Trying-out a walking help: Participation through situated learning in the adjustment and assessment of welfare technology

Purpose The purpose of the study is to demonstrate the influences of three dimensions of social capital (the structural, relational and cognitive dimensions) on five situated learning processes (institutionalization, socialization, knowledge articulation, experience accumulation and knowledge reuse) in projects. Design/methodology/approach Drawing on a cross sectional survey, data were drawn from 203 construction professionals in Ghana who have hands-on experience in managing projects. Partial least square structural equation modeling was used to conduct both confirmatory factor analysis and path analysis of the structural model of the relationship between these two constructs. Findings In relation to the research questions, all three dimensions of social capital have effects of the situating learning processes. However, the research’s key finding is that the relational dimension of social capital exerts much influence on the situated learning processes in projects, with the structural and cognitive dimensions of social capital exerting medium and small effects, respectively. Practical implications The study’s key finding implies that – addressing the “relational” conditioners that moderate project participants’ behaviour in social relationships is critical for increasing situated learning activity in projects. These must, however, be complemented by both structural and cognitive factors. Originality/value The research findings expand existing frontiers of knowledge by addressing the gap in the literature on the lack of practical demonstration of the influences exerted by the various dimensions of social capital on a situated learning activity in projects.

This paper contributes to better understanding the dynamics of practically supporting the knowledge creation processes within a project management setting. Based on a longitudinal participative action research study of the dynamics of situated learning in a project case study involving organisational change, this paper describes and theorises about how the 'learning relationships' between project team participants significantly impact situated learning activity within a project team setting. As observed in the case study and then argued in this paper, through project team participants systematically and publicly exploring and communally reflecting on this sociological element (amongst others identified in this study), they aid their situated learning processes and incidentally, help develop their competency in 'learning how to learn'.

Teacher learning is key for quality teaching and learning. Schools leverage situated teacher learning to develop teachers’ capacities. However, situated teacher learning is ambiguous. How teachers learn is shaped by socio-cultural factors. This paper elaborates upon a case study of situated teacher learning in Singapore in which teachers learn in a community to design innovations and enact student-centred practices. Cultural Historical Activity Theory is used as a lens to unpack situated teacher learning and its socio-cultural dimensions at macro and micro levels. Macro level findings show the collective socio-cultural elements in the entire situated teacher learning process involving real issues and communities. Micro level findings discuss each event within the situated teacher learning process, understand the contradictions teachers faced, decisions they made, and the individual and social interactions that led to teachers’ expansive understandings of student-centred practices for their contexts. Findings illustrate how situated teacher learning engages teachers in reflective inquiry and a generative process of unpacking what student-centred practices mean for their contexts. Findings show that situated teacher learning is a collective endeavour. It requires the teacher community to experience collective inquiry, navigate the demands of school and policy contexts, and create socio-cultural supports to address challenges.

PurposeHow do entrepreneurs learn from critical events or significant entrepreneurial experience? It is an important field in entrepreneurship cognition and learning studies. Previous studies have given interpretations from many perspectives, such as effectuation, scenario change of entrepreneurial behaviors, cognitive development, situated learning, etc. These studies provide important clues for exploring the dynamic mechanism of entrepreneurship learning; the problems, such as narrow study angle, fragmentation of knowledge and lack of systematic explanation, however, have also been exposed. For this reason, this study aims to reveal the deep structure and the effectiveness mechanism of entrepreneurs’ learning from critical events, based on existing theoretical progress and specific cases, through the abstract method of retrospective analysis. A conceptual model of entrepreneurial critical events learning is built on this basis, thus deepening the understanding of entrepreneurial learning mechanism.Design/methodology/approachThis study combines retrospection of critical realism with a single case study. On the one hand, data are collected through many channels, such as semi-structured interview, field observation and collection of secondhand information to describe events as detailed as possible. On the other hand, strict coding principles and processes are followed to ensure the validity and reliability of the research.FindingsEntrepreneurial critical event learning reflects the legitimacy, competency and dominancy of entrepreneurial behavior script and leaves a positive influence on the quality improvement of entrepreneurial behavior script. Entrepreneurial critical event learning is an effectual process of decision-making and a process of situated learning and cognitive development. Thus, critical event learning plays an important role in enhancing the influence capacity of stakeholders.Research limitations/implicationsSingle case study is used in this paper and, thus, lacks comparison and verification of multi-case study. In addition, selection biases might have occurred during the process of retrospection.Originality/valueThis study broadens research on new enterprise generation process from the aspect of interaction between entrepreneurs and environment. This study reveals the deep structure and effectiveness mechanisms that restrain entrepreneurial behaviors. The study overcomes the problem of over-emphasis on institutional restriction and insufficient understanding on the subjective initiative of entrepreneurs in the research on institutional legitimacy. This study addresses over-emphasis on individual initiative and insufficient focus on behavior legitimacy in effectuation theory.

