Concept Of Workshop Research Articles

Advocating Values through Meaningful Participation: Introducing a Method to Elicit and Analyze Values for Enriching Data Donation Practices in Healthcare

The secondary use of routinely collected patient data made possible by the broad consent form is seen as a prerequisite for developing data-driven health technologies. In Germany, relevant stakeholder groups (e.g., ethics committees and data protection authorities) specified the broad consent form; however, only one group of patient representatives was consulted, which may indicate asymmetries in engagement. This situation informed our research on medical data donation and emphasized foregrounding patient values. Drawing on participatory design, value sensitive design, and emerging research on value-led participation, we propose a method consisting of (1) a workshop concept for participatory value elicitation composed of four carefully coordinated phases and (2) an analysis procedure to examine the empirical data collected. This analysis allowed us to derive design requirements for medical data donation user interfaces. We conducted three workshops with patient advocates of vulnerable groups and patients in residential care of a psychosomatic unit. Our findings provide new directions to improve user interfaces for medical data donation: First, user interfaces need to enhance patients' reflective thinking about the potential consequences of their data donation; second, a decision facilitator supporting patients' value-based decision-making (e.g., by providing simple language or tailoring descriptions to patient needs); and finally, a data intermediary relieving patients' decision-making and giving them control over their data after donation. Moreover, we emphasize the need to increase the use of participatory approaches in health technology development.

Uzaktan Eğitimde Sanat Atölyesi Kavramına İlişkin Sanat Eğitimcisi ve Öğrencilerin Metaforik Bakış Açıları

As old as the history of humanity, art has been practiced in various places throughout the ages. The concept of art studio, which is generally associated with artistic activities, is also associated with many craft branches. Woodworking and carpentry, blacksmithing, pottery, carpet making, etc. professions are also practiced in studios. Art educators and students using art studios in education have had to leave these spaces during the Coronavirus (Covid-19) pandemic. The transition to distance education after the pandemic has left the art studios empty. This abandonment undoubtedly caused transformations in their perceptions. The main subject of this research is the metaphors produced about the concept of art workshop in distance education. This research aims to reveal the metaphorical perspectives of higher education art educators and students about the concept of 'art studio' in distance education. Metaphor analysis, one of the qualitative research methods, was used in conducting this research. It is seen that art educators and students created a total of 27 types of metaphors under seven categories for the concept of art studio. The metaphors that the participants stated the most were listed as house, life, kitchen, factory, and pal. It can be suggested that similar studies can be conducted with younger age groups of students studying at different educational levels.

Developing a Pedagogical Approach with the Aim of Empowering Educators and Students to Address Emerging Global Issues such as Climate Change and Social Justice: A Case Study

The “Green Nudges” program, developed within the framework of the United Nations Environment Programme (UNEP), is based on behavioral science and nudge theory. Aimed primarily at universities, it explores ways to adopt a more environmentally friendly lifestyle. Studies show that many young people recognize climate change as a major problem but that it leaves them feeling helpless and anxious—something that our teaching practice confirms. As we had had no success teaching sustainability using conventional approaches, we used the pedagogical design capacity (PDC) principle to develop a novel workshop format and implement it in a pilot series of three repeated workshops. The workshop concept is based on empowering educators and students to tackle emerging global issues while also boosting critical thinking, field research, and teamwork skills. An important part of the integration of different tools was based on supporting students’ self-direction and knowledge- and evidence-based decision making. The results demonstrate that the proposed pedagogical framework resonates with and empowers students. At the same time, the workshop empowers educators to competently navigate complex and sustainability-oriented topics within the field of education for sustainable development (ESD).

