Workshop Setting Research Articles

Reuse and Appropriation: Remediating Digital Museum Collections and Digital Tools for a Participatory Culture in Transition

Abstract Museums have always used different media to communicate, widen perspectives and bring new knowledge, but in the era of digital media, their various offerings are increasingly part of the media ecosystem. Our research interventions explored the possibility of reusing existing digitised material in a participatory setting. The aim was to explore the object-centred audience participatory method in digital settings. We held a series of digital and in-person workshops that invited the participants to “imagine” narratives about the provenance of the museum’s objects and journeys to Sweden in a playful and creative exploration. We could observe how the virtual workshop setting supported focused discussions, and allowed zooming, drawing and remixing of digital photographs to facilitate conversation. The workshop participants on-site worked with the museum objects on display to remediate them through photos, drawings, clay modelling, and writing down thoughts and questions about the objects on discussion postcards. The participants’ contributions were included in the virtual collection database (Carlotta), under the same collection as the other museum objects, making the remediation process circular. We argue that object-centred methods enable audience participation in digital media ecosystems both in museums and with other media makers. The audience’s expectations and experiences from using other media bring them to the digital museum platforms with a willingness to explore, remix and integrate.

Race-based mascots: Reflecting on university–community conversations

Two university art educators engaged in research to explore issues of race and representation through examining the histories of race-based mascots at their two Midwestern US universities. Collaborative inquiry allowed for reflective practice, dialogue and critical listening as part of extended conversations to examine the stereotyping of Indigenous culture and images with students and community members. Issues of race, representation, stereotyping and systemic racism were explored with university art education students, faculty and Myaamia citizens (Miami Tribe of Oklahoma) in a workshop setting. Conversations within the workshop aimed to extend understandings about the cultural and artistic traditions of the Miami Tribe and strengthen cross-institutional and community relationships. Post-workshop analysis of the collaborators’ correspondences was analysed to reveal three themes: relationships and voice, representation and acknowledgement. Reconciliation is discussed as ongoing and mutual effort involving a continuous process of critical reflection, listening and dialogue necessary for building relationships and to learn directly from Indigenous peoples.

A Methodological Approach to the Teaching STEM Skills in Latin America through Educational Robotics for School Teachers

The study aims to design a methodological approach that allows educational robotics to develop STEM competences for schoolteachers, but with a gender focus. The phases within consist of designing a set of workshops with a gender approach, making use of Arduino, as it allows for introducing concepts in electronics and programming. For this, a mixed research method was applied, where quantitative and qualitative information was collected. The study was carried out with teachers from Latin American schools, where teachers from Chile and Colombia participated the most, and was conducted in virtual mode through the Zoom platform. As a result, it was found that Arduino and its components can be used to build projects that can be related in a real context, which further motivates students. It was also found that the levels of creativity, attitude, and motivation of the students increased with the workshops that were carried out.

Taking deliberative research online: Lessons from four case studies

Researchers using deliberative techniques tend to favour in-person processes. However, the COVID-19 pandemic has added urgency to the question of whether meaningful deliberative research is possible in an online setting. This paper considers the reasons for taking deliberation online, including bringing people together more easily; convening international events; and reducing the environmental impact of research. It reports on four case studies: a set of stakeholder workshops considering greenhouse gas removal technologies, convened online in 2019, and online research workshops investigating local climate strategies; as well as two in-person processes which moved online due to COVID-19: Climate Assembly UK, a Citizens’ Assembly on climate change, and the Lancaster Citizens’ Jury on Climate Change. It sets out learnings from these processes, concluding that deliberation online is substantively different from in-person meetings, but can meet the requirements of deliberative research, and can be a rewarding and useful process for participants and researchers alike.

Refugee Theater and Its Transgressions: Acts of Suspension in Joe Murphy and Joe Robertson’s The Jungle

Following a summary account of the principal challenges faced by theatrical representations of the immigrant’s plight, this article provides a close-reading analysis of Joe Murphy and Joe Robertson’s play The Jungle and its attempts to recreate a restaurant that existed in the refugee and migrant camp in Calais by the same name. It questions how theatrical representation can rise to the task of self-disavowal while retaining its urgency. By focusing on the myriad obstacles to be overcome both in the use of theatre within refugee workshop settings and upon major-venue stages, this approach highlights theater’s extraordinary double-bind in these contexts, offering a reading of The Jungle that foregrounds theater’s transgressive capacity to stage its own renunciation, thus freeing representation from many of its self-inflicted limitations.