We have previously proposed a conceptual model of physical inactivity, physiological deconditioning, and walking impairment in persons with multiple sclerosis (MS) that suggests engaging in physical activity and improving physiological conditioning may lead to improvements in walking performance. This cross-sectional study examined the nature of associations among physical activity, aerobic capacity, and walking performance in persons with MS and healthy controls. The sample included 31 persons with MS and 31 controls matched by age, sex, height, and weight. Participants completed the 6-minute walk (6MW), wore an ActiGraph model GT3X accelerometer for 7 days as an objective measure of physical activity (expressed as time spent in moderate-to-vigorous physical activity [MVPA]), and completed an incremental exercise test on a cycle ergometer as a measure of aerobic capacity (VO2peak). Hierarchical linear regression analyses indicated that MVPA and VO2peak partially explained group differences in 6MW performance (R = 0.782), although group remained a significant predictor of 6MW performance (β = 0.304; P < 0.001). Path analysis indicated that group had both statistically significant direct and indirect effects on 6MW performance, and the indirect effect operated through pathways involving MVPA and VO2peak. These results provide direct preliminary evidence that physiological deconditioning, perhaps occurring as a result of physical inactivity, may explain variability in walking impairment in persons with MS. These findings support the design and implementation of targeted interventions for improving walking impairment in this population. for more insights from the authors (see Supplemental Digital Content 1, http://links.lww.com/JNPT/A93).

Learning within project practice: Cognitive styles exposed

The aim of this article is to offer introductory theoretical arguments in order to research the role that urban ludic spaces play in post-migrants' everyday processes of situated learning. I discuss how situated learning processes are embedded in everyday webs of relationships, with special reference to spatial construction of intersectionality within power laden spaces affecting the way in which communities of practice develop in urban areas. I draw on results from a previous research carried out in diverse neighbourhoods of central and north-east Italian cities as an example of the way in which public playgrounds could be laden by power and could in this way affect the opportunities to share everyday practices and to build up a community of practices in non-formal and informal learning environments.

The aim of this article is to offer introductory theoretical arguments in order to research the role that urban ludic spaces play in post-migrants' everyday processes of situated learning. I discuss how situated learning processes are embedded in everyday webs of relationships, with special reference to spatial construction of intersectionality within power laden spaces affecting the way in which communities of practice develop in urban areas. I draw on results from a previous research carried out in diverse neighbourhoods of central and north-east Italian cities as an example of the way in which public playgrounds could be laden by power and could in this way affect the opportunities to share everyday practices and to build up a community of practices in non-formal and informal learning environments.

