travel for people with psychosocial disabilities. During and after the pandemic, most informants travelled less and/or used their car more than before. Some stopped using public transport due to fear of contamination, while others found it easier to travel during the pandemic due to less crowding. Use of facial masks were perceived by some as an additional problem increasing anxiety, while others found it more problematic with fellow passengers not wearing masks. In general, findings support prior studies in terms of barriers related to crowding, lack of seamlessness, financial issues, problems with staff, lack of access in rural areas, and low knowledge of support systems. Additionally, lack of toilet facilities, negative experiences with other passengers, sensory overload, travel-induced fatigue, and problems related to planning are considered problematic. Station areas may pose a barrier for people with former drug addictions. Hence, universal design should include the social and organisation environments, in addition to physical design, in terms of making the transport system accessible to everyone. © 2023 The Author

ATTRIBUTES OF BLENDED LEARNING ENVIRONMENTS DESIGNED TO FOSTER A SENSE OF BELONGING FOR HIGHER EDUCATION STUDENTS

Aim/Purpose This article seeks answers to the following: (1) What describes a ‘sense of be-longing', inclusiveness, and well-being for students? (2) Which aspects of blended learning, synchronous and asynchronous, promote students' ‘sense of belonging'? and (3) What are the state-of-the-art best practices for creating in-clusive curriculum design for blended learning? Background For university students, experiencing a strong ‘sense of belonging' with their learning communities is a reliable predictor of academic adjustment and pro-gram success. The disruption to usual teaching modes caused by the COVID pandemic has diminished opportunities for social engagement among students and their teachers, intensifying the need to encourage students' belongingness as being ever more important. Methodology This article surveys the literature, pre and post-COVID, using two complemen-tary search techniques: (1) a systematic scoping review, a top-down strategy, and (2) snowballing, a bottom-up approach, seeking the answers to the three re-search questions above. Contribution The synthesis presented in the paper provides answers to these questions influ-enced, in part, by the Community of Inquiry framework and the Universal De-sign for Learning guidelines. Further, based on our findings from this investiga-tion we offer a set of salient attributes of best practices in designing curriculum for blended learning environments, that is inclusive and fosters a sense of be-longing for higher education students Findings We discovered that belongingness is different for various cohorts. Further, many interventions to improve student wellbeing, and learning experiences on and offline, were built around social, teaching, and cognitive presences. Addi-tionally, our investigation found that blended learning, regardless of the propor-tion of online versus offline instruction, was generally a positive influence on academic outcomes and student learning. Recommendations for Practitioners The set of attributes presented offers practical and helpful approaches to im-prove curriculum design to promote higher education students' sense of be-longing. Recommendations for Researchers We highlight the lack of specificity in the literature regarding synchronous ver-sus asynchronous learning pedagogy that promotes inclusiveness and a sense of belonging, and we detail our plans for future work will attempt to address this omission. Impact on Society As a result of the COVID pandemic, many higher education institutions made a sudden and rapid transition to online learning exclusively. As institutions start the move back to more traditional modes of learning, this paper highlights the considerations to be made in using blended learning environments. Future Research Our plans include seeking student and academic advice and feedback on ap-proaches that foster a sense of belonging for higher education students © 2023, Journal of Information Technology Education: Research.All Rights Reserved.

Challenges facing Hong Kong's intellectually disabled people in using public services during the COVID-19 pandemic

