EVALUATING THE ETHICAL AND SOCIETAL IMPACTS OF MODELLING PANDEMIC CRISES: EXPERIENCES FROM A WORKSHOP

This paper describes a hybrid (virtual and online) workshop held as part of the EU STAMINA project that aimed to engage project partners to explore ethics and simulation modelling in the context of pandemic preparedness and response. The purpose of the workshop was to consider how the model's design and use in specific pandemic decision-making contexts could have broader implications for issues like transparency, explainability, representativeness, bias, trust, equality, and social injustices. Its outputs will be used as evidence to produce a series of measures that could help mitigate ethical harms and support the greater possible benefit from the use of the models. These include recommendations for policy, data-gathering, training, potential protocols to support end-user engagement, as well as guidelines for designing and using simulation models for pandemic decision-making. This paper presents the methodological approaches taken when designing the workshop, practical concerns raised, initial insights gained, and considers future steps. © SW 2023.All rights reserved

Reaching city youth with an online summer arts workshop in Los Angeles

The Summer Arts Workshop (SAW) is a community-based art therapy program with a social justice focus. It has been offered through the Helen B. Landgarten (HBL) Art Therapy Clinic at Loyola Marymount University (LMU) since 2007 in partnership with Dolores Mission School in Boyle Heights, a historically under-resourced part of East Los Angeles. In 2020, due to the COVID-19 pandemic and stay-at-home orders in Los Angeles, the SAW leadership team adapted the workshop to an online format. The authors took advantage of the online format to extend the reach of the workshop to several school sites in marginalized communities in Los Angeles County, including a juvenile hall high school, which is a prison for youth in a state youth detention centre. The greatest challenge in adapting to an online format was preserving the core component of the workshop: building trust and healthy attachments through expressive art making. The authors overcame this and other challenges and succeeded in providing connecting experiences for participants and facilitators during a time of social isolation and collective anxiety. This chapter shows how teletherapy can bridge gaps of access, particularly for marginalized populations. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Impact of COVID-19 on Authoring Open Data Workshop Settings in High School

According to the Open Knowledge Foundation, Open Data are data that can be freely used, created and shared by anyone. Initiatives to let K-12 learners exploit Open Data are rare in literature, and the situation is even worse if we look for opportunities to move them in the position of Open Data publishers. To advance the dialogue around methods to increase awareness of Open Data, improve users' skills to author and use Open Data, HETOR regularly organises workshops with secondary school learners to let them create, publish, and exploit Open Data by SPOD since 2016. While workshops were organised as physical meetings, during the COVID-19 pandemic, HETOR required to revise the performed protocol. This article reports changes applied to the workshops proposed by HETOR and the observed results in terms of quantity and quality of produced open datasets, and quality of presenting and disseminating the authored Open Data by comparing workshops' results before and after the COVID-19. According to the discussion, the quantity and quality of the workshops outcome increased during the workshops that took place after the COVID-19 pandemic demonstrating that Open Data based initiatives can successfully survive in remote settings. On the opposite, the quality of the presentations authored by scholars is more heterogeneous during after-COVID workshops demonstrating that remote settings make educational inequalities worse. Copyright © 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

Development of Online Needs-Based Workshop Support System in a Pandemic

The sustainable development goals, adopted in 2015, include achievement of sustainable consumption and production (SCP) patterns as the 12th goal. To achieve SCP patterns, it is necessary not only to reduce environmental load caused by production and manufacturing but also to improve the sufficiency of fundamental human needs and the quality of life of consumers. The living-sphere approach aims to design products for a target living sphere by determining the sufficiency of fundamental human needs among local residents through products using the fundamental human needs framework proposed by Max-Neef. This framework consists of fundamental human needs and satisfiers. Max-Neef argued that fundamental human needs are universal, but satisfiers fulfilling these fundamental human needs depend on region, culture and time. The satisfiers have previously been extracted by needs-based participatory workshops, but during the ongoing coronavirus disease 2019 (COVID-19) pandemic, these in-person workshops can no longer be held. In this study, we developed an online needs-based workshop (NBW) support system to replace the in-person NBW. The developed system consists of digital applications such as an online whiteboard service, video meeting service and original software to support facilitation. We applied the developed system to online NBWs held in Japan to verify the developed system and to validate whether the online NBW can replace the in-person NBW. The results verified that the developed system was working as designed. Comparison of the results between online and in-person sessions validated that replacing the in-person NBW with an online NBW using the developed system was highly possible. Copyright © 2021 Murata, Horio and Kobayashi.

