Optimizing the learning potential for the distance learning students

The distance learning programme has made its entrance into nursing education, and many see it as a break with the education’s traditions of teaching in the classroom, in practise rooms and at the patient’s bedside (Chaffin & Maddux 2004). Traditionally, many of the technical skills and personal qualities that nurses must acquire are learned through interaction with others. The distance learning programme has therefore given rise to some new problems and challenges, and this article discusses some of these. Empirically, the article builds on a comparative study of three student nurse classes from two Danish nursing schools, including one based on the distance learning programme. By following both distance learning and traditional nursing students in their clinical training, light is cast upon the differences and similarities that may exist in the clinical skills and competences that the students gain under the two programmes. Theoretically the article builds on Etienne Wengers theory on learning in communities of practice, focusing on the relationship between experience and competence in learning related communities of practice (Wenger 1998;Wenger 2004) . The article contributes with findings that are related to the differences between the programmes and the different types of students that each programme attracts. The article argues that an increased didactic and pedagogical focus upon the field of tension between experience and competence will enable an optimisation of the learning conditions of the distance learning students in their clinical teaching. The article, in conclusion, thus places focus on the questions surrounding teaching design in relation to the distance learning programme.

Lernmanagement-Plattformen revisited: Strategien für die organisatorische Verankerung von Evaluations- und Re-Evaluationsprozessen an der Universität Trier

Zentrale Lernmanagement-Plattformen sind mittlerweile an vielen Hochschulen Standard. Damit diese Plattformen nachhaltig genutzt werden, müssen bei der Bewertung die vielfältigen Interessen von Lehrenden, Studierenden, zentralen Einrichtungen bis hin zur Hochschulleitung berücksichtigt werden. Dies gilt sowohl für die Evaluationsprozesse zur Einführung von Lernplattformen, wie auch für Re-Evaluationsprozesse, die notwendig sind, um die Infrastruktur einer Hochschule den sich verändernden Bedürfnissen und Rahmenbedingungen anpassen zu können. An der Universität Trier wurde bzw. werden (Re-)Evaluationsverfahren durchgeführt, bei denen systematisch alle Stakeholder der Hochschule einbezogen werden. Grundlage dafür ist ein Netzwerk aller E-Learning-Support- und Entwicklungseinrichtungen der Universität, das im Rahmen eines Projektes zur E-Learning-Integration etabliert wurde. Der Artikel stellt als Fallstudie die Konzepte für die Evaluations- und Re-Evaluationsprozesse an der Universität Trier vor. Dabei wird weniger auf das Verfahren selbst hinsichtlich der Kriterienwahl und Bewertung sowie den Ergebnissen fokussiert, sondern vielmehr auf Rollen und Aufgaben der Akteure in diesen Entscheidungsprozessen.

The impact of new technologies on distance learning students

This is a European Commission Leonardo da Vinci Reference Material project on the impact of new technology on distance learning students. It is known that all the Ministries of Education of the 27 European Union countries pay millions of Euros annually in the provision of educational technology for their schools, colleges and universities. A review of the literature of the impact of technology, however, showed that the research in this field was unacceptably fragile. What research there was focused on the impact of technology on children in American schools. The project set out, therefore, to measure the impact of technology on adult education, lifelong learning and distance education, with a particular focus on adult distance learning.

International cooperation in ambient computing education

Funded by the US-EU Atlantis Program, the International Cooperation in Ambient Computing Education Project is establishing an international knowledge-building community for developing a broader computer science curriculum aimed at preparing students for real-world problems in a multidisciplinary, global world. The project is collaboration among Troy University (USA), University of Sunderland (UK), FernUniversität in Hagen (Germany), Universidade do Algarve (Portugal), University of Arkansas at Little Rock (USA) and San Diego State University (USA). The curriculum will include aspects of social science, cognitive science, human-computer interaction, organizational studies, global studies, and particular application areas as well as core computer science subjects. Programs offered at partner institutions will form trajectories through the curriculum. A degree will be defined in terms of combinations of trajectories which will satisfy degree requirements set by accreditation organizations. This is expected to lead to joint- or dual-degree programs among the partner institutions in the future. This paper describes the goals and activities of the project and discusses implementation issues.

Taxonomie von Unterrichtsmethoden

Nach wie vor gibt es für die didaktische Gestaltung von Unterrichtssituationen wenig zufrieden stellende Hilfsmittel, die sowohl unerfahrene Pädagoginnen und Pädagogen unterstützen, gleichzeitig aber auch Kreativität und didaktische Vielfalt von Expertinnen und Experten fördern. Dieses Buch präsentiert für dieses Dilemma einen neuen Lösungsansatz.