SOCIAL ENTREPRENEURSHIP EDUCATION IN HIGHER EDUCATION

Social entrepreneurship is considered a new phenomenon as a field of research, and is seen as an answer to social problems that occur. Mission and creating social value is the key goal of social entrepreneurship. However, there is still limited research that focuses on raising the issue of ways/methods to increase interest in social entrepreneurship among students (social experiential learning). The urgency of this research can be seen in the results that will be produced, namely the creation of a development model/method of fostering interest in social entrepreneurship among students through short course. The results of this study where respondents will be given a short course with prepared material (pre-test vs. pre-test) show that there is a difference in the average proportion before and after training from the 5 dimensions of Social Entrepreneur Competency (SEC), namelypersonal competence, leadership, social innovation, social values and entrepreneurial management. Even though the small workshop concept is still on a small scale, the output of this technique can be an alternative way of fostering interest in social entrepreneurship among students. Universities can improve and evaluate the design of entrepreneurship education by involving more social learning. This process can foster deeper knowledge so that they are expected to have high social awareness by manifesting an interest in becoming social entrepreneurs.

Developing the CARE intervention to enhance ethical self-efficacy in dementia care through the use of literary texts

BackgroundDementia care is essential to promote the well-being of patients but remains a difficult task prone to ethical issues. These issues include questions like whether manipulating a person with dementia is ethically permissible if it promotes her best interest or how to engage with a person who is unwilling to recognize that she has dementia. To help people living with dementia and their carers manage ethical issues in dementia care, we developed the CARE intervention. This is an intervention focused on promoting the ethical self-efficacy of people living with dementia and carers, i.e., their confidence that they can manage ethical issues when they occur. The purpose of this paper is to explain and discuss how we have developed the CARE intervention to promote the ethical self-efficacy of people living with dementia, their family, and professional carers through a specific and, we believe, new use of literary texts.MethodsThe CARE intervention has been developed in two phases: First, we conducted a needs assessment of the occurrence of ethical issues in dementia care and the need for an intervention to support people living with dementia and their carers in managing such issues. Second, in a design phase, we developed the CARE intervention to meet identified needs.ResultsTo address identified ethical issues in dementia care we designed the CARE intervention as a workshop format where people living with dementia and carers can meet, discuss literary texts, and deliberate on how to solve such issues. The workshop is structured by the following elements: An agenda of ethical issues, a collection of literary cases exemplifying ethical issues, a moderator with an understanding of dementia care, and an overview of the ethical principles relevant to the discussion of ethical issues. >This workshop concept is operationalized in three applications tailored to meet the specific ethical issues of each of the study´s three target groups: people living with dementia and family carers, professional and family carers, and professional carers.ConclusionWe conclude the paper by stating that it is possible to develop an intervention that promotes the ethical self-efficacy of people living with dementia and family and professional carers.

Easy Coding in Biology: Pilot Workshop Design and Experiences from Block-Based Programming with in Secondary Education

Block-based coding is a way to teach Computer Science (CS) concepts and Computational Thinking (CT) skills to K-12 students. Nowadays, there are more and more educational applications (learning apps) to teach programming in STEM subjects, but detailed studies on which and how these can be used successfully in Biology classes are still lacking, because apps and tasks promoting CS and CT concepts in combination with biological teaching content are missing. This mixed-method study aims to close this gap and presents six elaborated exercises of the workshop “Easy Coding in Biology”, employing two task formats (TF), <i>Building Cubes </i>and<i> Drone AR</i>, of the new learning app <colette/>. The app utilizes block-based coding and an additional augmented reality (AR) function to describe several topics in secondary education, for example in the subject Biology. After presenting the workshop and task design, preliminary results of the successful use of the app and the tasks are presented. The pilot workshop was carried out with 51 participants at a Slovakian grammar school. After the implementation in class, 34 students filled in a questionnaire, consisting of open-ended and closed-ended questions. Qualitative data shows on the one hand AR malfunctions and on the other that participants liked the workshop concept. Quantitative findings indicate that the introduced TF <i>Building Cubes </i>and<i> Drone AR </i>of <colette/> have the potential to successfully convey CS and CT concepts in Biology. In addition, the tasks encouraged the female participants in particular to work together because they found the tasks/app interesting, motivating, and fun.

Logics of career choice - concept and results of an approval-sensitive career guidance workshop.