Points of interest The needs of disabled people are often insufficiently recognized by mainstream society, causing this population to be excluded from society and activities of daily life. This problem is clearly reflected in the obstacles that intellectually disabled people have encountered in their use of public services during the COVID-19 pandemic. In this qualitative study, we conducted focus group sessions with 17 social workers and 12 carers supporting individuals with intellectual disabilities in Hong Kong. Using a thematic analysis, we found that (a) the social-emotional needs of intellectually disabled people were intensified by the disruption of social services;(b) they received limited benefit from the use of video conferencing services;and (c) they encountered significant difficulties in complying with preventive measures. To achieve equity in public service, universal design should be emphasized during the planning stage, and the experiences of disabled people should be carefully considered from the outset. Intellectually disabled people in Hong Kong experienced more difficulties using public services during the COVID-19 pandemic than before the pandemic. Apart from the social model of disability and the Convention on the Rights of Persons with Disabilities, critical disability theory can explain how society protects the rights of disabled persons pertaining to social participation. A sole emphasis on equality fails to facilitate effective planning of public services that address the needs of intellectually disabled people;the notion of equity must also be emphasized. The concept of universal design, which is often discussed in the context of the physical environment, can be meaningfully applied to the design of public services to alleviate problems of exclusion faced by disabled population. Policymakers and service providers must improve their awareness and knowledge of the distinct needs of intellectually disabled people. Intellectually disabled people in Hong Kong experienced more difficulties using public services during the COVID-19 pandemic than before the pandemic.Apart from the social model of disability and the Convention on the Rights of Persons with Disabilities, critical disability theory can explain how society protects the rights of disabled persons pertaining to social participation.A sole emphasis on equality fails to facilitate effective planning of public services that address the needs of intellectually disabled people;the notion of equity must also be emphasized.The concept of universal design, which is often discussed in the context of the physical environment, can be meaningfully applied to the design of public services to alleviate problems of exclusion faced by disabled population.Policymakers and service providers must improve their awareness and knowledge of the distinct needs of intellectually disabled people. [ FROM AUTHOR] Copyright of Disability & Society is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Doing and talking: People with intellectual disabilities' handling of challenges of remote communication

This article is about the challenge of communication via smartphones and tablets by people with intellectual disabilities (ID). We will give special attention to persons that struggle with verbal communication. One of our co-researchers, the fourth author, has a severe ID. She cannot read, write or use voice assisted technology in any functional manner. As a result of many years of collaboration, and the need for solutions in connection with the challenges with COVID-19, she and her family have developed ways of remote communication that can be mastered both by the person with an ID and the majority (those without similar disabilities). We call it doing and talking. Successful remote communication not only depends on technology and how to use it, but also on communication strategies that both work for the person with an ID and the majority. It is often the case that people with ID are expected to learn the skills necessary to adapt to the majority. We will show that success is just as much a question of the majority learning new skills and strategies that can make real inclusion and collaboration possible. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

"Healthy” Architecture: Synthesis of Humanistic Approaches

Ecological conditions, especially in large cities, active urbanization and the COVID-19 pandemic reinforced the importance of architecture, which exterior and interior both care about the human health, taking into consideration the influence of architectural forms on physical, mental and socio-cultural states of a person being around those structures, living in them or using them on a daily basis. The article clarifies the methodological foundations and conceptual apparatus of design, which can be referred to as the "healthy” architecture meaning it is aimed at maintaining the health of its users. The author refers to concepts of "healthy”, "sustainable” and "living” architecture, biomorphic approach and biophilia. It is implemented not only in the material environment (i.e. objectively) but also as an architect's design setting, the design algorithms that are being used today require a change towards greater individualization of the form. It is dictated, on the one hand, by the characteristics of users and, on the other hand, by the natural and social context. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Exploring Teaching Experience in Distance Learning during COVID-19: A Qualitative Case Study

This study sought to explore the awareness of teachers in K-12 during the pandemic about several aspects of online learning: instructional strategies, motivational factors for students, and the application of Universal Design for Learning (UDL) to lesson plans produced by teachers. This exploratory case study used a focus-group discussion and an evaluation form with a sample of thirty (N=30) teachers. The results showed that the teachers were unaware of some of the instructional strategies for online learning. The teachers and their students were not sufficiently prepared or qualified for the emergency transition to online learning. The results suggest that it is important to prepare professional development for teachers about instructional strategies and learning theories for online learning and blended learning. © 2023 by the authors.

Improving the Engagement of Underrepresented People in Health Research Through Equity-Centered Design Thinking: Qualitative Study and Process Evaluation for the Development of the Grounding Health Research in Design Toolkit.

