Collaborative Object Research Articles

CREATIVE AND COLLABORATIVE LEARNING DURING RUSSIAN-UKRAINIAN WAR PERIOD: PHILOLOGICAL ASPECTS

During the russian-Ukrainian war periodeducation in Ukraine passed into online or distance synchronous and asynchronous styles of learning.With the beginning of the full-scale invasion on February 24th University and the educational process in philology faced the new conditions of teaching and assessment, a new reality, but the same goals -to give the best professionally oriented and high-quality education to our students had to reach. The war rapidly changed the ways and methods of teaching and learning into more creative and collaborative for keeping philological aspects of studying highly professional and attractive, giving more professional and personal growth to our students. The article deals with the philological aspects of creative and collaborative learning of the English language, used during russian-Ukrainian war period.The relevance of thisresearch is determined byfocusingon the ways teachers adopt to the study process via new conditions and styles in the field of Philology, linking them with traditional and creative, and collaborative objectives and methods of teaching English philology, and giving examples of such work in studying Professional Englishcourses at the University during the war period. The scientific novelty of the study consists in discovering and outlining new methods and ways of creative and collaborative online learning of Philology (English language) in the war period; to outline the experience of Ukrainian educators, the development of their methods, and ideas of creative teaching, learning, and assessment in a philological environment during the war period and their further adaptation in Ukrainian education by other educational institutions as well; to determine how the creative online teaching and learning environment and creative assessment methods expanded during the challenging war period and became an essential learning environment while adapting to the extreme circumstances during the lasting russian-Ukrainian War period.This article aims to explore the structure of creative teaching methods andassessment strategies employed in online Professional English courses. It will discuss various online assessment methods and outline creative teaching strategies along with the corresponding technologies. Additionally, it will examine the utilization of Kolb's Experiential Learning Cycle as a creative and collaborative method of learning. Furthermore, it will address the organization of classes and highlight significant signs in the educational process during the initial days and throughout the period of full-scale invasion. Lastly, it will address the challenges faced in the teaching process and elaborate on how these difficulties were overcome. The article will conclude by providing rules and instructions to navigate the studying process and assessment during the full-scale invasion period.The methodology is based on using a descriptive method that made it possible to characterise creative and collaborative methods of work; analysis and component analysis which help to outline the specific of the teaching process; principles of systematisation and classification are also used.

Objects To Relate With

This research article examines the playful learning experiences of higher education students co-creating and playing with objects in interprofessional education and collaboration. The article draws on two design-based research studies, and the analysis investigates how Danish teacher education and social education students experience meaningful collaboration through new communicative strategies situated in shared social spaces for learning. In the collaborative and playful learning experiments, the students co-create interpersonal and playful objects that become evocative boundary objects connecting the participants across professional educations. Lastly, the analysis addresses challenges in adults re-learning to play, legitimising playful learning approaches in higher education and the barriers to connecting across educational boundaries. In the discussion, I develop the concept of ‘objects-to-relate-with’ and further reflect on the pedagogical potentials and challenges along with the situational constraints of time and culture in higher education playful learning.

3.A. Round table: Evidence-informed decision-making in patient care, public health, and health policy: the road ahead