To manage the transition from school to work, young people need to learn about occupations, explore their own (professional) interests, skills and values, and make career-related decisions. According to Gottfredson's Career Construction (CC) theory (1981), young people - influenced by their need for social approval - have already narrowed down their spectrum of acceptable occupations by the time they participate in school-based career orientation programs. Therefore, we focus on career guidance interventions that take into account their need for social approval. We present first results of an intervention study of a newly developed approval-sensitive workshop, "Logic of Career Choice." It challenges students' mostly unconscious need for social approval, raising awareness and prompting reflection and action on this aspect of their career choices. By analyzing a sample based on a quasi-experimental treatment-control group research design, we examine to what extent this workshop can contribute to reaching its objectives [n = 1236 students in secondary schools; treatment group (n = 766); control group (n = 470)]. Confirmatory factor analyses indicate the reliability of the new measurement instruments. The six examined constructs include (1) the relevance of social approval, (2) the feeling of autonomy, (3) interest in career choice, (4) reflection of needs, (5) intention to act, and (6) reported career choice activities. The results reveal partial confirmation of hypothesis (1) regarding the importance of social approval and (2) the feeling of autonomy. However, the constructs (4) reflection of needs and (5) intention to act show parallel developments in both the treatment and control groups, leading to the rejection of these hypotheses. The constructs (3) interest in career choice and (6) retrospectively reported activities regarding career choice show unexpected effects of the workshop. Interest in career choice decreases significantly more in the treatment group than in the control group, and the treatment group reports significantly more retrospective career choice activities. The discussion interprets the results in the context of their scientific and practical implications, with special attention given to the decrease in interest in career choice in the treatment group and the increased retrospective reporting of career choice activities.

Taking Eco-Innovation to the Road—A Design-Based Workshop Concept for the Development of Eco-Innovative Business Models

At least since the European Union’s Eco-Innovation Action Plan, eco-innovation has received increased attention from scholars, practitioners, and policy-makers alike. Eco-innovation offers many opportunities for businesses in terms of cost reduction, competitive advantage, and sustainability. However, eco-innovative business models differ from conventional business models and have special requirements in terms of stakeholder involvement, value definition, and value creation. Facing technological progress, many businesses need guidance on how to translate the potentials arising from technological innovation into eco-innovative business models. Applying a design-based research approach, this study develops a design-based workshop concept to facilitate the development of eco-innovative business models on a firm level. The workshop concept was iteratively tested in a series of 22 workshops within the European Alpine bioeconomy sector. It transfers the specific requirements and substantive design principles of eco-innovative business models into an operative workshop concept. By building on stakeholder- and value-centred perspectives and ensuring a holistic understanding of sustainability and innovation, the paper derives a number of procedural design principles that could build the basis for further tools and methods of eco-innovative business model development.

Towards a Methodology for Rethinking Modernity

The subject of this paper is twofold (1) towards review and revision of extra-curricular learning model in the form of a student workshop as an extended environment and a reflective arena, and (2) towards generating workshop content aimed at examining modernity in contemporary conditions of urban transformation. The paper is structured in three parts. The first part introduces the concept of an architectural workshop with a discussion of general methodological perspectives that shape this approach that takes place through three continuous stages during which students develop the process of analytical thinking, architectural programming and architectural design. The second part of the paper contextually and conceptually position the content of the workshop aimed at examining modernity in contemporary conditions of urban transformation between imagined, realized, and lived space. The third section introduces the content of two student workshops as an illustrative example of the implementation of methodology with specified assignments and substance.

Motivating Female Students for Computer Science by Means of Robot Workshops

As women belong to a minority in computer science, this work aims to provide possible STEM education initiatives for middle to high school students. These initiatives are designed for institutions to contribute to increasing the proportion of women in computer science by using robots. Through applying these initiatives, institutions such as computer science faculties can help to reduce the gender imbalance, increase diversity and the amount of computer science specialists, who are requested immensely. Based on the results of conducted requirements elicitation a concept for programming an application with the NAO robot which trains vocabularies, as well as a concept with the Cozmo robot which piles up cubes, were developed. First tests were performed with female and male high school students. Either concept consists of an introduction of possible robotics application fields, a presentation explaining the Python program code of the concept as well as corresponding exercises with the robot and Python. Evaluation of the workshop concepts through questionnaires showed that both concepts have the potential to increase the proportion of women and to motivate female as well as male students for computer science. Moreover, recommendations for further robotics projects with respect to motivating young women for STEM can be made based on the insights of the requirements elicitation and the evaluation of the concepts. Nevertheless, further refinement and validation has to be undertaken. Long-term as well as short-term initiatives are feasible with the developed concepts. All participating schools showed high interest in both types of initiatives and further cooperation.

