Nowadays, digital tools for mathematics education are sophisticated and widely available. These tools offer important opportunities, but also come with constraints. Some tools are hard to tailor by teachers, educational designers and researchers; their functionality has to be taken for granted. Other tools offer many possible educational applications, which require didactical choices. In both cases, one may experience a tension between a teacher’s didactical goals and the tool’s affordances. From the perspective of Realistic Mathematics Education (RME), this challenge concerns both guided reinvention and didactical phenomenology. In this chapter, this dialectic relationship will be addressed through the description of two particular cases of using digital tools in Dutch mathematics education: the introduction of the graphing calculator (GC), and the evolution of the online Digital Mathematics Environment (DME). From these two case descriptions, my conclusion is that students need to develop new techniques for using digital tools; techniques that interact with conceptual understanding. For teachers, it is important to be able to tailor the digital tool to their didactical intentions. From the perspective of RME, I conclude that its match with using digital technology is not self-evident. Guided reinvention may be challenged by the rigid character of the tools, and the phenomena that form the point of departure of the learning of mathematics may change in a technology-rich classroom.
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Living labs are complex multi-stakeholder collaborations that often employ a usercentred and design-driven methodology to foster innovation. Conventional management tools fall short in evaluating them. However, some methods and tools dedicated to living labs' special characteristics and goals have already been developed. Most of them are still in their testing phase. Those tools are not easily accessible and can only be found in extensive research reports, which are difficult to dissect. Therefore, this paper reviews seven evaluation methods and tools specially developed for living labs. Each section of this paper is structured in the following manner: tool’s introduction (1), who uses the tool (2), and how it should be used (3). While the first set of tools, namely “ENoLL 20 Indicators”, “SISCODE Self-assessment”, and “SCIROCCO Exchange Tool” assess a living lab as an organisation and are diving deeper into the organisational activities and the complex context, the second set of methods and tools, “FormIT” and “Living Lab Markers”, evaluate living labs’ methodologies: the process they use to come to innovations. The paper's final section presents “CheRRIes Monitoring and Evaluation Tool” and “TALIA Indicator for Benchmarking Service for Regions”, which assess the regional impact made by living labs. As every living lab is different regarding its maturity (as an organisation and in its methodology) and the scope of impact it wants to make, the most crucial decision when evaluating is to determine the focus of the assessment. This overview allows for a first orientation on worked-out methods and on possible indicators to use. It also concludes that the existing tools are quite managerial in their method and aesthetics and calls for designers and social scientists to develop more playful, engaging and (possibly) learning-oriented tools to evaluate living labs in the future. LinkedIn: https://www.linkedin.com/in/overdiek12345/ https://www.linkedin.com/in/mari-genova-17a727196/?originalSubdomain=nl
Background and Aim: Caregivers in the home environment have an important role in timely detecting and responding to abuse. The aim of this review was to provide insight into both the existing tools for the assessment of and interventions for elder abuse by formal and informal caregivers in the home environment, and to categorize them according to a public health perspective, into primary, secondary, tertiary or quaternary prevention. Methods: We selected the assessment tools and interventions that can be used by caregivers in the home environment included in previous reviews by Gallione et al (2017) and Fearing et al (2017). To identify published studies after these reviews, a search was performed using PubMed, Cochrane Database, CINAHL and Web of Science. Results: In total, fifteen assessment tools and twelve interventions were included. The number of assessment tools for elder abuse for use in the home environment is increasing; however, tools must be validated over different cultures and risk groups. In addition, the tools lack attention for the needs of vulnerable older persons such as persons with dementia. Existing interventions for caregivers in the home environment lack evidence for addressing elder abuse and do not address potential adverse effects (quaternary prevention). Conclusion: Assessment tools for elder abuse need further testing for validity and reliability for use by caregivers in the home environment. For interventions, meaningful outcome measures are needed. Important to note is that quaternary prevention requires more attention. This argues for taking into account perspectives of (abused) older persons and caregivers in the development of assessment tools and interventions protocols.