Fortbildung online: Entwicklung, Erprobung und Evaluation eines tutoriell betreuten Online-Selbstlernangebots für Lehrkräfte

Qualität von Schule hängt u. a. von der Kompetenz der Lehrenden ab. Der Lehrerfortbildung als dritter und längster Phase der Lehrerbildung kommt dabei eine wesentliche Rolle zu, indem sie dem Erhalt der beruflichen Qualifikation von Lehrern dient. Lehrkräfte in nahezu allen deutschen Bundesländern sind verpflichtet, sich fortzubilden. Dazu steht ihnen das Veranstaltungsangebot staatlicher, konfessioneller sowie freier Anbieter zur Verfügung.

Fortbildung online: Entwicklung, Erprobung und Evaluation eines tutoriell betreuten Online-Selbstlernangebots für Lehrkräfte

The quality of schools mainly depends on the competence of teachers. Further professional development courses as third and longest period of teacher training play an essential role in maintaining professional skills. In almost every federal state teaching personnel are required to take part in further training courses. A range of courses offered by the State, the churches, and by independent institutions are available.

Blended Learning in der Musiklehrerbildung. Erfahrungen und Perspektiven am Beispiel eines Praxisprojekts

In der Lehrerbildung zu Beginn des 21. Jahrhunderts wird einem hohen Bezug zum Berufsfeld Schule, phasenübergreifender Zusammenarbeit und lebenslangem Lernen zunehmend Bedeutung geschenkt. Mehr und mehr kommt in Veröffentlichungen und auf den Internetseiten von Lehrerbildungszentren deutscher Universitäten ein umfassendes Verständnis von Lehrerbildung zum Ausdruck, das alle Phasen der Aus- und Fortbildung von Lehrkräften einschließt: Studium, Vorbereitungsdienst („Referendariat“) und Fortbildungen für Lehrkräfte im Schuldienst. Wenn Lehrerbildung in diesem Sinne gestaltet und nicht reduziert wird auf eine Phase der Ausbildung, die der Tätigkeit im Schuldienst vorangeht, wenn neben den Qualifizierungsmaßnahmen in Studium und Vorbereitungsdienst auch Fortbildungsangebote für bereits im Beruf stehende Lehrkräfte als Selbstverständlichkeit im Rahmen eines lebenslangen Lernprozesses aufgefasst werden, eröffnet die Implementierung digitaler Medien besondere Chancen – etwa im Hinblick auf kooperatives Lernen sowie auf die Arbeit mit und den Zugriff auf Unterrichtsmaterialien. Am Beispiel eines interdisziplinär angelegten Projekts, dessen Ausgangspunkt und Zentrum das Fach Musik bildet und in dem phasenverbindendes und lebenslanges Lernen einen hohen Stellenwert einnehmen, thematisiert dieser Beitrag Möglichkeiten, Perspektiven und Herausforderungen von Blended Learning in der Lehrerbildung. Es handelt sich um einen Einblick in die Verknüpfung von Präsenz- und Online-Anteilen des Projekts und in erste Ergebnisse aus der Projektevaluation. Vorgestellt werden Teilergebnisse aus einer explorativen Studie zur Bedeutung von Kooperationen und phasenübergreifender Vernetzung, im Rahmen derer unter anderem die Akzeptanz und die Relevanz des E-Learning-Angebots thematisiert wird.

An history of the earth, and animated nature /

Index for all volumes: [320] pages at end of volume 8.

Population pharmacokinetic model of canrenone after intravenous administration of potassium canrenoate to paediatric patients