Abstract This year marks the fiftieth anniversary of Archie Cochrane's seminal report “Effectiveness and Efficiency: random reflections on health services”, which spurred a paradigm shift in basing health policy and practice on robust empirical evidence. Indeed, evidence-informed decision- and policy-making has since permeated different levels of healthcare, public health, and health systems. More recently, the notion of “evidence-based” medicine has seen a shift towards “evidence-informed” health policy and practice, explicitly acknowledging that research evidence is but one of several factors influencing decision-making. In patient care, clinical expertise and a patient's own values and beliefs influence treatment and care; while in health policy-making, political and social factors, financial concerns, timing, and stakeholder relationships are decisive to successful implementation. Nonetheless, evidence-informed decision-making in health revolves around several core tenets, including a clear and well-communicated definition of objectives, using best-available, empirical evidence sourced from multiple sources, excellence and interdisciplinarity in the methods of analysis, and active collaboration across sectors and stakeholders to drive change. Across healthcare, public health, health systems and global health, actors continue to adapt these core principles into increasingly sophisticated strategies of evidence-informed decision-making. In the shadow of the global COVID-19 pandemic, exchanging best practices across these areas of application within the complex evidence ecosystem is a key driver for building more sustainable capacities in evidence-informed decision-making and partnerships to accelerate progress towards strengthening health systems and achieving global health equity. This panel aims to bring together major actors in knowledge translation and evidence-to-policy processes, highlighting latest resources and their relevance to public health, and stimulating collaboration and future action. With brief inputs from knowledge brokers, such as the European Observatory on Health Systems and Policies and the World Health Organization's (WHO) Evidence-informed Policy Network (EVIPNet), the panel will reflect on the current state of evidence-informed policy- and decision-making, showcase latest tools and resources, and discuss them from the specific perspectives of public health, coverage (with a focus on Health Technology Assessment), and patient and citizen involvement (with a focus on shared decision-making). Contributions from the audience will be sought in an open discussion round following initial inputs from panelists, with the objective of further shaping collaboration with involved stakeholders towards improving population health. Key messages • Building on current best practices in evidence-informed decision-making is crucial to achieving better outcomes in healthcare, public health and health systems. • Leveraging synergies and collaborating between different areas of application of evidence-informed decision-making can help ensure maximum impact and strengthen the evidence ecosystem. Speakers/Panellists Suszy Lessof European Observatory On Health Systems and Policies, Brussels, Belgium Tanja Kuchenmueller WHO, Geneva, Switzerland Elena Petelos CSFM & HSR-PH Lab, Faculty of Medicine, University of Crete, Iraklion, Greece Ansgar Gerhardus German Public Health Association - DGPH, Bremen, Germany Isabelle Scholl University Clinic Hamburg-Eppendorf, Hamburg, Germany

Review: Crafting Enlightenment: Artisanal Histories and Transnational Networks

Review: <i>Crafting Enlightenment: Artisanal Histories and Transnational Networks</i>

Perceptions of interprofessional education among Malaysian clinical healthcare students.

Interprofessional education (IPE), which is aimed at improving the quality of patient care and overall health outcome, has been advocated to prepare future healthcare professionals for collaborative practice OBJECTIVES: This study aimed to investigate the perceptions of IPE among clinical healthcare students at a Malaysian institution METHODS: A validated questionnaire, developed from previous studies, was distributed online to selected final year students of 10 clinical programs from medical, dental, pharmacy and health sciences faculties (n=501). Quantitative data was analyzed via chi-square test (significance value p<.05) using social sciences software (SPSS). The overall response rate was 76.4% (n =383). About 63.2% of respondents reported having experienced IPE. This experience took place in lectures (32.1%) and online courses/webinars (36.2%). The majority of respondents provided positive feedback on various aspects of IPE. There was an insignificant difference among respondents across all programs in terms of their perception of its importance and effectiveness as well as their own preference for multidisciplinary lectures as a mode to conduct IPE. Most students agreed that challenges in conducting IPE include time constraints (83%), communication difficulties (70.8%), and lack of skills (57.4%), with no significant difference across programs. Students opined that IPE was beneficial in providing exposure to other disciplines, encouraging peer interactions, developing new skills, and improving overall learning experience. However, some reported challenges in integrating with other students, while others cited compromised experience due to problems with crowd control CONCLUSION: Students' support for IPE has positive implications for future implementation and highlights areas for improvement and further development.