BACKGROUND: Health inequalities are rooted in historically unjust differences in economic opportunities, environment, access to health care services, and other social determinants. Owing to these health inequalities, the COVID-19 pandemic has disproportionately affected underserved populations, notably people of color, incarcerated and formerly incarcerated individuals, and those unable to physically distance themselves from others. However, people most strongly impacted by health disparities, and the pandemic, are not frequently engaged in research, either as researchers or as participants, resulting in slow progress toward improving health equity. Establishing ways to foster the engagement of historically excluded people is crucial to improving health equity through patient-centered health research. OBJECTIVE: This study aimed to assess the use of equity-centered design thinking (EDT) for engaging community members in research prioritization related to COVID-19. The co-design methods and subsequent production of a toolkit that can be used for engagement were assessed through process evaluation and qualitative methods. METHODS: Process evaluation and qualitative inquiry, using reflexive thematic analysis, were undertaken to examine the use of EDT. Patient community members and stakeholders remotely partnered with design and health researchers in a year-long digital process to cocreate capacity-building tools for setting agenda for research regarding the impact of COVID-19 on health outcomes. Through a series of 3 workshops, 5 community partners engaged in EDT activities to identify critical challenges for the health and well-being of their communities. The subsequent tools were tested with 10 health researchers who provided critical input over the course of 2 workshops. Interviews with co-designers, project materials, and feedback sessions were used in the process evaluation and finalization of an equity-centered toolkit for community engagement in research. Data from the co-design process, meetings, workshops, and interviews were analyzed using reflexive thematic analysis to identify salient themes. RESULTS: Process evaluation illustrated how the EDT co-design process offered an approach to engage patient partners and community stakeholders in health-related research around COVID-19. The participants expressed satisfaction with design thinking approaches, including creative activities and iterative co-design, as a means of working together. Thematic analysis identified 3 key themes: the value of authentic partnerships, building trust and empathy through design, and fostering candid dialogue around health and social issues impacting historically underrepresented and underinvested communities. CONCLUSIONS: The project addressed the need to test EDT strategies for fostering inclusive community engagement in health research agenda setting and provided an alternative to traditional top-down models. Despite the increasing use of human-centered design in health, few projects explicitly include equity in design thinking approaches. The use of methods and tools to intentionally engage underrepresented stakeholders in the process of research agenda setting and equitably sharing power between researchers and community members may improve health research, ultimately improving health equity.

Learning from the experts: Evaluating a participatory autism and universal design training for university educators.

LAY ABSTRACT: Autistic university students have many strengths. They also go through difficulties that professors may not understand. Professors may not understand what college life is like for autistic students. They might judge autistic students. A team of autistic and non-autistic researchers made a training to help professors understand autistic students better. This training also gave professors ideas to help them teach all of their students. Ninety-eight professors did an online survey before the autism training. They shared how they felt about autism and teaching. Before our training, professors who knew more about autism appreciated autism more. Professors who thought people should be equal and women also appreciated autism more. Then, 89 of the professors did our training and another survey after the training. This helped us see what they learned from the training. They did one more survey a month later. This helped us see what they remembered. Our training helped professors understand and value autism. It also helped them understand how they can teach all students better. The professors remembered a lot of what we taught them. This study shows that a training that autistic people helped make can help professors understand their autistic students better.

Data-driven decision-making in emergency remote teaching.

Decision-making is key for teaching, with informed decisions promoting students and teachers most effectively. In this study, we explored data-driven decision-making processes of K-12 teachers (N = 302) at times of emergency remote teaching, as experienced during the COVID-19 pandemic outbreak in Israel. Using both quantitative and qualitative methodologies, and a within-subject design, we studied how teachers' data use had changed during COVID-19 days, and which data they would like to receive for improving their decision-making. We based our analysis of the data on the Universal Design of Learning (UDL) model that characterizes the diverse ways of adapting teaching and learning to different learners as a means of understanding teachers' use of data. Overall, we found a decline in data use, regardless of age or teaching experience. Interestingly, we found an increase in data use for optimizing students' access to technology and for enabling them to manage their own learning, two aspects that are strongly connected to remote learning in times of emergency. Notably, teachers wished to receive a host of data about their students' academic progress, social-emotional state, and familial situations.

Barriers to Removing Barriers of Online Learning

In response to the turmoil and the anxiety created by the COVID-19 pandemic, many universities transitioned to online delivery with limited support and resources. University teachers adapted to the online environment to ensure the effectiveness of students' reaching their outcomes. Using the Universal Design for Learning (UDL) as a framework, this study analysed ethnographic data from two experienced university teacher narratives about their online teaching strategies in two different university settings, in a developed and a developing country. The results showed that teachers used more or less similar strategies based on the affordances provided within the Learning Management Systems (LMS) and by also accessing other existing technological tools. However, the results showed inequalities in students' participation due to their financial, economic, and socio-cultural backgrounds. This paper emphasises the need for investigation into personalised and inclusive learning for consolidating and accommodating social and geographical barriers to minimise inequalities in students' access to education. Students should not be deprived by the digital and technical divide limiting equal opportunities for learning and development in the so-called ‘global village' in the 21st century and beyond. © 2023 by the Association for Information Systems.