Learning factory for decent work – an interdisciplinary workshop on MES for worker representatives

This paper gives an insight into a learning factory concept on a rather abstract topic: Manufacturing Execution Systems (MES) as the basic IT-infrastructure for industrial internet application. The addressed target groups are trade union representatives and works councils. The concept was developed by IG Metall (“Industrial Union of metalworkers”) and Ruhr-University Bochum (“LPS, Chair of Production Systems” and “Office of Cooperation RUB/IGM”) considering the technical as well as the sociological and didactical perspective. MES are an integral part of the operational implementation of Industry 4.0 technologies. Their implementation changes workplaces and work organization, affects issues of employment, remuneration, data privacy protection, working tasks, qualification requirements, working time, as well as safety and health protection. IG Metall and Ruhr-University Bochum developed an interdisciplinary workshop concept for works councils taking place in a close-to-reality setting of the LPS learning factory. The concept aims at showing the benefits of MES from an engineering point of view as well as enabling works councils to survey implementation processes of MES in the sense of participatory ergonomics. The workshop provides hands-on experiences and allows participants to get a holistic view on technology. Thus, they can take both chances and challenges into account. The paper sums up first experiences and conclusions.

Digital innovations in rural micro-enterprises

Abstract Digitalization gives micro-enterprises and rural areas new possibilities and it can support their competitiveness. In this paper, we have presented one way of supporting the diffusion and adoption of digital innovations in rural micro-enterprises. First, we examined the challenges and digital competence of the micro-enterprises in the rural areas of Central Finland to better understand what they needed. The second step was to develop a workshop concept. Theories of innovation diffusion and adoption were used as a base for these workshops. The last step was to evaluate the developed concept, its effects and challenges. We found that the workshop concept worked well for spreading information, for encouraging a positive attitude towards digital innovations, and for planning the use of innovations. Important factors in order for this concept to work were trust, communication, and changing the roles of agents and opinion leaders.

Overcoming Abstractions of Abstract Translation: A Workshop Concept

Overcoming Abstractions of Abstract Translation: A Workshop Concept

Heterogeneous learning cultures in interprofessional education: a teacher training.

Aim: Due to the political demand for the integration of interprofessional (IP) learning into the undergraduate education of health professionals, teachers now have to create and perform IP courses. The IP and thus heterogeneous learning groups pose a special challenge. The presented project aimed at designing a workshop training to support teachers to reflect on heterogeneous learning cultures and to prepare for IP teaching.Methods: The workshop concept was developed in using the Plan-Do-Check-Act (PDCA) cycle and included planning, several rounds of testing and the evaluation of the concept. All planning steps in the development of the workshop concept followed the principles of cooperative learning. The concept evolved in an iterative process based on participants’ feedback and facilitators’ self-reflection.Results: The resulting workshop concept includes theoretical input as well as discussion, teamwork and participants’ self-reflection. The workshop’s core element is the work assignment to develop an IP teaching session considering different learning cultures. Work results and experiences are discussed with the entire group and required skills of IP teachers are identified. Conclusion: The subjective feedback of participants regarding their satisfaction and knowledge gained indicates that the workshop concept is well received. The joint planning of an IP teaching session highlights particularities resulting from heterogeneous learning cultures. These should be utilized in IP education to better prepare learners for IP cooperation in the workplace.