What is the role of psychologists during the COVID-19 Pandemic? The necessity of taking actions reflecting public voices

This paper discusses what psychologists should do to help the general public in response to the new coronavirus infectious disease (COVID-19) in Japan. Four things psychologists could do are listed in the Japanese Psychological Association article entitled "Against Violence in the Home." However, the style of the article seems insufficient for psychologists to perceive the article as general behavioral guidelines for helping people suffering from psycho logical stress. Psychologists should be encouraged to publicly disseminate relevant information because the current domestic policies may cause confusion for the public as they provide insufficient behavioral principles and re- search-based perspectives. This paper proposes three different levels of roles for taking actions as psychologists: as a professional individual, as a member of an academic society, and as a public figure disseminating relevant in formation. To be impactful in carrying out these roles, setting up a "place" where individual practices and opinions can be quickly aggregated is required. Moreover, it is important for psychologists to listen to public voices and be prepared to focus their professional Eves on tackling social issues. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Virtual spirometry training is comparable to face-to-face training learning outcomes

Introduction: In response to COVID-19 restrictions, the Queensland Health Spirometry Training Program initiated virtual (V) workshops, as an alternative to face-to-face (F2F) training. The program included online pre-reading, a practical skills workshop (V or F2F), and a post-workshop workplace portfolio assessment. The aims of this study were to compare F2F and virtual training (1) portfolio assessment outcomes, and (2) post-workshop confidence with spirometry practice. Method(s): (1) Between 2019 and 2022, health practitioners (HP) who attended F2F or virtual workshops submitted a post-workshop workplace portfolio. The portfolio spirometry reports were assessed against the ATS/ERS spirometry standards (Graham et al., 2019). Three spirometry trials in each report were scored for acceptability criteria: fast start of test (SOT 1), start of test sharp peak (SOT 2), middle of test (MOT) and end of forced expiration (EOFE). Repeatability criteria (FEV 1 and FVC), technical comments and interpretation were also assessed. Mean scores for each criterion were compared between F2F and virtual workshop portfolio tests, using univariable linear regression analysis. (2) After F2F or virtual training, participants rated their confidence levels with spirometry performance, understanding the test, and quality assurance, using a 5-point Likert scale (very confident to not confident). Result(s): 138 HPs attended either F2F or virtual workshops and 62 portfolios were assessed. There were no significant differences (all p values >0.05) in the portfolio scores between F2F (n = 30) and virtual (n = 32) training for spirometry acceptability, repeatability, and reporting criteria. Post-workshop confidence levels with spirometry performance, understanding the test, and quality assurance were not significantly different (all p values >0.05) between the two training formats (n = 138). Comparison of scores between F2F (n = 30) versus V (n = 32) Scoring criteria Maximal score Mean difference 95% CI p value Acceptability SOT 1 3 0.014 -0.130 0.158 0.848 SOT 2 3 -0.023 -0.169 0.124 0.758 MOT 3 -0.024 -0.162 0.114 0.731 EOFE 3 0.053 -0.038 0.143 0.250 Repeatability FEV 1 1 0.039 -0.009 0.087 0.111 FVC 1 0.024 -0.035 0.084 0.421 Reporting Comments 2 0.019 -0.175 0.213 0.846 Interpretation 1 0.059 -0.009 0.127 0.087 Conclusion(s): This study provides confidence that the virtual spirometry training did not significantly impact learning outcomes compared with the F2F format.

