Kaleidoscope: A Reflective Documentation Tool for a User Interface Design Course

Documentation can support design work and create opportunities for learning and reflection. We explore how a novel documentation tool for a remote interaction design course provides insight into design process and integrates strategies from expert practice to support studio-style collaboration and reflection. Using Research through Design, we develop and deploy Kaleidoscope, an online tool for documenting design process, in an upper-level HCI class during the COVID-19 pandemic, iteratively developing it in response to student feedback and needs. We discuss key themes from the real-world deployment of Kaleidoscope, including: tensions between documentation and creation;effects of centralizing discussion;privacy and visibility in shared spaces;balancing evidence of achievement with feelings of overwhelm;and the effects of initial perceptions and incentives on tool usage. These successes and challenges provide insights to guide future tools for design documentation and HCI education that scaffold learning process as an equal partner to execution. © 2023 Owner/Author.

Writing and reading fiction behind the lines: Creative learning on the home front

The purpose of this paper is to investigate writing and reading that would engage postsecondary students under crisis conditions in which face-to-face peer and teachers' support might not be available. In this project, I am looking at how students can use writing and reading fiction to understand their own experiences in being locked down during the COVID-19 pandemic. Starting with a one-paragraph short story to a fully developed narrative with plot, characterization, theme, and narrative voice, writing assignments lead to a growing realization of how reflection and writing emerge from the body, the mind, and the imagination. Reading a novel, Deafening (2003), by Frances Itani, shows students how a writer links battle scenes from World War I to the flu epidemic on the home front. © Springer Nature Switzerland AG 2021. All rights reserved.

Making the strange familiar and the familiar strange: A critical reflection on teacher educators and the coronavirus crisis

This chapter uses the framework of making the strange familiar and the familiar strange to discuss the sudden shift from face-to-face to online instruction in higher education during the coronavirus crisis. Educators should employ critical reflection questioning the familiar or the taken-for-granted and the underlying assumptions of ordinary everyday teaching and learning experiences as though they are entirely unaccustomed or strange. More specifically, the chapter focuses on teacher education and pedagogy and applies this framework to shifting to online teaching. The chapter explains possible questions that would be raised by both the familiar and the strange. The discussion includes examples and implications for professors as they transition from traditional teaching to online instruction. © Springer Nature Switzerland AG 2021. All rights reserved.

Three-year evaluation of a program teaching social determinants of health in community-based medical education: a general inductive approach for qualitative data analysis.

BACKGROUND: Social determinants of health (SDH) are intricately intertwined with various social and economic factors. Reflection is essential for learning about SDH. However, only a few reports have focused on reflection in SDH programs; most were cross-sectional studies. We aimed to longitudinally evaluate a SDH program in a community-based medical education (CBME) curriculum that we introduced in 2018 based on the level of reflection and content on SDH in students' reports. METHODS: Study design: General inductive approach for qualitative data analysis. Education program: A 4-week mandatory clinical clerkship in general medicine and primary care at the University of Tsukuba School of Medicine in Japan was provided to all fifth- and sixth-year medical students. Students underwent a 3-week rotation in community clinics and hospitals in suburban and rural areas of Ibaraki Prefecture. After a lecture on SDH on the first day, students were instructed to prepare a structural case description based on encounters during the curriculum. On the final day, students shared their experiences in a small group session and submitted a report on SDH. The program was continuously improved and faculty development was provided. STUDY PARTICIPANTS: Students who completed the program during October 2018-June 2021. ANALYSIS: Levels of reflection were categorized as reflective, analytical, or descriptive. The content was analyzed based on the Solid Facts framework. RESULTS: We analyzed 118 reports from 2018-19, 101 reports from 2019-20, and 142 reports from 2020-21. There were 2 (1.7%), 6 (5.9%), and 7 (4.8%) reflective reports; 9 (7.6%), 24 (23.8%), and 52 (35.9%) analytical reports; and 36 (30.5%), 48 (47.5%), and 79 (54.5%) descriptive reports, respectively. The others were not evaluable. The number of Solid Facts framework items in reports were 2.0 ± 1.2, 2.6 ± 1.3, and 3.3 ± 1.4, respectively. CONCLUSIONS: Students' understanding of SDH deepened as the SDH program in the CBME curriculum improved. Faculty development might have contributed to the results. Reflective understanding of SDH might require more faculty development and integrated education of social science and medicine.