A consecutive series of 106 children and adolescents (mean age 10 years, 6 months; SD 4 years, 8 months) with recent traumatic brain injury admitted to a regional hospital-based rehabilitation program was assessed to determine the rate of walking recovery, and characteristics that distinguish between independent walkers, non-walkers, and device-assisted walkers at hospital discharge. Data were collected through a retrospective medical record review of patients admitted between 1994 and 2001. Mean hospital stays were 66.7 days (SD 88.5, range 7 to 140 days). All children (72 male, 34 female) had recent injuries (from 1 to 8 weeks after onset of traumatic brain injury) and were independent walkers before injury. Sixty-four children (60.4%) were discharged as independent walkers, 13 (12.3%) walked with the assistance of a device, and 29 (27.3%) were non-walkers. Non-walkers had a higher proportion of prolonged loss of consciousness, lower-extremity injury, impaired responsiveness, and lower-extremity spasticity than independent walkers. In addition, non-walkers had poorer discharge mobility and social function scores, longer average hospital stays, and a greater proportion of non-community discharges. Device-only walkers were older, more likely to be male, and had a higher proportion of lower-extremity injuries than independent walkers. Results highlight several demographic, clinical, and outcome variables that distinguish independent walkers from device-assisted walkers and non-walkers. These variables might help to determine the prognosis for ambulation, resource needs, and discharge plans for children and adolescents with traumatic brain injury after episodes of inpatient rehabilitation.

A consecutive series of 106 children and adolescents (mean age 10 years, 6 months; SD 4 years, 8 months) with recent traumatic brain injury admitted to a regional hospital‐based rehabilitation program was assessed to determine the rate of walking recovery, and characteristics that distinguish between independent walkers, non‐walkers, and device‐assisted walkers at hospital discharge. Data were collected through a retrospective medical record review of patients admitted between 1994 and 2001. Mean hospital stays were 66.7 days (SD 88.5, range 7 to 140 days). All children (72 male, 34 female) had recent injuries (from 1 to 8 weeks after onset of traumatic brain injury) and were independent walkers before injury. Sixty‐four children (60.4%) were discharged as independent walkers, 13 (12.3%) walked with the assistance of a device, and 29 (27.3%) were non‐walkers. Non‐walkers had a higher proportion of prolonged loss of consciousness, lower‐extremity injury, impaired responsiveness, and lower‐extremity spasticity than independent walkers. In addition, non‐walkers had poorer discharge mobility and social function scores, longer average hospital stays, and a greater proportion of non‐community discharges. Device‐only walkers were older, more likely to be male, and had a higher proportion of lower‐extremity injuries than independent walkers. Results highlight several demographic, clinical, and outcome variables that distinguish independent walkers from device‐assisted walkers and non‐walkers. These variables might help to determine the prognosis for ambulation, resource needs, and discharge plans for children and adolescents with traumatic brain injury after episodes of inpatient rehabilitation.

O presente estudo tem por objetivo identificar e analisar o processo de aprendizagem situada a partir da participação e legitimidade nas práticas dos grupos de trabalho da Dublin Irish Pub. O arcabouço teórico envolve a aprendizagem situada, aprofundada junto com o estudo da participação periférica legitimada e diferentes níveis de participação nas práticas de trabalho dos grupos de trabalho. Com base no método qualitativo básico, a coleta de dados ocorreu por observação direta, diário de campo, entrevistas em profundidade. O período de observação de seis meses totalizou 32 idas a campo e oito entrevistas realizadas na empresa estudada. Assim, por meio da análise interpretativista, as informações da pesquisa permitem elucidar de que maneira a participação e legitimidade nas práticas de trabalho podem auxiliar na aprendizagem. Entre os resultados encontrados no estudo, destacam-se as formas de aprendizagem situada que surgiram em três grupos: garçons, barmen e cozinha. Descrevendo de forma analítica o engajamento e participação dos aprendizes nas práticas de trabalho e nas comunidades de prática, argumenta-se, com base neste trabalho, que esse processo de atuação nas comunidades de prática passa pela fase inicial de participação periférica legitimada, já que, a partir do engajamento e da atuação com os mais experientes, desenvolve-se a aprendizagem. Além disso, os ganhos de legitimidade e pertencimento são elementos relevantes no processo de aprendizagem, e pode-se identificar que o processo de aprendizagem situada não ocorre somente em comunidades de prática e que o pertencimento e a participação periférica legitimada são características a serem fomentadas nas organizações. A partir da negociação e renegociação de significados, pelo estabelecimento de relacionamentos sociais e comunidades de prática, cria-se um sistema por meio do qual os modos de ver, interpretar, compreender e praticar se constituem e são compartilhados.