Chinese Medicine as Boundary Object(s): Examining TCM’s Integration into International Science Through the Case of Australian--Chinese Research Collaboration

Despite being defined in the West as alternative medicine and often seen as incommensurable with biomedicine and bioscience, Traditional Chinese Medicine (TCM) has, paradoxically, assimilated into dominant spaces of knowledge production and legitimation, such as the International Classification of Diseases. In Australia, TCM comprises a designated area of cooperation with China, and TCM research is carried out in numerous universities by otherwise mainstream scientists. Focusing on the Australian case, we examine how and why TCM has transcended scientific skepticism to become an object of scientific study. Through interviews with Australian TCM researchers (n = 10), we identify aspects of TCM that function as conceptual and material boundary objects, facilitating its uptake in bioscientific disciplines. Furthermore, we locate TCM research in the wider context of Australian-Chinese knowledge exchange, highlighting the role of “coordinating boundary objects,” such as institutional agreements, in enabling scientific work, as well as the supportive role performed by boundary actors who translate across social worlds. By illustrating how these objects/actors enact TCM research in Australia, as well as their interdependence, the paper contributes a deeper understanding of the operation of boundary objects in international scientific collaboration and the factors determining the scientific success of this alternative medicine.

Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education

ABSTRACT This article uses poetry to articulate a collaborative object inquiry into educational spaces through which we move/d. At the time of this study, we were both teacher educators at a university in South Africa, working in social justice and ecojustice in education and how these intersect with teacher development and professional development. Given South Africa’s history of discrimination and how this continues to manifest in the present, a challenge is to develop ways for students to engage with difficult and complex past experiences and become educators who can collaboratively disrupt, rather than reproduce, oppressive systems and structures in education. We respond to this challenge by engaging in collaborative arts-based self-study methods that enable us to draw on our educational experiences and consider how we might strengthen our educational practices as teacher educators. We specifically employ poetry to engage in a diffractive reading of our experiences and work with object inquiry to foreground where differences emerge and why they matter. These differences are conceptualized as affirmative and productive of creative ruptures. Through exploring these differences, we seek to generate pedagogical opportunities for preservice teachers to engage in critical self-study of becoming-educators and work towards socially and ecologically just futures. We hope to change our practice by employing collaborative self-study to engage in a diffractive reading of becoming-educators. In addition, we aim to generate pedagogical possibilities for preservice teachers to explore their journeys of becoming-educators creatively and collaboratively.

Developing the strategic collaboration model in basic education

&lt;span lang="EN-US"&gt;The strategic collaboration approach has recognized widely can overcome the complexities and challenges of teaching and learning programs and achieve sustainable education quality improvement. This study analyzed the development of a strategic collaboration approach in education at local government in Indonesia. The mixed-method analyzed the correlation of the strategic collaboration approach in education. Data gained through the questionnaire for quantitative data and in-depth interview with the key informants for qualitative data. The school collaboration networks, school strategic leadership, teacher strategic alliances capacity, school culture innovation, and school committee collaboration. Besides, the education service innovation as the core objective of the element education strategic collaboration has determined by two factors consist of school collaborative strategic planning and strategic collaboration development in education. Research samples were teachers, school leaders, and school supervisors and also the personnel of the education agency of Banggai Regency, Central Sulawesi, Indonesia. The research samples selected by using a stratified random sampling technique. There were 521 selected respondents and 15 key informants. The questionnaires for quantitative model are scaled on a 6 point-Likert scale ranged from strongly agree to strongly disagree. The strategic collaboration development model viewed as a better approach to achieve education quality improvement, creating a service innovation, and quality control in education.&lt;/span&gt;

Adaptive Ascent Control of a Collaborative Object Transportation System Using Two Quadrotors.

The paper focuses on the issue of collaborative control of a two quadrotor (Unmanned Aerial Vehicle QDR) system. In particular, two quadrotors perform the task of horizontally transporting a long payload along a predefined trajectory. A leader–follower method is used to synchronize the motion of both QDRs. Conventional PD controllers drive the motion of the leader QDR-L to follow a predefined trajectory. To control a follower QDR-F drive, in the case of indoor applications, a Position Feedback Controller approach (PFC) can be used. To control the QDR-F, the PFC system uses the position information of QDR-L and the required accurate tracking cameras. In our solution, outdoor applications are considered, and usage of the Global Positioning System (GPS) is needed. However, GPS errors can adversely affect the system’s stability. The Force Feedback Controller approach (FFC) is therefore implemented to control the QDR-F motion. The FFC system assumes a rigid gripping of payload by both QDRs. The QDR-F collaborative motion is controlled using the feedback contact forces and torques acting on it due to the motion of the QDR-L. For FFC implementation, the principle of admittance control is used. The admittance controller simulates a virtual “mass-spring-damper” system and drives the motion of the QDR-F according to the contact forces. With the FFC control scheme, the follower QDR-F can be controlled without using the QDR-L positional feedback and the GPS. The contribution to the quality of payload transportation is the novelty of the article. In practice, one of the requirements may be to maintain the horizontal position of the payload. In this paper, an original solution is presented to minimize the horizontal position difference of both QDRs. A new procedure of the transfer admittance controller adaptation according to the mass of the transported payload is designed. The adaptive admittance FFC system is implemented in a Matlab-Simulink environment. The effectiveness of its trajectory tracking and horizontal stabilization functions for variations of the payload mass are demonstrated by numerical calculations.