Personæ: Users’ evaluation of a music technology education project

‘Personæ’ is an interactive large-scale space sound installation designed by the students of the music technology classes of the ‘V. Gambara’ music high school in Brescia (Italy). The activities that led to the conception and realization of the installation were part of ‘The Discovery of Interactive Spaces’ project, a set of extracurricular workshops organized by the authors of this article between spring 2019 and winter 2020 with the support of the Italian National Operation Program (PON). At the end of January 2020, the installation was presented during a public event and an evaluation questionnaire was administered to 79 visitors. The purpose of this research is to assess how the public, students, parents, teachers and classmates received the ‘Personæ’ installation, and the technology integration within regular study curricula. While the majority of visitors have well received the artistic and communicative value of the installation, the questionnaire reveals that there is not a similar uniformity of agreement on some aspects of technology integration in school curricula.

Students' perception of a hybrid interprofessional education course in a clinical diabetes setting: a qualitative study.

ObjectivesTo explore what the student participants learned and how they felt about the use of three educational settings, namely, face-to-face workshop setting, asynchronous and synchronous online learning environments and interactions with outpatients in a real-world clinical setting in a hybrid interprofessional education course. MethodsThis qualitative study used semi-structured in-depth interviews with healthcare undergraduate student participants in a course comprising workshops in three educational settings. A total of 15 healthcare undergraduate students, which included four medical, three pharmacy, five nursing and three nutrition students, completed this IPE course. All students agreed to participate in the study. We conducted four focus groups selected using convenient sampling. Focus group transcripts were analysed using the 'Steps for Coding and Theorization' qualitative data analysis method. We investigated the students' perception through the experience of three educational settings in the hybrid interprofessional education course. ResultsThe students recognised that this course had three types of educational spaces, namely, real, semi-real and unreal. Then, the positive changes in the awareness of students are trained in recognition of the patient perspective, the recognition of the roles discharged by the other professions and the recognition of the functions of their own profession after experiencing the educational spaces designated for this course. ConclusionsThe repeated experience of participants to real, semi-real and unreal educational spaces promoted changes over time in the students' awareness of interprofessional competencies with respect to patient-centred care and ameliorated their readiness to undertake interprofessional tasks.

The 2030 Agenda Through Librarians' Creativity. Ideas of Projects from a Workshop Set Up by the Italian Library Association (AIB)

Libraries can contribute to the Sustainable Development Goals of 2030 Agenda: indeed, the online training course ‘Biblioteche e Agenda 2030’, organized by AIB Emilia-Romagna in spring 2021, was made up of theoretical meetings followed by a workshop where the sixteen participant librarians worked out five project plans linked to the Goals and based on partnership among different libraries. Topics and frameworks of the projects were inspired by the contents of the lectures (from the analysis of the 2030 Agenda as a strategic framework, to its acknowledgement by the international and national library world, passing through some case studies which provided the scheme for project building). Each project was then developed inside the different institutional contexts in which its authors operate. The five works together offer an essay on how the creativity of librarians can interpret the demands of the Agenda for the benefit of library audience.

Designing Construction 4.0 Activities for AEC Classrooms

This article describes the outcomes of the development of the project MATES to STEAM. The project is aimed at integrating Construction 4.0 content to a recently started new degree on Technologies on Civil Engineering. This integration is underpinned by the creation of STEAM-rich activities that can complement such degree. The philosophical design of these activities followed three requirements: (i) the activities should infuse Construction 4.0-related technologies, (ii) the activities should foster motivation among students with a STEAM vision by-design and (iii) the activities should be designed with a hardware-software independent perspective (open-source, accessible, affordable). Cornerstone and capstone projects as well as a set of workshops represent the demonstrators of these activities. All these demonstrators are knitted together in a single path in which an educational attempt to fill the identified Construction 4.0 gaps is proposed. The STEAM perspective provides completeness to the whole development. During the last two years, the project was developed and the design, the development and implementation of several demonstrators were completed. In the years to come, a systematic deployment and analysis of such demonstrators is expected when a full implementation of the new degree of Technologies in Civil Engineering will be addressed.

1.M. Workshop: Protecting and preparing healthcare workers: what to learn from COVID-19 to strengthen resilience?