Reflections on the role of occupational therapy programmes on the mental health of stakeholders' transition to e-learning during the COVID-19 pandemic

The rise in COVID-19 cases has resulted in the suspension of face-to-face classes in the Philippines. Educational programmes are suddenly expected to shift to e-learning strategies in the delivery of educational instructions. This case report provides a critical reflection on an occupational therapy (OT) programme's e-learning preparedness survey of its stakeholders. Implications on the stakeholders' readiness and confidence in e-learning as it relates to their mental health are discussed. The paper concludes with a recommendation for OT programmes to use its str in supporting its stakeholders' transition to an - learning environment to mitigate any associated mental health-related issues and promote full participation within this new environment.

Multimodal literacies and critical refllexivity: Digital storytelling as a 21st century tool for Learning Developers

Digital storytelling (DS) is a multimedia storytelling technique that has become an efficacious educational tool in tertiary environments. Individual students, supported by other students in a facilitated "Story Circle", create short videos using digital devices, still images, and a cloud-based video editor in response to a targeted story prompt. The DS process aligns closely with an emerging trend in universities to instil in their students both critical reflection skills and strong digital, media, and visual literacies to enable them to thrive in their professional and personal lives. This paper proposes the adoption of DS as an additional and innovative pedagogical strategy by Learning Developers (LDs) within discipline-specific embedded teaching. Embedded teaching is a well-established method of developing student literacies, and LDs already employ this approach to support academics across disciplines. The integration of DS into this practice would further strengthen the capacity of LDs to enhance students' capabilities as they move into post-Covid, 21st-century 'graduateness'.

Occupational risk factors and preventative practice reflections during COVID pandemic

Occupational therapy within community mental health teams (CMHT) has a unique potential for upstream preventative practice [Letts, L. (2004). In B. C. Crepeau E. & B. B. Schell (Eds.) Health promotion in Willard & Spackman's occupational therapy (18th edn., pp. 160-177). Lippincott Williams & Wilkins]. Practicing preventatively, was an opportunity posed by the COVID pandemic, we saw an opportunity to realise our professional potential here and preventative practice as a professional strength. However, working in a fast paced, medically driven environment, has historically been a barrier to authentically accessing the service user [Letts, L. (2004). In B. C. Crepeau E. & B. B. Schell (Eds.) Health promotion in Willard & Spackman's occupational therapy (18th edn., pp. 160-177). Lippincott Williams & Wilkins]. Further, in the light of the pandemic, we had lost our usual ways of working. In place of face-to-face contact, we were left with the medium of the telephone. We decided to become our own occupational therapists, to reconsider our professional roles by reflecting on the body of knowledge which informs our clinical reasoning, in an ethically driven light, to include the values of occupation, sustainability and client centred practice.

Education and ICT Amidst the COVID-19 Pandemic: Teaching Reflections of Indonesian Educators

Due to the COVID-19 pandemic, schools and learning institutions globally had to shift from the classical learning mode to online learning. Doing so in such a short time posed challenges and problems for Indonesian teachers. Further, many Indonesian educators, including the authors, were not familiar with online delivery and the technological aspects of online learning. In this chapter, four authors who are educators in different Indonesian educational settings apply autoethnography to explore their experiences of teaching in online classrooms. First, we attempt to address issues that arose by utilizing four educational lenses. Then, we discuss several points to consider when teaching in online classrooms. We conclude that student disengagement is the main issue in online learning. Finally, we present some recommendations for future practice and research. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Pixelated Participation: A Ph.D. Student's Notes of Online Data Generation During the COVID-19 Pandemic

The COVID-19 pandemic has impacted many aspects of life globally. Similarly, the imposed travel restrictions and border closures in Australia have prevented me from travelling to Indonesia for my Ph.D. fieldwork. Due to this issue, I had to move my interviews, focus groups, and narrative writing online. I conducted my interviews and focus group discussions with English teachers in Indonesia through synchronous platforms such as WhatsApp and Zoom. In addition, I utilised a private Facebook group to facilitate narrative writing activities which were pivotal in my data generation process. Many research studies (see, for example, Archibald et al., 2019;Deakin and Wakefield, 2014;Tuttas, 2015) have documented how online research has afforded both the researcher and participants with flexibility, cost effectiveness, and convenience in a research project with time restraints, geographical distance, and other logistical issues. However, a story about online data generation in the COVID-19 context from a Ph.D. student's perspective remains underexplored. In this autoethnographic account, I will reflect on the process of online data generation in the context of my Ph.D. study. I argue that the online data generation in my research has yielded a "guarded optimism” (Madge and O'Connor, 2004, p. 9) for synchronous online data generation as an equal, rather than secondary option for qualitative research data generation which often uses face-to-face interviews and focus groups as the "gold standard of interviewing” (Hine, 2005, p. 4). Through this story I hope to enrich conversations about the possibilities and challenges of doing online data generation for a Ph.D. study during a global pandemic. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