New concept for microsurgical education: The training academy of the German Working Group for Microsurgery of Peripheral Nerves and Vessels: Results of a 4-year evaluation

A recent survey among plastic surgery residents and directors of microsurgical clinics demonstrates a great interest in high- quality microsurgery education. Unfortunately, due to economic pressures, limited operating resources as well as forensic considerations, it has become a challenge to provide sufficient on-the-job training, which needs to be shifted outside of the OR. To promote microsurgical teaching, the German-speaking Working Group for Microsurgery of Peripheral Nerves and Vessels (DAM) organises two-day microsurgery academies to provide interested colleagues with a broad spectrum of microsurgical procedures. In this publication, we present the workshop concept and an evaluation of the first three years. Since 2015, a two-day workshop has been held at the BG Trauma Centre in Ludwigshafen on a yearly basis. Each day, at least three surgical procedures were performed simultaneously in the area of breast, nerve, bone/hand, extremity and lymph reconstruction, along with presentations regarding the various cases, diseases and specific operative challenges. To evaluate this course concept, we asked participants to identify their expectations and evaluate the academy and its program. The academy and its goals were demonstrated. In a second step, the evaluation, conducted by 79 % of participants, was presented. 67 % of participants were consultants or residents in their final year. 90 % worked at maximum care facilities or university hospitals. 57 % reported that less than 5 microsurgery cases are performed at their institution per week. All participants considered microsurgery to be part of their future work spectrum, with the greatest fields of interest being extremity reconstruction (90 %) or microsurgical reconstruction of the hand (80 %). All participants would recommend the course to their colleagues, but suggest improving the intraoperative video monitoring. This work demonstrates that hands-on academies for microsurgery are a highly relevant teaching format, which can counteract the limitations of surgical residency training. In particular, the close contact between senior and junior surgeons was considered highly relevant for building a network within German microsurgery. The overall goal of the academy is to improve teaching and increase the enthusiasm of future microsurgeons and provide a network for German microsurgeons during their training and beyond.

Frontières et Passages. L'art comme médium interdisciplinaire pour enseigner la Shoah

The paper presents a workshop concept in which students articulate their contemplations about the Shoah through the creation of an artwork – based on the analysis of historical, philosophical as well as literary sources. This interdisciplinary approach shall highlight one possible way of how students may be enabled to establish a link between the Shoah, their personal lives as well as contemporary challenges concerning the values in a globalized society and all forms of discrimination. The concept is exemplified by workshops realized, among others, at the French memorial site Maison d’Izieu.

Development of a medication health literacy program for refugees

ObjectivesTo develop a community-based educational workshop to improve medication health literacy in refugees. SettingWorkshops were provided in community locations including a local resettlement agency and English as a Second Language facility. Practice descriptionPharmacy faculty mentored small group student workshop presentations to recently arrived refugees regarding medication health literacy topics. Practice innovationA program was developed to use translated materials, interpreters, hands-on materials, and evaluations to teach refugees about medication-related issues. A needs assessment was conducted with a local refugee resettlement agency to determine topics. EvaluationEvaluations were administered after the workshop to ensure understanding of the workshop material. Verbal feedback and faculty oversight during interactions between pharmacy students and refugees in addition to evaluation responses were used for quality improvement. ResultsWorkshop materials have been translated into 11 of the most common languages for our local refugee population. Twelve workshops were administered during the past year and a half, educating 282 refugees from 33 countries. There was an average of 78% correct responses on postevaluation questions assessing refugees’ understanding of workshop concepts. Verbal feedback from the refugees supported an increase in knowledge regarding how to open a medication bottle, how to read medication labels, and how to dose liquid medications. ConclusionImplementation of this health literacy program allowed us to address medication-related concerns with refugees. Working within the community setting provided a learning environment in which the refugees trusted the workers and were comfortable asking questions. Small group settings and evaluation allowed us to review concepts until proficiency was achieved.