BackgroundThis workshop is dedicated to the WHO International Year of Health and Care Workers in 2021 in recognition of their commitment during the COVID-19 pandemic. During the first wave of the pandemic healthcare workers were lionised, yet societies' and health policymakers' appreciation of their new ‘heroes' was decreasing when corona fatigue was increasing. Health systems and policymakers have not fully understood the new emergent threats during the COVID-19 pandemic. Health workforce protection and pandemic preparedness are not limited to individual healthcare workers, but strongly impact in health system resilience.ObjectivesThis workshop sets the focus on the protection and preparedness of healthcare workers for global public health emergencies, like the COVID-19 pandemic. It aims to identify strengths and weaknesses of health workforce policy during COVID-19 and to highlight the need for a health system and governance approach. The following major questions will be addressed: How can the protection and pandemic preparedness of healthcare workers be improved? How can the capacities of the health workforce be used and governed more effectively during a pandemic? What policy priorities can be identified to support the health and wellbeing of healthcare workers and prevent infection and deaths, as well as post-COVID fatigue, burn-out and job leaves? How can we build back better and more equitable, including strengthening gender equality and establishing solidarity-based health workforce migration policy?ResultsThe workshop introduces novel results drawn from four European comparative studies. A number of important policy recommendations are emerging from the research, which include among others: (1) improve attention to the complex health and social needs of healthcare workers, (2) implement comprehensive surveillance and monitoring systems, (3) establish European health workforce governance to mitigate shortages and inequality between countries and globally, and (4) take action to implement gender equality policies and to better protect female healthcare workers.ConclusionsThe workshop will stimulate critical debate and improve knowledge exchange across countries and between researchers. It will contribute to creating resilience of the health workforce and health systems and to build back better after COVID-19 in a fair and equitable manner.Key messages Health systems must be accountable for the protection and preparedness of healthcare workers.Action is needed to develop a health workforce surveillance system on national and EU level.

Introduction: Teaching the Future of Pacific Art

Although a few scholars have examined the training of Indigenous Pacific artists during the period of early contact with Europeans and Americans, as well as the education of Indigenous artists who practice heritage arts in the Pacific today, almost nothing has been written on the instruction of art in modern classroom and workshop settings with regard to Pacific Islanders and Aboriginal Australians. The four Discussion Roundtable articles in this volume focus on teaching art in Oceania—three address art education for Pacific Island students in a variety of settings, while the fourth is concerned with the presentation of Pacific arts and artists to an outside audience made up of American college students. As a departure from the academic articles usually found in these pages, and in contrast to the other contributions to this volume, these four pieces are narratives of personal journeys of discovery.

Learning through interactive artifacts: Personal fabrication using electrochromic displays to remember Atari women programmers

In recent years makerspaces have gained traction as an environment where makers and tinkerers can freely create artefacts with digital fabrication tools. They are particularly suited for introducing new fabrication techniques because these spaces support hands-on experiences. Electrochromic displays are one such technology that has become possible to fabricate using new techniques and off-the-shelf tools which lends itself to be used in a workshop setting. Leveraging this development, we facilitated a makerspace workshop that introduced participants to this new technology. To limit the scope of the workshop outcome we used the little known history of female developers of video games (Atari) from the 1970s and 1980s as a design framing. The participants (undergraduates, 16 female, 2 male, aged 19–21 years) explored the Atari women’s role in development and through this exploration they created artifacts using novel electrochromic displays as designed responses. Throughout the workshop participants answered daily questionnaires and kept records of their progress. Our analysis of the questionnaires and the resulting projects suggests that having a relatable and meaningful context increases both motivation and engagement of the participants. We discuss the extrinsic motivations that enhance engagement, and provide suggestions for introducing new technologies in the makerspace context.

The Information Strategy Model: a framework for developing a monitoring strategy for national policy making and SDG6 reporting

ABSTRACT Representatives from 14 countries worldwide worked together on improving their monitoring and ultimately their water management to reach the Sustainable Development Goal (SDG) 6 goals by 2030, thereby testing the Information Strategy Model (ISM). This model is developed to support identifying the need for information for water management. In a workshop setting, participants were instructed and subsequently developed the ISM for their own situation. The results show that the ISM fulfils its task of structuring the development and improvement of a monitoring network, but can be enhanced by adding detailed information for specific elements and needs explanation and assistance to be of use.

Integer Linear Programming for the Tutor Allocation Problem: A practical case in a British University

In the Tutor Allocation Problem, the objective is to assign a set of tutors to a set of workshops in order to maximize tutors’ preferences. The problem is solved every year by many universities, each having its own specific set of constraints. In this work, we study the tutor allocation in the School of Mathematics at the University of Edinburgh, and solve it with an integer linear programming model. We tested the model on the 2019/2020 case, obtaining a significant improvement with respect to the manual assignment in use and we showed that such improvement could be maintained while optimizing other key metrics such as load balance among groups of tutors and total number of courses assigned. Further tests on randomly created instances show that the model can be used to address cases of broad interest. We also provide meaningful insights on how input parameters, such as the number of workshop locations and the length of the tutors’ preference list, might affect the performance of the model and the average number of preferences satisfied.