"Memeing It Up!”: Doctoral Students' Reflections of Collegiate Virtual Writing Spaces During the COVID-19 Pandemic

Completing a PhD is an isolating and arduous process, where doctoral students' wellbeing is impacted. The COVID-19 pandemic has exacerbated the pre-existing feelings of social isolation and lowered productivity resulting in further challenges due to the absence of established social support systems. Higher education is an area of particular interest, specifically in Victoria, Australia, where all students spent most of the years 2020 and 2021 in a lockdown. This chapter presents a reflective autoethnographic account of two doctoral students' experiences of writing their theses during the COVID-19 pandemic. We are two sociological researchers pursuing PhDs who experienced an extended COVID-19 lockdown while studying at Monash University's Faculty of Education in Victoria, Australia. Our chapter identifies how our socio-emotional and academic writing struggles were intertwined and how they affected the overall progress of our doctoral thesis. The emotional aspects included, but were not limited to, fear, anxiety, uncertainty, stress, and a lack of support, which will be the focus of this chapter. We use our accounts to share our coping strategies by acknowledging the effects of these emotional aspects. We achieved this through participating in collegiate virtual writing spaces via Zoom, creating a sense of accountability for writing by employing the Pomodoro technique. Furthermore, social interaction was a significant component of the Zoom sessions;we maintained our digital proximity while we were physically apart. The use of memes, presented an opportunity for us to socialise, joke, and reflect on the positives, thus creating a sense of self-efficacy during this challenging time. Ultimately, these sessions created a space to remind ourselves and each other of the passion behind our doctoral degrees and ascribe somewhat positive meaning to the thoughts and feelings related to the stressful and unexpected COVID-19 pandemic. Therefore, we offer this chapter to support our fellow doctoral peers in these times of uncertainty across the globe. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Preface: Research and Teaching in a Pandemic World

Research and Teaching in a Pandemic World explores how the academic identities of students and staff were impacted by the COVID-19 pandemic. This chapter outlines the main motivation for writing this book and provides a brief overview of the chapters that follow. This book was initiated to allow the chapter authors to narrate their emotional journeys during a time of significant upheaval. We believe that stories matter;individual experiences matter. The stories in this book are of trauma, grief, and loss, but also highlight moments of resilience and growth. As the editors, we encourage the reader to explore these stories with us. In this book, you will discover stories which either resonate with, or differ significantly from, your own experience. As you read these stories, then, we encourage you to reflect on your own journey during the COVID-19 pandemic—you may be surprised at the response this reflection evokes. In this way, we can all bear collective witness to the often-times idiosyncratic ways in which the pandemic has affected us all. It is only through this collective witnessing that we can learn to move forward into a post-pandemic society. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

A Harmony of Voices: The Value of Collaborative Autoethnography as Collective Witnessing During a Pandemic

In this chapter, I describe collaborative autoethnography—the methodology which was chosen for this book. In order to clearly explain this methodology, I explore my own journey as I moved into social science research, discovered autoethnography, and subsequently encountered collaborative autoethnography. Through my reflections, I highlight the knowledge which can be gained through purposeful exploration of personal experience. I also demonstrate how, when multiple autoethnographers work together, the resulting collaboration creates a profound synergy and harmony of voices which cannot be achieved by an individual alone. Finally, I present the specific framework used to apply the collaborative autoethnography methodology in this book. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

University faculty's informal learning and professional reflections: text mining for processing interviews

Purpose: As university faculty faced new challenges, such as rapid digital social and the coronavirus disease 2019 (COVID-19) response, this study aimed to identify the daily changes in the interaction between the faculty and the organizational environment (colleague, policy and new issue) by exploring their recent dynamic educational efforts and the professional development. Design/methodology/approach: This is a study wherein perceptions of 20 faculty from 15 universities and colleges were collected through in-depth online interviews. The authors analyzed interview data by arranging and visualizing the analyzed data using network clustering. Further, they applied the Latent Dirichlet allocation of the topic modeling to monitor the appropriate number of clusters, ultimately determined as four clusters using partial clustering. Findings: The results showed that university faculty spontaneously tried to solve the problems through informal learning while the commitment to peer learning was deepening, reflecting the collectivist orientation nature of Chinese culture. Besides, the faculty also required support to reflect on their daily efforts for professional development. These results about their various learning routines prove the justification for the faculty's professional development to be discussed from the "learning by doing” perspective of lifelong learning. Originality/value: This study proved the significance of informal learning for university faculty's professional development and the reasonable value of peer learning, and provided insights into how the Chinese context may influence university faculty's informal learning experience. © 2023, Emerald Publishing Limited.

