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Gemma Siemensma M MBA BA Daniel McDonald BA 《Health information and libraries journal》2023,40(2):218-222
Australia is no different to any other country in that information technology (IT) and the speed of its advancement has a huge impact on health care and therefore on health libraries. Australian health librarians are valuable members of health care teams and strive to integrate services and resources across hospitals. This article looks at the role Australian health libraries play in the broader health information landscape and the importance of information governance and health informatics as a tenet of the work undertaken by libraries. Of particular focus in this is the Health Libraries Australia/Telstra Health Digital Health Innovation Award, offered annually, to help focus on particular technological challenges. Three cases studies are explored demonstrating impact on the systematic review process, inter-library loan system automation and a room booking service. Also discussed are the ongoing professional development opportunities, which help upskill the Australian health library workforce. Australian health libraries also face many challenges with piecemeal IT systems across the nation, resulting in lost opportunities. Also, many Australian health services do not have a qualified librarian on staff, which undermines information governance. However, resiliency shines through with strong professional health library networks working to challenge the status quo in an effort to improve the application of health informatics. 相似文献
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Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement 总被引：1，自引：0，他引：1
Gemma Corbalan Liesbeth Kester Jeroen J.G. van Merriënboer 《Contemporary educational psychology》2008,33(4):733-756
Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity [Baddeley, A. D. (1992). Working memory. Science, 255, 556–559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner’s competence level and perceived task load, either by some external agent, the learner herself, or both. Health sciences students (N = 55) participated in a study using a 2 × 2 factorial design with the factors adaptation (present or absent) and control over task-selection (program control or shared control). As hypothesized, adaptation led to more efficient learning; that is, higher learning outcomes combined with less effort invested in performing the learning tasks. Shared control over task-selection led to higher task involvement, that is, higher learning outcomes combined with more effort directly invested in learning. Adaptation also produced greater task involvement. 相似文献
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Research comparing continuous assessment (e.g. coursework) with examinations generally reveals a student preference for the former. The perceived increased use of continuous assessment periodically captures media attention, with claims of greater numbers of higher degree classifications being awarded. This paper takes a case-study approach to investigate the extent to which different types of assessment allow students to effectively demonstrate and apply their learning. By considering data gathered from second-level, undergraduate students completing 60 point, online psychology modules, this paper investigates assessment effectiveness in terms of student satisfaction, pass rate and level of pass rate. Findings reveal that modules with an end of module assessment (EMA), rather than an examination, have higher completion and pass rates. Whilst students who took a seen examination also performed well, those who completed an unseen examination recorded the lowest overall pass and completion rates, despite high ratings of student satisfaction. Findings are discussed in terms of implications for improved pedagogy and student experience. 相似文献
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Gemma Galdon Clavell 《Ethics and Information Technology》2018,20(4):265-277
Technology is pervasive in current police practices, and has been for a long time. From CCTV to crime mapping, databases, biometrics, predictive analytics, open source intelligence, applications and a myriad of other technological solutions take centre stage in urban safety management. But before efficient use of these applications can be made, it is necessary to confront a series of challenges relating to the organizational structures that will be used to manage them, to their technical capacities and expectations, and to weigh up the positive and negative external factors at play at the intersection between technology, society and urban management. The paper contributes to this discussion by looking into the dynamics that drive technological uptake in the field of urban safety, the different theories underpinning the relationship between crime and space, and the history and technological characteristics of Geographic Information Systems to later present specific case studies and practical examples of crime mapping systems. Finally, addressing matters related to organisational constraints, technological possibilities and societal impact from a critical point of view, the paper lays out guidelines to ensure that using technology to manage urban safety does not result in increased victimisation, inequalities or inefficiency. Taking one of the longest established technology used in police practice, crime mapping, and using a multidisciplinary, critical approach to escape technological solutionism and bridge the gap between the academic literature (STS, urban sociology, environmental criminology) and policy needs and recommendations, this paper sends a cautionary tale to those hoping that technology alone can solve complex urban and social problems. 相似文献
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Magdalena M. Apanasionok Barah Alallawi Corinna F. Grindle Richard P. Hastings Richard C. Watkins Gemma Nicholls Leanne Maguire Darragh Staunton 《British Journal of Special Education》2021,48(1):90-111
Mathematics is one of the core school subjects in the UK and an emphasis is placed on developing pupils’ mathematical competencies throughout all key stages. Despite that, the attainment of students with disabilities in mathematics remains low. The current study explored ways in which the Teaching Early Numeracy to children with Developmental Disabilities (TEN-DD) programme could be implemented by teaching staff in a special school in the UK to improve the numeracy skills of students with autism. Adaptations to the delivery of the programme were made during the study as a result of continued collaboration with the participating school. The findings suggest that it may be feasible to implement the TEN-DD programme using a school staff delivery model and it may help learners improve their early numeracy skills. Practical aspects of TEN-DD’s implementation highlighted the need to incorporate more systematic adaptations for minimally verbal students, as well as for learners who might need additional training with prerequisite skills. 相似文献
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Gemma Moss 《Literacy》2000,34(3):101-106
This article uses research data to suggest a new basis for understanding gender differences in girls’ and boys’ achievements in reading. It argues that how well children can read is always a prime issue in school settings. But boys and girls react differently to the judgements made about their proficiency as readers, judgements which are often rendered highly visible in the classroom. This in turn has far more impact on their respective progress in reading than the inclusion of their preferred reading materials on the school reading curriculum; or the presence or absence of gender‐specific role models provided by adult readers. The article argues that raising levels of attainment across the board depends on building an active reading culture in the classroom which can encompass the broadest range of resources and opportunities for their use. The structure of the literacy hour and the emphasis on work encompassing word, sentence and text levels for all pupils provides new opportunities to put this into place. 相似文献
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This study describes the evaluation results of PORO; a three level occupational guidance programme designed to improve offender's job finding possibilities and to reduce reoffending after imprisonment. The programme is carried out at a Catalan prison, and the evaluation approach used is Stufflebeam's CIPP model, considering the efficiency, effectiveness and impact of the programme. Evaluation outcomes and practical suggestions for career development applications addressed to prison populations are reported. 相似文献