Retained Knowledge and Use of Evidence-Based Practice Concepts

Context: To maintain certification, athletic trainers (ATs) are required to obtain continuing education units (CEUs) in the area of evidence-based practice (EBP). Longitudinal analysis of outcomes after attending a Board of Certification–approved Foundations of EBP course is lacking. Objective: To evaluate ATs' knowledge retention of and confidence in EBP concepts 12 months after a Foundations of EBP course. A secondary aim was to determine ATs' perceptions regarding barriers to, use of, and resources for EBP. Design: Repeated measures within-subjects survey. Setting: Online survey. Patients or Other Participants: Twenty-seven respondents (22% response rate) from a convenience sample of 123 ATs. Intervention(s): Board of Certification–approved Foundations of EBP category workshop. Main Outcome Measure(s): The survey instrument, Evidence-Based Concepts: Knowledge, Attitudes, and Use (EBCKAU), ascertained ATs' perceived EBP knowledge over a 12-month period. Descriptive statistics and correlations were calculated; repeated measures analysis of variance determined differences between scores. Responses to open-ended questions were catalogued according to themes and coded. Results: For the knowledge score, a statistically significant increase in perceived knowledge (F2.0,52.0 = 18.91, P < .001) from preworkshop (6.40 ± 1.77) to immediately postworkshop (8.15 ± 1.51) and from before to 12 months after workshop (7.30 ± 1.64) was noted. Confidence in knowledge was statistically significantly different over time (z = −4.55, P < .001). Both before and since the workshop, ATs reported low levels of incorporating patient-reported outcome measures (PROM) and were equally likely to use compilation research findings in their clinical practice. Barriers of time and available resources were identified, and patient care was reported as the primary area in which ATs envision future use of EBP. Conclusions: Athletic trainers improved immediate perceived knowledge and retained knowledge of EBP concepts over time; however, confidence in knowledge decreased over time. ATs did not implement the workshop concepts into their daily clinical practice.

Flexible decision support for sustainable development: the SUSTAIN framework model

Sustainable transport planning necessitates a rethinking of traditional decision making. This is conventionally supported by cost-benefit analysis (CBA) that systematically quantifies and compares the various benefits and costs generated by a transportation project or policy. Generally, CBA has been found less useful for the handling and assessment of multiple, often conflicting objectives or criteria like environmental or social issues intrinsically difficult to quantify. Therefore, it is necessary to broaden the decision making process beyond merely economic factors. The Danish research project on Sustainable National Transport Planning (SUSTAIN 2012-2016) seeks, among other things, to develop a flexible decision support model (tool) to include and assess sustainability planning criteria in a socio-economic framework, which makes up the SUSTAIN Framework Model (SFM). The SFM comprises two parts, namely a process part consisting of stakeholder involvement and an analytical tools part consisting of an Excel-based software model. The latter employs the use of CBA, multi-criteria decision analysis and risk analysis techniques enabling the assessment of non-quantifiable impacts within a decision support context. The concept of a planning workshop is introduced as relevant for dealing with the various strategic elements not included in the CBA. Moreover, SUSTAIN is rooted in cross-disciplinary sustainability research that recognises that a transition towards sustainability must involve normative, analytical and strategic considerations to be successful. The paper concludes that the SFM can contribute to the analytical dimension. Thus, the framework model allows for the appraisal of planning criteria (indicator sets) in a socio-economic appraisal setting for national sustainable transport planning which enhances both the concept and principles of sustainable development while at the same time it provides a flexible decisionsupport tool for policy-makers.

A Model for the Development of Sustainable Innovations for the Early Phase of the Innovation Process

Current industrial development is faced by the global challenge to meet the continuously growing demand for capital and consumer goods in emerging countries while simultaneously ensuring a sustainable industrial growth in the social, environmental and economic dimension. By means of market dynamics of cooperation and competition in global value creation and knowledge networks, innovations geared towards sustainability can be essential drivers for realizing a sustainable development. The targeted development of new sustainable innovations is consequently a key activity in order to move towards sustainable industrial growth. This paper will describe a model for the development of sustainable innovations. The model focuses on idea generation in the early phase of the innovations process, addressing the fuzzy front end of innovation. In this context, specific goals and principles of sustainable development are integrated into a problem-solving approach. This integrated approach is subsequently used as a foundation for the targeted development of sustainable innovations in the frame of a workshop concept.