The Role of Poetry in Promoting a Sustainability Mindset: Walter Benjamin as a Guide Toward a Slow Journey

The emergence of highly complex sustainability challenges in modern society has led to the necessity of searching for more effective approaches to education for sustainable development. Research has shown that reflection leads toward more profound levels of engagement with respect to sustainable actions. Therefore, higher education has a role to play in stimulating reflection in light of sustainability. Art-based techniques, which have not been included alongside traditional teaching methods, have begun to gain the attention of researchers and teachers in higher education as they produce a deeper impact and involvement and can have a positive influence on the minds and hearts of the students. The aim of this paper is to demonstrate that poetry can contribute to integrating the arts and humanities in management education. The potential effect of poetry on business management majors is being explored as a part of their Corporate Social Responsibility course. Poetry has considerable potential as an innovative approach to teach sustainability, but it is rather unusual in business education. Poetry was chosen as an enabler for reflection and emotions. This original teaching project was followed by a research project relying on reflective assignments. A rereading of Walter Benjamin's Illuminations from the perspective of sustainability studies was a source of inspiration, in particular "Theses on the Philosophy of History,” "The Storyteller” and "Unpacking My Library.” The paper assumes that Benjamin's ideas relate to a slow journey involving "awakening,” "wisdom” and "in a process,” three elements that are at the core of promoting a sustainability mindset. The research project consisted of four reflection assignments students had to comply with: reading and interpreting poetry;searching for a poem which would be most appropriate for the discussed sustainability topic;creating their own poem and reflecting on the whole task. The research took place in the second semester of 2020 and first semester of 2021, all in COVID-19 pandemic context. Students' participation was not mandatory, but the majority joined. Their perceptions and impressions reinforce the existing knowledge about the emotional power of poetry to encourage reflection. The results show that poetry plays a relevant role in encouraging future managers to develop a frame of mind that incorporates sustainability and responsibility. Business students are open to this approach because it adds a new and unexpected dimension to their studies. Despite the urge to integrate reflections, this is still an exception for the majority of management courses. The results suggest that poetry is a relevant instrument to promote a more sustainable mindset among future managers. Paradoxically, by emphasizing a slow journey, i.e., allowing time for integrating reflective practices, a transition toward sustainability in daily managerial processes can be accelerated. Copyright © 2021 Molderez, Baraniuk and Lambrechts.

Design of illumination system using characterized illuminances for smartphone-based fundus camera.

Recently, smartphone-based fundus camera (SBFC) research has been actively conducted in response to the need to expand medical infrastructure in underdeveloped countries and the increased telemedicine since the COVID-19 pandemic. Compared to the conventional table-top system, SBFCs have technical challenges that make it difficult to guarantee uniform illumination and avoid back-reflection because of the design constraints of minimizing the form factor and cost. This paper proposes a novel illumination design methodology using characterized illuminance to obtain high-quality fundus images for SBFCs. Key performance indicators (KPIs), such as retinal uniformity, back-reflection suppression, and optical efficiency, were defined to evaluate the performance of the illumination system. Each KPI was calculated using optical simulation software based on Monte-Carlo ray tracing and mapped into a normalized three-dimensional coordinate, the retinal illumination performance space (RIPS). In RIPS, the KPIs are combined into a single parameter ΔRIPS, which is the quantitative difference evaluated as the Euclidean distance between the ideal and actual design point. A compact SBFC illumination system with five design variables was presented to verify the proposed methodology. The final design values at the minimum ΔRIPS were determined using the Taguchi method and response surface methodology. Finally, a working prototype was built, and fundus images were acquired by clinical testing under institutional review board approval. The fundus image had sufficient brightness and resolution to diagnose the lesion with a viewing angle of approximately 50° in one shot.

THE IMPACT OF THE PANDEMIC ON HOME BIRTH

Over the last decade the trend of home-birth rates in the United Kingdom (UK) has remained consistent, with 2.4% of women giving birth at home in 2020.1 Throughout the COVID-19 pandemic, maternity services have seen significant changes to visiting policies, delivery of services and the suspension of home-birth services across the UK.2 This paper will explore the evidence regarding the experiences of those women and birthing people who choose home birth, with the aim to identify women's reasons for choosing a home birth during the pandemic. Some dedicated home-birth teams reported increased referral rates for a home birth and an increase in the amount of home births throughout the initial wave. It is unclear why home-birth rates appeared to have increased in the UK during the pandemic, especially since women's access to home birth may have been limited.