‘No, YOU make it!’: Outsourcing production to fashion consumers to mediate labour

This practice-based article examines an attempt to reconnect fashion labour with value, after the fast fashion system increased the gap between the two. Developed by Norwegian fashion brand and collective platform HAiKw/ (Harald Lunde Helgesen and Ida Falck Øien), the Drop-in Factory was a fashion design experiment conducted at the non-profit art space Kunsthall Oslo in 2019. In this experiment, labour was outsourced to consumers-visitors, who by contract paid for equipment rental and training, earning ‘Factory Coins’ that could only be spent on the finished product. Inviting amateurs to make their own garment in a workshop setting has become a common strategy of design activism in fashion. However, instead of focusing on teaching individuals craft expertise, the Drop-in Factory explored collective making practices in an industrial-like environment, inspired by manufacturing and scientific management. Tensions arose over pay when some participants felt that their labour was unfairly compensated. As a response, roleplaying emerged from the experiment. Interviews of participants, conducted months later, incidentally echoed roleplay debriefing sessions. Their accounts show that they acquired labour literacy and embodied knowledge of fashion manufacturing, which extended to contracts and remuneration. While it remains unclear whether the Drop-in Factory led participants to revalue fashion labour, audience participation itself became the mediation of fashion labour.

Motivations of farmers to participate in collective agri-environmental schemes: the case of Dutch agricultural collectives

ABSTRACT Collective agri-environmental schemes are designed to improve the spatial coordination and targeting of agri-environmental measures. However, policymakers must craft these programs carefully to motivate farmers to participate. This of course requires knowing what factors actually influence farmers, since they relate to ecosystems in different ways. In the Netherlands, agricultural collectives appear to play an important role in motivating farmers, since they facilitate contracting and help farmers maintain communication with one another. The aim of this study is to explore the various motivations farmers have to participate in collective agri-environmental schemes, which can in turn provide insight on how to approach farmers and recruit them for such programs, taking Dutch agricultural collectives as a case study. To do so, we first developed a literature-based framework on motivational categories, which were reviewed and discussed in a workshop setting; these categories were then ranked and quantified in a survey among representatives of the Dutch agricultural collectives. Results showed that economic and environmentally-based motivations of farmers are perceived as equally important. The relevance of socially-based motivations is perceived less uniformly, although the agricultural collectives may profit from their farmers’ social commitment to cooperate. This implies that there is a need for greater exchange among agricultural collectives, to help disseminate previously applied strategies designed to maintain high levels of personal communication and to establish long-term relationships.

Creating Mature Blended Courses: The European Maturity Model Guidelines

The pandemic has urged European universities and other institutions of higher education to switch in a very limited time from on-campus to remote teaching or to teaching modes that combine online and face-to-face activities. Instructors, as well as other course designers and support service staff are in search of evidence-based frameworks that show how to incorporate proven blended scenarios, adapted to their context. Between 2017 and 2020 seven European project partners collaborated in order to establish a conceptual and operational framework for blended education and teaching, labelled as the European Maturity Model for Blended Education. Its aim is to map blended learning practices, conditions, strategies and policies in a systematic manner and to empower higher education institutions to achieve up-scaled blended courses. In this contribution, we focus on what has been developed with regard to the course level. First, we describe the dimensions and indicators of the model, next we indicate blended courses might be altered in terms of their level of maturity using a series of guidelines and open-source tools and materials. We conclude by proposing how to employ the guidelines in a workshop setting.

