Suchergebnisse

AbstractThis commentary is a working out loud of what a liberatory education might entail that builds on partnership and co-creation. Proposed is the addition of collaboration as a central element to education, to break individuality and hierarchy – for collective, socially just action. The perquisites for this is openness – and the abandonment of the neoliberal competitive approach to education as well as the conscious development and use of Open EdTech for connection. Why? Because we need the collective intelligence to address the challenges of the twenty-first century and beyond.

Purpose Unintentional injuries occur frequently and many of the accident survivors suffer from temporary or permanent disabilities. Although most accident victims recover quickly, a significant fraction of them shows a complicated recovery process and accounts for the majority of disability costs. Thus, early identification of vulnerable persons may be beneficial for compensation schemes, government bodies, as well as for the worker themselves. Here we present the Work and Health Questionnaire (WHQ), a screening tool that is already implemented in the case management process of the Swiss Accident Insurance Fund (Suva). Moreover, we demonstrate its prognostic value for identifying workers at risk of a complicated recovery process. Methods A total of 1963 injured workers answered the WHQ within the first 3 months after their accident. All of them had minor to moderate accidental injuries; severely injured workers were excluded from the analyses. The anonymized individual-level data were extracted from insurance databases. We examined construct validity by factorial analyses, and prognostic validity by hierarchical multiple regression analyses on days of work disability. Further, we evaluated well-being and job satisfaction 18 months post-injury in a subsample of 192 injured workers (9.8 %) Results Factor analyses supported five underlying factors (Job Design, Work Support, Job Strain, Somatic Condition/Pain, and Anxiety/Worries). These subscales were moderately correlated, thus indicating that different subscales measured different aspects of work and health-related risk factors of injured workers. Item analysis and reliability analysis showed accurate psychometric properties. Each subscale was predictive at least for one of the evaluated outcomes 18 months post-injury. Conclusion The WHQ shows good psychometric qualities with high clinical utility to identify injured persons with multiple psychosocial risk factors. Thus, the questionnaire appears to be suitable for exploring different rehabilitation needs among ...

AbstractThe pandemic affected more than 1.5 billion students and youth, and the most vulnerable learners were hit hardest, making digital inequality in educational settings impossible to overlook. Given this reality, we, all educators, came together to find ways to understand and address some of these inequalities. As a product of this collaboration, we propose a methodological toolkit: a theoretical kaleidoscope to examine and critique the constitutive elements and dimensions of digital inequalities. We argue that such a tool is helpful when a critical attitude to examine 'the ideology of digitalism', its concomitant inequalities, and the huge losses it entails for human flourishing seems urgent. In the paper, we describe different theoretical approaches that can be used for the kaleidoscope. We give relevant examples of each theory. We argue that the postdigital does not mean that the digital is over, rather that it has mutated into new power structures that are less evident but no less insidious as they continue to govern socio-technical infrastructures, geopolitics, and markets. In this sense, it is vital to find tools that allow us to shed light on such invisible and pervasive power structures and the consequences in the daily lives of so many.

AbstractThis paper is a summary of philosophy, theory, and practice arising from collective writing experiments conducted between 2016 and 2022 in the community associated with the Editors' Collective and more than 20 scholarly journals. The main body of the paper summarises the community's insights into the many faces of collective writing. Appendix 1 presents the workflow of the article's development. Appendix 2 lists approximately 100 collectively written scholarly articles published between 2016 and 2022. Collective writing is a continuous struggle for meaning-making, and our research insights merely represent one milestone in this struggle. Collective writing can be designed in many different ways, and our workflow merely shows one possible design that we found useful. There are many more collectively written scholarly articles than we could gather, and our reading list merely offers sources that the co-authors could think of. While our research insights and our attempts at synthesis are inevitably incomplete, 'Collective Writing: The Continuous Struggle for Meaning-Making' is a tiny theoretical steppingstone and a useful overview of sources for those interested in theory and practice of collective writing.

AbstractThis article is a collective response to the 2020 iteration ofThe Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020Manifestocontinues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though theManifestowas written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is thatThe Manifesto for Teaching Onlineoffers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.