WHAT IS ALREADY KNOWN ABOUT THIS SUBJECT • Little is known about the pharmacokinetics of potassium canrenoate/canrenone in paediatric patients WHAT THIS STUDY ADDS • A population pharmacokinetic model has been developed to evaluate the pharmacokinetics of canrenone in paediatric patients who received potassium canrenoate as part of their therapy in the intensive care unit. AIMS To characterize the population pharmacokinetics of canrenone following administration of potassium canrenoate to paediatric patients. METHODS Data were collected prospectively from 23 paediatric patients (2 days to 10 years of age; median weight 4 kg, range 2.16–28.0 kg) who received intravenous potassium canrenoate (K-canrenoate) as part of their intensive care therapy for removal of retained fluids, e.g. in pulmonary oedema due to chronic lung disease and for the management of congestive heart failure. Plasma samples were analyzed by HPLC for determination of canrenone (the major metabolite and pharmacologically active moiety) and the data subjected to pharmacokinetic analysis using NONMEM. RESULTS A one compartment model best described the data. The only significant covariate was weight (WT). The final population models for canrenone clearance (CL/F) and volume of distribution (V/F) were CL/F (l h−1) = 11.4 × (WT/70.0)0.75 and V/F (l) = 374.2 × (WT/70) where WT is in kg. The values of CL/F and V/F in a 4 kg child would be 1.33 l h−1 and 21.4 l, respectively, resulting in an elimination half-life of 11.2 h. CONCLUSIONS The range of estimated CL/F in the study population was 0.67–7.38 l h−1. The data suggest that adjustment of K-canrenoate dosage according to body weight is appropriate in paediatric patients.

Frequency of 22q11.2 microdeletion in sporadic non-syndromic tetralogy of Fallot cases

Background: Tetralogy of Fallot (TOF) is a congenital conotruncal heart defect commonly found in DiGeorge (DGS) and velocardiofacial (VCFS) syndromes. The deletion of chromosome 22q11 has also been demonstrated in sporadic or familial cases of TOF. The aim of the present study was to investigate the frequency of del22q11 in patients with non-syndromic TOF seen at a tertiary Pediatric Cardiology care center. Method: One hundred and twenty three non-syndromic TOF patients were selected and evaluated by history, physical examination and review of medical records. Venous blood was drawn for genomic DNA extraction after informed consent 22q11 microdeletion diagnosis was conducted through a standardized SNP genotyping assay and consecutive homozygosity mapping. Phenotype-genotype correlations regarding cardiac anatomy were conducted. Results: We evaluated 123 non-syndromic TOF patients for a 22q11 deletion. 105 (85.4%) patients presented pulmonary stenosis and 18 (14.6%) had pulmonary atresia. Eight patients (6.5%) were found to have a deletion. Of the deleted patients, three (37.5%) presented pulmonary atresia. We have verified a tendency towards a higher prevalence of pulmonary atresia when comparing TOF patients with and without 22q11 microdeletion. Conclusions: 22q11.2 deletion in non-syndromic TOF patients is present in approximately 6% of patients. We suggest a tendency towards a higher prevalence of pulmonary atresia in non-syndromic TOF patients with 22q11 microdeletion. Molecular genetic screening of non-syndromic TOF patient may be important for the correct care of these patients and a more specific genetic diagnostic and counseling. (C) 2007 Elsevier Ireland Ltd. All rights reserved.

Synthesis, structure and electrochemical behaviour of Na, Mg-II, Mn-II, Cd-II and Ni-II complexes of 3-(2-carboxyphenylhydrazone)pentane-2,4-dione

Mononuclear manganese(II) [Mn(kappa O-HL)(2)(CH3OH)(4)] (4), nickel(II) [Ni(kappa O-2, kappa N-L)(H2O)(3)] (5), cadmium(II) [Cd(kappa O-2-HL)(2)(CH3OH)(3)] (7), tetranuclear zinc(II) [Zn-4(mu-OH)(2)(1 kappa O:2 kappa O-HL)(4)(kappa O-HL)(2)(H2O)(4)] (6) and polynuclear aqua sodium(I) [Na(H2O)(2)(mu-H2O)(2)](n)(HL)(n) (2) and magnesium(II) [Mg(OH)(H2O)(mu-H2O)(2)](n)(-HL)(n) (3) complexes were synthesized using 3-(2-carboxyphenyl-hydrazone)pentane-2,4-dione (H2L, 1) as a ligand precursor. The complexes were characterized by single crystal X-ray diffraction, elemental analysis, IR, H-1 and C-13 NMR (for 2, 3, 6 and 7) spectroscopies. Mono- or dianionic deprotonated derivatives of H2L display different coordination modes and lead to topologies and nuclearities of the complexes depending on metal ions and conditions used for the syntheses. Extensive intermolecular H-bonds form supramolecular arrangements in 1D chains (4 and 6), 1D chains of the organic anion and 2D networks of the metal-aqua aggregates (2 and 3), 2D networks (7) or even 3D frameworks (5). Electrochemical studies, by cyclic voltammetry and controlled potential electrolysis, show ligand centred redox processes as corroborated by theoretical DFT calculations in terms of LUMO and HOMO compositions. (C) 2012 Elsevier Ltd. All rights reserved.