Development of an intervention to support the implementation of evidence-based strategies for optimising antibiotic prescribing in general practice

BackgroundTrials show that antimicrobial stewardship (AMS) strategies, including communication skills training, point-of-care C-reactive protein testing (POC-CRPT) and delayed prescriptions, help optimise antibiotic prescribing and use in primary care. However, the use of these strategies in general practice is limited and inconsistent. We aimed to develop an intervention to enhance uptake and implementation of these strategies in primary care.MethodsWe drew on the Person-Based Approach to develop an implementation intervention in two stages. (1) Planning and design: We defined the problem in behavioural terms drawing on existing literature and conducting primary qualitative research (nine focus groups) in high-prescribing general practices. We identified ‘guiding principles’ with intervention objectives and key features and developed logic models representing intended mechanisms of action. (2) Developing the intervention: We created prototype intervention materials and discussed and refined these with input from 13 health professionals and 14 citizens in two sets of design workshops. We further refined the intervention materials following think-aloud interviews with 22 health professionals.ResultsFocus groups highlighted uncertainties about how strategies could be used. Health professionals in the workshops suggested having practice champions, brief summaries of each AMS strategy and evidence supporting the AMS strategies, and they and citizens gave examples of helpful communication strategies/phrases. Think-aloud interviews helped clarify and shorten the text and user journey of the intervention materials. The intervention comprised components to support practice-level implementation: antibiotic champions, practice meetings with slides provided, and an ‘implementation support’ website section, and components to support individual-level uptake: website sections on each AMS strategy (with evidence, instructions, links to electronic resources) and material resources (patient leaflets, POC-CRPT equipment, clinician handouts).ConclusionsWe used a systematic, user-focussed process of developing a behavioural intervention, illustrating how it can be used in an implementation context. This resulted in a multicomponent intervention to facilitate practice-wide implementation of evidence-based strategies which now requires implementing and evaluating. Focusing on supporting the uptake and implementation of evidence-based strategies to optimise antibiotic use in general practice is critical to further support appropriate antibiotic use and mitigate antimicrobial resistance.

IMAGINING ALTERNATIVE MEDIATED FUTURES? REFLECTIONS ON EXPERIMENTAL WORKSHOPS WITH YOUNG PEOPLE

Imagining alternatives to the thoroughly networked contemporary everyday is not easy. In our research project, we tackled this problem by developing an ‘imagining workshop’ method and applying it in an experimental study with young people. In this paper, we present methodological reflections based on these imagining experiments. Our paper contributes to nascent research that explores and experiments with so-called speculative methods in the field of critical media and infrastructure studies. We are interested in whether the dynamic of hegemony that actualizes in mediated daily practices can be questioned, and alternatives imagined to ‘how things are’. We seek to do this by bringing together perspectives from speculative fiction and critical media infrastructure studies. Our key methodological question is: “how could we as researchers create interventionist methods to spark imagination and inspire (self-)reflective thinking in people about their mediated everyday?” In the paper, we highlight two major observations from the workshops. First, while projecting alternatives to future mediated everyday proved challenging for the participants, it sparked vibrant discussions on the contemporary networked society’s bleak sides. A challenge we observed is that the act of imagining does not necessarily mean that what is co-produced in playful workshop settings are counter-hegemonic narratives of the future. Second, our study highlights that young people have concerns about their mediated everyday life, and these concerns emphasize the need to actively seek alternatives to ‘how things are’. The concerns were related to privacy and dataveillance, and lack of safe online spaces, fairly manufactured devices, and possibilities to disconnect.

Alone but together: flow experience and its impact on creative output in LEGO® SERIOUS PLAY®

PurposeDo LEGO® SERIOUS PLAY® (LSP) workshops result in improved experience of flow components as well as higher levels of creative output than traditional meetings (MEET)? This research studies the extent to which LSP, as a specialized material-mediated and process-oriented cocreative workshop setting, differs from MEET, a traditional workshop setting. Hypotheses for differences in individual flow components (autotelic behavior, happiness, balance), group flow components (equal participation, continuous communication) and creative output were developed and tested in a quasi-experimental comparison between LSP and MEET.Design/methodology/approachThe study was conducted with 39 practitioners in six teams from various industries. In total, 164 observations were collected during two workshops using the Experience Sampling Method. The creative output was assessed by peer evaluations of all participants, followed by structural analysis and quantitative group comparisons.FindingsThe results show that two components of individual flow experience (autotelic behavior, happiness) were significantly higher in LSP, and one of the components of group flow experience (continuous communication) was, as expected, significantly lower. Regarding creative output, the LSP teams outperformed the MEET teams. The study suggests that a process-oriented setting that includes time for individuals to independently explore their ideas using a different kind of material in the presence of other participants has a significant influence on the team result.Practical implicationsLSP can improve the components of participants' flow experience to have an impact on the creative output of teams. In cocreative settings like LSP, teams benefit from a combination of alone time and high-quality collaborative activities using boundary objects and a clear process to share their ideas.Originality/valueThis is the first quasi-experimental study with management practitioners as participants to compare LSP with a traditional and widespread workshop approach in the context of flow experience and creative output.