The case for flexibility in online science courses: Strategies and caveats.

The COVID-19 pandemic created an unpredictable and stressful situation for both students and instructors. With current instruction largely occurring in an online environment, we propose that increased flexibility in course structure will best support student learning. Flexible course structure offers a trauma-aware approach to teaching, is in line with the Universal Design for Learning, and increases student motivation and meaningful learning. It can also provide more authentic experiences akin to science-based careers. We provide several specific suggestions for incorporating flexibility in one's class, as well as outline considerations and caveats. Our hope is that flexibility necessitated by the COVID-19 pandemic will continue to inspire change in future course design and educational paradigms.

Barriers to Removing Barriers of Online Learning

In response to the turmoil and the anxiety created by the COVID-19 pandemic, many universities transitioned to online delivery with limited support and resources. University teachers adapted to the online environment to ensure the effectiveness of students' reaching their outcomes. Using the Universal Design for Learning (UDL) as a framework, this study analysed ethnographic data from two experienced university teacher narratives about their online teaching strategies in two different university settings, in a developed and a developing country. The results showed that teachers used more or less similar strategies based on the affordances provided within the Learning Management Systems (LMS) and by also accessing other existing technological tools. However, the results showed inequalities in students' participation due to their financial, economic, and socio-cultural backgrounds. This paper emphasises the need for investigation into personalised and inclusive learning for consolidating and accommodating social and geographical barriers to minimise inequalities in students' access to education. Students should not be deprived by the digital and technical divide limiting equal opportunities for learning and development in the so-called ‘global village' in the 21st century and beyond.

A systematic review of videoconferencing in health professions education: the digital divide revisited in the COVID-19 era.

OBJECTIVES: During the COVID-19 pandemic, educators shifted from traditional lectures to videoconferencing. This systematic review explored the use of videoconferencing as a teaching tool in response to the pandemic as well as issues related to digital equity and inclusion. CONTENT: The review was conducted using the Joanna Briggs Institute for Systematic Reviews methodology and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 statement. SUMMARY: A total of nine studies met eligibility criteria. The participants in the included studies were medical students from various parts of the world. Technical difficulties and lack of human interactions were identified as barriers to learning through videoconferencing. OUTLOOK: To achieve full success, pedagogical videoconferencing must prioritize digital equity and a universal design for learning. Although useful for maintaining education during the pandemic, in the future, videoconferencing will present challenges related to the digital divide as well as opportunities as a teaching tool for nurse educators globally.

Living with Multimorbidity: Experience Organizing a Virtual Co-Design Event with Patients and Health Care Providers

Background: Multimorbidity is most prevalent in older adults and is associated with higher symptom burden, lower quality of life, increased functional decline, and caregiver burden that warrants holistic intervention. Continued rise in the prevalence of multimorbidity is expected, especially among older adults. The COVID-19 pandemic required that a co-design event with patients, family caregivers, and health care providers discussing their preferences surrounding multimorbidity management be virtual. Objective(s): To discuss the challenges of organizing a virtual co-design event. Method(s): A virtual co-design event was held using Health Insurance Portability and Accountability Act-compliant Zoom technology. Patients (age 55 or older and living with multimorbidity), family caregivers, and health care providers interviewed in a prior phase of the project were invited to the codesign event. Data regarding participants' disease trajectory and improvement priorities were collected. The experiences of the study team, including event facilitators, were used to identify challenges and opportunities. Result(s): Four male patients, two female health care providers, and seven facilitators participated in the event. Five improvement priorities were identified: (1) patient-provider relationship, (2) communication, (3) availability of resources, (4) caregiver support, and (5) care coordination and follow-up. Conclusion(s): Virtual events could be a valuable tool to get diverse groups of participants to provide input;however, the recruitment process and the technological literacy of some older adults pose challenges. Using a virtual platform requires consideration of participants' access to technology, their technological literacy, the use of innovative human-centered design, and the need for holding multiple events to yield comprehensive data. Recruiting more diverse groups of participants-e.g., groups that include family caregivers and female patients-is critical, as they may present different needs and outcomes..