Dual-Arm Box Grabbing With Impact-Aware MPC Utilizing Soft Deformable End-Effector Pads

Safely generating impacts is challenging due to subsequent discontinuous velocity jumps and high impact forces. For this reason, state-of-the-art multi-robot controllers performing collaborative object manipulation typically approach contacts with low relative velocities. We instead aim for high-speed bi-manual impact-aware swift grabbing tasks, generating intentionally maximum feasible impacts. Therefore, we propose that the robot end-effector tips be equipped with deformable soft pads. The hardware modification partially absorbs the shock and enables us to control the deformation state during the prolonged impact duration. Mapping the robot's structural hardware constraints from the high-dimensional configuration-space to the low-dimensional contact-space enables us to model the bounded deformation dynamics explicitly. Exploiting constrained model-predictive control, we maximize the impact velocity within the feasible limits for dual-arm setups with deformable end-effector tips. Our control paradigm is assessed with real-robot experiments on two redundant Panda manipulators, demonstrating high pre-impact velocities for boxes with varying weights and size. The approach also applies to grabbing soft objects with rigid end-effectors.

Overview of practice of Consultation-Liaison Psychiatry.

Overview of practice of Consultation-Liaison Psychiatry.

Environment-adaptive learning from demonstration for proactive assistance in human–robot collaborative tasks

Proactive assistance in human–robot collaboration remains a challenging objective, as the spatial–temporal coordination of the human–robot motion must be considered in conjunction with the object and environmental context. In this paper, we propose an environment-adaptive probabilistic interaction primitive method using learning-from-demonstration. In particular, we propose a novel phase estimation algorithm called Single-axis Uniform Interval Interpolation, which alleviates the restriction of Gaussian or uniform distribution of phase variables. In addition, the environmental constraints in human–robot interactive skills are learned via the regression between environmental parameters and the weight vectors. The proposed method is implemented in a proactive robotic system for typical industrial-motivated human–robot collaborative scenarios, such as assistive push-button assembly and human–robot collaborative object covering. The experimental result validates the effectiveness of the proposed approach.

Community-engaged research to develop a Chicago violence research agenda and recommendations to support future community engagement

BackgroundChicago has a history of gun violence with some neighborhoods, particularly Black and Brown communities, being disproportionately affected and Black male youth experiencing an even more disparate impact. Too often, violence prevention research is developed and carried out with little or no input from the people living in the most affected communities. The objective of the Community-Academic Collaboration to Prevent Violence in Chicago (CACPVC) was to bring together individuals from impacted communities with academic researchers and other community stakeholders to discuss violence and co-create a research agenda that addresses topics of mutual concern, and recommendations for engaging stakeholders including community members and organizations and funders in violence and violence prevention research.MethodsFrom 2014 to 2015, community members and organizations from seven defined regions across Chicago were recruited to participate. An organization network gathering was held in each region for researchers, funders, and community organization representatives to discuss violence prevention. Open community forums then took place in each community. Violence data by region was shared followed by facilitated group discussions that were recorded by youth scribes. Notes were thematically coded, grouped, and compiled after which a list of topics was refined by the CACPVC Work Group, allowing for investigator triangulation. A survey was disseminated to community stakeholders to prioritize the topics.ResultsSeven network gatherings (127 attendees) and community forums (133 attendees) were held. Topic areas identified during the gatherings and forums included root causes/cycle of violence, racism and bias/structural violence, trajectory of violence, protective factors and nonviolence, geographic pattern change, violence prevention strategies, youth, family factors, community factors, school, police, gangs/street organizations, and media and public perceptions. Recommendations to support community engagement were grouped as role of research in reducing violence, role of community in violence research, relationships and respect, academic-community communication, financial considerations, training, practical considerations, research design, sharing results, communication about and use of data, and recommendations for funders.ConclusionsThe violence research agenda will be used to inform community-engaged violence prevention research. The recommendations for community engagement provide a resource for researchers about topics to consider to meaningfully engage community members in future research.