Using Tinkercad to Support Online the Laboratory Work on the Design of Microprocessor Systems at Technical University

This article reviews the possibility of using the Tinkercad Internet service for online study of the subjects connected with microprocessor systems. During the global coronavirus pandemic, online classes based on the Internet technologies have become virtually the only effective method of learning. However, while lectures can be taught successfully with the help of video conferences such as Zoom, Skype, Microsoft Teams, Google Meet etc., it is almost impossible to perform laboratory and practical work in the field of designing microprocessor systems with the help of these tools. Therefore, the authors suggest a new approach to practicums on the subjects related to microprocessor systems using tools of the Tinkercad Internet service. The existing methods and means of remote work with breadboard Arduino have been analyzed. The advantages of the Tinkercad Internet service in comparison with other tools of remote work have been disclosed. The service capability for microprocessor systems design has been considered. The article provides examples of elaborated lab works by means of the Tinkercad Internet service. Available capabilities and instruments in the system have been detailed. The process of learning based on the Tinkercad Internet service has been developed. Consequently, the use of the Tinkercad Internet service during e-learning gives the possibility to do lab works and microprocessor system design practicums without actual equipment, and the methods suggested by the authors assure the quality of students' awareness in this direction. The prospective direction of this Internet service application can be the design of 3D printing models and their use during e -learning of other subjects, in particular Physics (Electrics section), Theoretical Basics of Electrical Engineering (DC section), as well as other sciences related to electronic circuit design.

Workshops in TEI: Development, Evaluation, Exploration, and Implementation

Workshops are frequently used in human-computer interaction research, in a diverse range of research projects. However, the COVID-19 pandemic has made this research activity difficult to conduct since they often involve group work, physical interaction with tangibles and/or bodily activity. Motivated by this, the authors conducted a review of papers from the International Conference on Tangible, Embedded and Embodied Interaction (TEI) to develop a better understanding of workshops as a research method in TEI. The meta-review led to the development of a preliminary classification for workshops in research. Four categories of workshops were identified: Design development, Evaluation, Exploration, and Implementation. This work is intended to spark discussion and further research around the value and the challenges of conducting research workshops.

The SMeFT Decks: A Card-Based Ideation Tool for Designing Hybrid Digital Boardgames for Distanced Play

Increasing numbers of people have turned to playing boardgames with physically distant friends and family via technological tools, particularly since the start of the COVID-19 pandemic. However, commercial hybrid digital boardgames (HDBs) are designed for co-located, rather than distanced, play and there is a need for more specific tools to support hybrid game design. This paper introduces the SMeFT Decks, a set of card decks to aid in the design of HDBs for distanced play, which support Story, Mechanism, Function and Technology. We describe the use of these cards for design ideation and demonstrate four game concepts for distanced play stemming from the use of these decks in participatory workshops. We report evaluative feedback from a pilot study and from 46 participants who used these cards across nine design workshops and reflect on what we learned from observing this process. Results suggest that the SMeFT Decks are a productive ideation tool for aiding in the design of HDBs for distanced play in collaborative workshop settings. © 2022 ACM.

Active participation or legal obligation? A qualitative study of the effectiveness of participatory methods designed for local participation.

The most effective structure in designing the participation process is local government units. It is much easier for local governments to establish closer dialogue with citizens, create negotiation environments for them and identify appropriate needs for participation. The intense feeling of centralization in terms of the duties and responsibilities of local governments in Turkey leads to the inability to transfer the negotiation processes in participation practices to realistic/realizable practices. As a result, permanent institutional practices do not carry on sustainably; they turn into structures established to fulfill legal obligations only. The transition from government to governance, with the winds of change began after 1990 in Turkey, revealed the necessity of reorganizing the duties and responsibilities of executives at both local and national levels regarding active citizenship; the necessity of activating local participation mechanisms was emphasized. For this reason, the application of the Headmen's (Headman means "Muhtar" in Turkish. Sometimes "Mukhtar" uses instead of Headman in some studies. But in this study Headman used to descripe partipatory process. In Turkey, there two types of "Headman". One of them is village headman. Villages are legal entities, so village headmen have much more authority. The second one is neigborhood headmen. Neigborhoods are not legal entities. So that, neigborhood headman is responsible to City Mayor.). Workshop, designed by the Tekirdag Metropolitan Municipality, was periodically subject to the research as an ongoing method, and its effectiveness for citizen participation was analyzed using the qualitative research method in the study. The reason why Tekirdag was chosen in the study is that it has the only metropolitan municipality in the Thrace Region, periodic meetings and participatory democracy discourses on the sharing of duties and powers with new regulations increase. The practice was examined through 6 meetings held until 2020 since there were disruptions in the planned meetings of the practice on account of the fact that the study coincided with the COVID-19 pandemic process.