Teachers' perceptions, facilitators, and barriers to the regular use of self-reflection in public health higher education during COVID-19 — a mixed methods approach

The objective of this study was to assess the perceptions as well as to explore the facilitators and barriers to the regular use of self-reflection as a pedagogical tool by teachers in public health education during COVID-19. We used a mixed methods approach, comprising a cross-sectional survey followed by in-depth interviews. Quantitative findings revealed that there was a significantly greater proportion of regular users of self-reflection who knew how to incorporate self-reflection elements in their teaching than the infrequent users. Qualitative findings revealed that a recurring reason for using self-reflection in teaching was to better understand students, given the online classroom environment during COVID-19. Teachers expressed the need for support to sustain the regular use of reflection in teaching. Facilitating factors could be external or internal to the teacher. For external factors, a recurring subtheme was institutional support, indicating that teachers expected support (or at least no objections) from their organisation. For internal factors, perceived positive impacts on students was identified as a recurring subtheme. Several barriers to the regular use of reflection were described. These included external factors such as the lack of peer sharing, as well as internal factors such as the prioritisation of other contents to teach. [ FROM AUTHOR] Copyright of Reflective Practice 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.)

Electrospun film composed of pearl-string-like microfibers exhibiting excellent radiative cooling performance, moisture permeability and self-cleaning function

The double threat of extremely hot summer and the pandemic of Covid-19 makes it important to develop protective clothing with remarkable advantage of personal thermal management. Meanwhile, radiative coolers with strong solar reflection and atmospheric window (8–13 μm) emission can cool objects without the requirement of extra energy input. Passive daytime radiative cooling has attracted extensive attention in the field of personal thermal management. However, radiative cooling textile for protective clothing remains to be explored. In this work, electrospinning technique was applied to prepare radiative cooling flexible film for protective clothing. The prepared film is composed of microfibers with pearl-string-like structures that result in high average solar reflectance (98.1%) and high average atmospheric window emittance (94.9%). The film delivers an average temperature drop of 6.1 °C and an average radiative cooling power of 79 W m−2. The radiative cooling film has good moisture permeability and self-cleaning function. This study has opened up a promising way for the design and fabrication of protective clothing that has excellent passive daytime radiative cooling performance.

Bringing together podcasting, social work field education and learning about practice with Aboriginal peoples and communities

Social work content podcasting has increased exponentially in recent years, playing a new role in the emerging social work education debate surrounding online and remote delivery of social work content. Although podcasting itself is not now a new digital innovation, how and why social work educators and academics would embrace the use of podcasting is still debated and is often positioned as inferior to face-to-face classroom teaching. In the Australian context this is particularly important when non-Aboriginal students are engaging with Aboriginal understandings of place and ways of relating to Country, a challenging reflexive exercise without the added complexity that remote educational delivery can provide. The brief history of podcasting and its relationship to social work education provides a context for re-imagining the pedagogy of critical thinking, with a case example provided of a remote field placement with The Social Work Stories Podcast during the Covid-19 pandemic in 2020.

High-Density Lipoprotein function is modulated by the SARS-CoV-2 spike protein in a lipid-type dependent manner.

There is a close relationship between the SARS-CoV-2 virus and lipoproteins, in particular high-density lipoprotein (HDL). The severity of the coronavirus disease 2019 (COVID-19) is inversely correlated with HDL plasma levels. It is known that the SARS-CoV-2 spike (S) protein binds the HDL particle, probably depleting it of lipids and altering HDL function. Based on neutron reflectometry (NR) and the ability of HDL to efflux cholesterol from macrophages, we confirm these observations and further identify the preference of the S protein for specific lipids and the consequent effects on HDL function on lipid exchange ability. Moreover, the effect of the S protein on HDL function differs depending on the individuals lipid serum profile. Contrasting trends were observed for individuals presenting low triglycerides/high cholesterol serum levels (LTHC) compared to high triglycerides/high cholesterol (HTHC) or low triglycerides/low cholesterol serum levels (LTLC). Collectively, these results suggest that the S protein interacts with the HDL particle and, depending on the lipid profile of the infected individual, it impairs its function during COVID-19 infection, causing an imbalance in lipid metabolism.