The project aims to improve palliative care in China through the competence development of Chinese teachers, professionals, and students focusing on the horizontal priority of digital transformation.Palliative care (PC) has been recognised as a public health priority, and during recent years, has seen advances in several aspects. However, severe inequities in the access and availability of PC worldwide remain. Annually, approximately 56.8 million people need palliative care, where 25.7% of the care focuses on the last year of person’s life (Connor, 2020).China has set aims for reaching the health care standards of the developed countries by 2030 through the Healthy China Strategy 2030, where one of the improvement areas in health care includes palliative care, thus continuing the previous efforts.The project provides a constructive, holistic, and innovative set of actions aimed at resulting in lasting outcomes and continued development of palliative care education and services. Raising the awareness of all stakeholders on palliative care, including the public, is highly relevant and needed. Evidence based practice guidelines and education are urgently required for both general and specialised palliative care levels, to increase the competencies for health educators, professionals, and students. This is to improve the availability and quality of person-centered palliative care in China. Considering the aging population, increase in various chronic illnesses, the challenging care environment, and the moderate health care resources, competence development and the utilisation of digitalisation in palliative care are paramount in supporting the transition of experts into the palliative care practice environment.General objective of the project is to enhance the competences in palliative care in China through education and training to improve the quality of life for citizens. Project develops the competences of current and future health care professionals in China to transform the palliative care theory and practice to impact the target groups and the society in the long-term. As recognised by the European Association for Palliative Care (EAPC), palliative care competences need to be developed in collaboration. This includes shared willingness to learn from each other to improve the sought outcomes in palliative care (EAPC 2019). Since all individuals have a right to health care, project develops person-centered and culturally sensitive practices taking into consideration ethics and social norms. As concepts around palliative care can focus on physical, psychological, social, or spiritual related illnesses (WHO 2020), project develops innovative pedagogy focusing on evidence-based practice, communication, and competence development utilising digital methods and tools. Concepts of reflection, values and views are in the forefront to improve palliative care for the future. Important aspects in project development include health promotion, digital competences and digital health literacy skills of professionals, patients, and their caregivers. Project objective is tied to the principles of the European Commission’s (EU) Digital Decade that stresses the importance of placing people and their rights in the forefront of the digital transformation, while enhancing solidarity, inclusion, freedom of choice and participation. In addition, concepts of safety, security, empowerment, and the promotion of sustainable actions are valued. (European Commission: Digital targets for 2030).Through the existing collaboration, strategic focus areas of the partners, and the principles of the call, the PalcNet project consortium was formed by the following partners: JAMK University of Applied Sciences (JAMK ), Ramon Llull University (URL), Hanze University of Applied Sciences (HUAS), Beijing Union Medical College Hospital (PUMCH), Guangzhou Health Science College (GHSC), Beihua University (BHU), and Harbin Medical University (HMU). As project develops new knowledge, innovations and practice through capacity building, finalisation of the consortium considered partners development strategy regarding health care, (especially palliative care), ability to create long-term impact, including the focus on enhancing higher education according to the horizontal priority. In addition, partners’ expertise and geographical location was also considered important to facilitate long-term impact of the results.Primary target groups of the project include partner country’s (China) staff members, teachers, researchers, health care professionals and bachelor level students engaging in project implementation. Secondary target groups include those groups who will use the outputs and results and continue in further development in palliative care upon the lifetime of the project.
DOK4CT (in Dutch: Digitale Onderwijsmiddelen en Kennisontsluiting for Control Towers)In this project the practical applied knowledge, derived from innovative projects within the “Topsector logistiek”, is made accessible by Breda University and Deltago. This online Control Tower Course is specifically meant for logistic professionals and students in logistic orientated education. The project was made accesible and supported by the NWO, Netherlands Organisation for Scientific Research. The scope of this project is limited to the area of Cross Chain Control Centers (4C) / Control Towers. The educational valorisation will be executed by the development of digital materials. These are used for student education as well as dissemination towards professionals in the logistics sector. Hereby, the interaction between students and professionals is an important additional benefit under the name of “social learning”. For example the interviews that Marcel Wouterse (Deltago and lecturer at Breda University of Applied Sciences) has created with key partners in the logistics sector were recorded and edited by students. By the use of digital educational tools and serious games, the benefits of Control Towers are now visible for students and professionals. The next phase is to introduce the gained knowledge in future organisations in order to support the Netherlands in the top of the logistics sector.Project goalThe goal of this project is to improve the exploitation of fundamental- and applied knowledge in the expertise area of Cross Chain Control Centers (4C) and Control Towers (CT).The tasks are divided in five subprojects:1. Preparations to transfer existing materials in digital learning tools;2. Shape digital education material (Webinars, online platform, knowledge clips and e-learnings)3. Develop and/or use several serious games (Convoy game / Synchromania)4. Promotion of the course to specified target groups (professionals / international students)5. Project managementExcising knowledge regarding Cross Chain Control Centers and Control Towers is used in this project. New knowledge will not be generated. The project focus lies on the disclosure of acquired knowledge by digital learning tools.