Highlights from the 24th workshop on vitamin D in Austin, September 2022.

The 24th Workshop on Vitamin D was held September 7-9, 2022 in Austin, Texas and covered a wide diversity of research in the vitamin D field from across the globe. Here, we summarize the meeting, individual sessions, awards and presentations given.

Trauma-informed workshop for healing couples

This dissertation aims to develop a workshop curriculum focused on resiliency and post-trauma growth in couples. Significant shifts have been seen in work with trauma and couples, from a primary focus on solution-focused conflict reduction to a higher priority on post-traumatic growth and resiliency. In a randomized controlled trial of cognitive behavioral conjoint therapy, Wagner et al. (2016) note the importance of future research focusing on post-traumatic growth in treatment due to its positive impacts on relationships. As the world has seen significant levels of stress from the Coronavirus pandemic and, most recently, the war in Ukraine, the need for support for families is high. This project aims to integrate new constructs of couples counseling with trauma-informed approaches. Keywords: workshop, couples, trauma, post-traumatic growth. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A CANVAS FOR THE ETHICAL DESIGN OF LEARNING EXPERIENCES WITH DIGITAL TOOLS

The use of digital tools has drastically increased in engineering education, accelerated by the COVID-19 pandemic. These tools generate important ethical issues, in particular in terms of privacy and fairness. However, very few teacher training programmes address those topics, which means that teachers are often left to figure out by themselves how to address these issues when they want (or have) to use digital tools in their teaching. In this workshop, participants will be introduced to a pragmatic approach to the ethical design of learning experiences that involve digital tools using a visual thinking guide called a 'canvas'. Applied and hands-on, this workshop will help participants to develop a practical understanding of the specific ethical issues related to the use of digital tools in teaching and to integrate ethical reflection into design processes when digital technology is involved. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

Self-Perceived Efficacy of an Online Teaching Workshop on the Confidence Skills in a Sample of Pakistani University Lecturers

The COVID-19 pandemic, in Pakistan, impacted the educational system leading to the abandonment of face-to-face learning. This led to the reshaping of teaching and learning methodologies shifting from on-campus to virtual education. Most teachers were not only lacking in digital literacy but also experience a lack of self-confidence. In this context, a quantitative study based on ABA Experimental design was conducted to investigate the self-perceived efficacy of an online teaching workshop on the confidence skills of a sample of Pakistani university lecturers. A total of 70 participants (Mage= 33.14, SD=7.02) were recruited via a non-probability purposive sampling strategy. Twenty four males and forty six females attended a workshop and completed pre and post-assessment questionnaires which comprised a demographic questionnaire and Teaching Online Confidence Scale. Paired sample t-test was undertaken to compare pre-and-post means of confidence levels in online teaching which showed significant differences in confidence level (p<.05). This study implies that such online training programs need to be nationally recognized and further research is required in Pakistan to investigate the relative and differential effectiveness of online teaching workshops.

The educational outcomes of an online pilot workshop in CBRNe emergencies

Background: In the past 20 years, humanity, particularly in the Middle East, has experienced three outbreaks of coronavirus disease, restricting our ordinary activities. In addition to the growing risk of chemical, biological, radiological, nuclear, and explosive incidents, discussing an alternative to the usual refresher or first-time face-to-face disaster preparedness education is necessary. This study aimed to evaluate the participants' educational outcomes following their participation in the "HazMat/CBRNe in the context of mass gatherings"online pilot workshop, which used PowerPoint presentations, a remotely facilitated tabletop exercise, and videos. Methods and Analysis: This was a retrospective quantitative analysis study based on the participants' pre- and post-workshop session 1 multiple choice assessment scores and their evaluation results. Result(s): Although it was based on a small number of participants, the implemented workshop helped accomplish the participants' educational outcomes. Conclusion(s): This study demonstrated that this online workshop helped fulfil the participants' educational needs and familiarize them with the concept of readiness and preparedness for CBRNe threats in mass gatherings;hence, it should be conducted again for other participants. The increasing worldwide use of CBRN agents in industries and bioterrorism heightens the need to ensure appropriate healthcare workers' readiness through practical, innovative continuous professional development tools in times of pandemics.Copyright © 2022 Farhat, Laughton, Joseph, Abougalala, Dhiab, Alinier, licensee HBKU Press.