The academic idea of a community of practice—a group of people who come together to share and learn from one another—has been used to understand learning structures in a wide array of fields. This conceptual framework, however, is rooted in human exceptionalism, considering anything other-than-human to be a resource instead of an active and critical participant. Working to remove this anthropocentric language and better fit with Indigenous epistemologies, I propose to reconceptualize communities of practice to ecosystems of practice: communities of practice that consider other-than-human actors to be key participants in the situated learning process. I ground this definition through a case study of a Gwich’in hunting and fishing ecosystem of practice by showing clear inclusion of other-than-human members and highlighting their importance in educational processes. Actively redefining and reconceptualizing community of practice theory shifts overall cultural perspectives to better embrace other-than-human entities and fosters environmental empathy.

Daily step-count is important post-insult in the subacute phase to influence neuroplasticity, functional recovery and as a predictive factor for activity level one-year post event. Measure daily step-count in subacute patients follow-ing brain injury in an inpatient neurorehabilitation setting and compare these to evi-dence-based recommendations. 30 participants measured of daily step-count over a seven-day period, throughout the day to assess when and how activity varied. Step-counts were analyzed in sub-groups based on walking ability using the Functional Ambulation Categories (FAC). Correlations between steps-count and FAC level, walking speed, light touch, joint position sense, cognition, and fear of falling were calculated. Median (IQR) daily steps for all patients was 2512 (568.5,4070.5). Not independently walkers took 336 (5-705), the value is below the recommendation. Participants walking with assistance took 700 (31-3080), significantly below recommended value (p = 0.002), independent walkers took 4093 (2327-5868) daily steps, significantly below recommended value (p = < 0.001). Step-count showed moderate to high and statistically-significant correlations: positive for walking speed, joint position sense, negative for fear of falling, and number of medications. Only 10% of all participants reached the recommended daily steps. Interdisciplinary team-work and strategies to increase daily activity between therapies may be crucial to achieve recommended step-levels in subacute inpatient settings.

The process of beginning teacher induction has gained widespread attention in the literature as a means to help newly appointed teachers negotiate the early years of their careers, which are characterized by high attrition rates, due in part to stress, burnout, heavy workloads, and lack of support. While there is empirical evidence to suggest that comprehensive teacher induction can curtail teacher attrition by up to 20%, there exists a lack of understanding with regard to how to develop and implement effective programs. Although new teachers face some distinctive challenges, all new career starters, irrespective of their field, have a period of adjustment to go through. This article presents a conceptual framework for understanding beginning teacher induction as a situated learning process through an organizational socialization framework more commonly used in business. By conceptualizing beginning teacher induction through a common framework, culminating in a shared understanding of induction, i...

This research aimed to preserve traditional elements and urban fabric with enabled interaction in augmented reality (AR). Cultural elements and fabrics are mutually influential in Lukang, Taiwan. Evolved routes for tourism and religious activities have created characteristic elements and activity-based fabrics and facilities. The sustainable promotion of digital cultural assets started from photogrammetry modeling of alley space and shops. The application of AR enabled situated learning of 68 objects, including decorated façades, jar walls, the Lukang Gate, beggar seats, and other creative cultural elements. The heritages were promoted under a new interactive measure of feasibility that facilitated cultural sustainability in a remote site. A mobile interface with a convenient smartphone configured certain settings that were sufficiently flexible and easy to apply. The study presented an effective and efficient remote and situated learning process that correlated the development or setting of both locations. Correlation was achieved with a high fidelity of appearance and utilizing a flexible transformation interface. An approach, which recreated the background and formerly reconstructed objects during AR simulation, was used to verify the outcome of the situated study with conflicting qualitative and quantitative findings.