Alterations of a visual and how they work for and at the boundaries of an interorganizational team

This article examines the boundary work efforts of an interorganizational team and draws attention to the special role of a visual artifact. Relying on a longitudinal dataset of video-recorded team meetings, we explore how this visual artifact helped (re)constituting subject, organizational, and temporal boundaries by functioning as an epistemic and/or boundary object. Importantly, our audiovisual data enabled a multimodal approach: We could scrutinize how the visual artifact materialized visually, verbally, and through embodiment. Findings illustrate that materializations were initially dominated by explicit showings of the artifact but over time extended to both verbal and embodied alterations as visible in members’ vocabulary and gestures. They also show changes in the artifact’s functions: While first predominantly used as an epistemic object to create a subject boundary around the team and as a boundary object to negotiate, defend, or downplay organizational boundaries, functions and boundary work practices increasingly blurred over time. Team members created and cultivated an authoritative presence of the artifact, guiding many aspects of their joint work and even inspiring them towards new paths. However, when team composition fluctuated, the visual lost its team-wide matter and boundaries shifted. This article contributes to the literatures on boundary work and collaboration objects by providing a nuanced and processual understanding of how a certain type of artifact—a visual, and its alterations—impacted boundary (re)assemblage. By integrating visual, verbal, and embodied modalities through a decentered grounding in communication, it also speaks to recent calls for increased attention to multimodality in organization scholarship.

Knowledge co-creation for a complex concept on a digital platform

This study examines temporary expert group knowledge co-creation on digital platforms. Our ethnographic study focuses on digital organizing and more specifically on temporary expert team knowledge co-creation on a digital platform. Based on the rich data from micro-level digital traces, we study how a complex concept is co-designed. Temporary team’s knowledge co-creation process is supported by project leads’ weaving work and co-created digital scaffolds. The emerging concept design is a result of the cyclical knowledge co-creation process where experts apply their personal knowledge in repeating cycles leading to complex concept co-design. Experts share their personal knowledge by inspiring and informing others with the help of visual artifacts. Visual artifacts become boundary objects when others engage in a digital dialogue through articulating, asking and challenging the knowledge co-creation process supported by socio-emotional communication. Research contributes to digital organizing of expertise by providing a nuanced understanding of the knowledge co-creation process and the use of digital artifacts as boundary objects in asynchronous collaboration for complex problem solving.

Strategic, fundamental and means objectives of different stakeholders in collaboration between universities and surrounding society

ABSTRACT Universities play an important role in the development of society. However, it is not always clear what the objectives of collaboration between a Higher Education Institution (HEI) and external stakeholders from the surrounding society are. In this study, value-focused thinking was applied to construct structures of strategic, fundamental and means objectives of different stakeholders working practically with collaboration between an HEI and the surrounding society. Respondents in three groups of stakeholders from a university and external parties were interviewed. Focus in this study is on general objectives of collaboration between an HEI and the surrounding society. Based on the interviews and feedback, objectives were identified and SSFMO (Structure of Strategic, Fundamental and Means Objectives) was constructed from each respondent’s answer. Generally, the fundamental objectives differed more between the stakeholders than the means objectives did. How SSFMOs could be used in practical collaboration projects is discussed in the paper.