Survival Radiology: How a popular in-person interactive medical student radiology workshop pivoted online during the COVID-19 pandemic

Background: Survival Radiology (SR) is a flagship annual full-day in-person radiology workshop targeted at final year medical students in Singapore to prepare them for internship. Previous in-person editions have consistently received positive reviews from 2014 to 2019. However, the COVID-19 pandemic necessitated a rapid online pivot for its sixth edition in 2020. Objective(s): This study aims to (a) identify key success factors of a traditional in-person medical student radiology workshop, (b) describe the rapid online pivot in 2020 and (c) to identify key success factors for online educational initiatives. Method(s): Post-workshop survey responses of SR from 2014 to 2020 were evaluated. Likert-scale data were quantitatively analysed, while free-text responses were qualitatively analysed. Result(s): A total of 1248 post-workshop surveys (2014-2020 workshops) and 266 free-text responses (2020 workshop) were received from 2640 participants over the years. Progressive changes that sustained or improved participant feedback for in-person SR workshops included adoption of a case-based approach, utility of 'live' audience response systems and incorporation of quizzes with a favourable overall feedback rating of 4.42-4.89 from 2014 to 2019. The webinar version of SR in 2020 became the best-rated edition since inception with a rating of 4.9. Qualitative analysis of feedback from SR 2020 showed that the participants preferred the webinar model, online modes of engagement and interactivity. Conclusion(s): Our experience shows that it is not only possible to successfully pivot online for such workshops, but that blended educational formats utilising online engagements supplemented by in-person activities will be well-received by 'Generation Z' learners even after the COVID-19 pandemic.Copyright © The Author(s) 2022.

UTILIZING ZOOM-STAMPS IN SYNCHRONOUS ONLINE WORKSHOP IMPLEMENTATIONS

In engineering education, and in work life in general, the past two years have been struggling with Covid-19 pandemic. When considering studying, learning, and working, the teachers and other facilitators have been forced to create innovative methods for online working, aiming to good work efficiency, student engagement, and learning results. Along the development of various online working possibilities, it has been noticed that especially interaction among participants in synchronous online sessions is a challenge. Even if some participants are actively discussing and working in online sessions, some participants remain very silent and indistinguishable. Furthermore, even though the technical tools for online working and learning have developed rapidly during the recent years, technical problems still exist quite often. There are numerous ways for increasing interaction in online sessions, including, for example, asking questions, using camera, utilizing chat or third-party applications like Padlet, and small group discussions in breakout rooms. In this paper, we will present how we utilized Zoom-stamps in two types of workshops. The basic idea in utilizing Zoom-stamps was to increase interaction and communication among participants and help them to further develop ideas created and discussed in the workshop. The lessons learnt from the first type implementations were considered when planning the second type implementations. We will describe the pros and cons of the Zoom-stamp utilization in synchronous online working as well as share our future development ideas. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

Workshop kit for promoting marine education using resin-embedded specimens of Southern Ocean zooplankton

In recent years, learning styles involving observation and experimentation have been recommended for schools as a form of active learning. The National Institute of Polar Research is promoting the improvement and increased production of resin-embedded zooplankton specimens for use in marine education. Based on trials and questionnaires completed by current teachers, we created a marine educational workshop kit comprising resin-embedded specimens, observation tools, a booklet, worksheets, introductory videos for participants, and workshop programs. The kit is designed mainly for junior high school students and can be used for remote (online) workshops to facilitate online learning necessitated by the COVID-19 pandemic. We have requested school teachers to try using the kit and identify various applications of the kit. We began loaning out the kits in November 2021. We hope that many teachers who have not had the chance to conduct marine education will start using this kit. © 2022 Plankton Society of Japan. All rights reserved.