Intelligent Multi-Robot System for Collaborative Object Transportation Tasks in Rough Terrains

Human missions on other planets require constructing outposts and infrastructures, and one may need to consider relocating such large objects according to changes in mission spots. A multi-robot system would be a good option for such a transportation task because it can carry massive objects and provide better system reliability and redundancy when compared to a single robot system. This paper proposes an intelligent and decentralized approach for the multi-robot system using a genetic fuzzy system to perform an object transportation mission that not only minimizes the total travel distance of the multi-robot system but also guarantees the stability of the whole system in a rough terrain environment. The proposed fuzzy inference system determines the multi-robot system’s input for transporting an object to a target position and is tuned in the training process by a genetic algorithm with an artificially generated structured environment employing multiple scenarios. It validates the optimality of the proposed approach by comparing the training results with the results obtained by solving the formulated optimal control problem subject to path inequality constraints. It highlights the performance of the proposed approach by applying the trained fuzzy inference systems to operate the multi-robot system in unstructured environments.

Exploring the effect of community institutional forces on corporate philanthropy in professional sport

ABSTRACT Research question Although a growing body of literature has explored the strategic value and organizational drivers of corporate philanthropy (CP) by professional sport teams, we know less about the influence of geographic community which may constrain or enable the philanthropic behavior of teams. The purpose of this study is to explore how community institutional forces affect the level of philanthropic giving by professional sport teams in the U.S. across four major leagues. Research methods We hypothesized that team philanthropic giving will be greater when teams are in communities which value or promote philanthropic behaviors. To test this idea, we used longitudinal data of philanthropic giving of professional sport team foundations and factors in teams’ community institutional environments between 2005 and 2015 (n = 921). Results and Findings The results revealed that higher state income tax rates and a greater presence of nonprofit organizations in the community increased the level of team philanthropic giving, whereas the effect of community volunteer rates on team philanthropic giving was not found to be significant. Implications Our study advances sport management research by adding knowledge of how professional sport teams are anchored in the institutional and social structures of community. The findings provide practical implications to inform sport teams to be attuned to signals from the community to make the most significant social impact. Furthermore, policymakers might leverage different community institutional forces to exert pressure on teams to engage in appropriate levels of CP to achieve desired collaborative social objectives.

Designing food and meals for bone marrow transplant patients with compromised immunity

Immunocompromised post-bone marrow transplant patients must follow a restrictive diet after discharge to avoid microbiological risks in food. Despite the apparent health considerations, these restrictions can sometimes create confusion and apprehension during home meal preparation which has a negative impact on patients’ social dining experiences with families and friends and ultimately leads to adverse health effects such as appetite and weight loss. A user-friendly meal guidebook, specifically designed to fit patient’s needs, was developed to ensure a smooth transition from controlled hospital food to home-cooked meals without compromises in food safety and pleasure. With this guidebook, the objective of this uncommon collaboration between chefs and health professionals was to provide clear instructions to the patients on their diet and adapted recipes (six starters, eight main dishes and eight desserts) easy to do and share with the whole family. This design project represents a unique approach to addressing the food and nutrition needs of these transplant patients. Thus, this article presents an example of a multi-actor collaboration between health and culinary professionals who combined their expertise to help the patients feel less marginalized after their hospitalization and to support their recovery by providing adapted recipes that they can share with their family.

Robust Classification of Grasped Objects in Intuitive Human-Robot Collaboration Using a Wearable Force-Myography Device

Feasible human-robot collaboration requires intuitive and fluent understanding of human motion in shared tasks. The object in hand provides the most valuable information about the intended task of a human. In this letter, we propose a simple and affordable approach where a wearable force-myography device is used to classify objects grasped by a human. The device worn on the forearm incorporates 15 force sensors that can imply about the configuration of the hand and fingers during grasping. Hence, a classifier is trained to easily identify various objects using data recorded while holding them. To augment the classifier, we propose an iterative approach in which additional signals are taken in real-time to increase certainty about the predicted object. We show that the approach provides robust classification where the device can be taken off and placed back while maintaining high accuracy. The approach also improves the performance of trained classifiers that initially produced low accuracy due to insufficient data or non-optimal hyper-parameters. Classification success rate of more than 97% is reached in a short period of time. Furthermore, we analyze the key locations of sensors on the forearm that provide the most accurate and robust classification.