Interprofessional E-Learning and Collaborative Work: Practices and Technologies

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Sonst. Personen	Bromage, Adrian (Hrsg.); Clouder, Lynn (Hrsg.); Thistlethwaite, Jill (Hrsg.); Gordon, Frances (Hrsg.)
Titel	Interprofessional E-Learning and Collaborative Work: Practices and Technologies
Quelle	(2010), (412 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-6152-0889-5; 978-1-6152-0889-0
Schlagwörter	Electronic Learning; Health Education; Interdisciplinary Approach; Case Studies; Educational Technology; Textbook Content; Interprofessional Relationship; Beliefs; Values; Educational Innovation; Multicultural Education; Communities of Practice; Instructional Leadership; Instructional Design; Teacher Collaboration; Barriers; Material Development; Recycling; Environmental Education; Nursing Education; Technology Uses in Education; Electronic Libraries; Educational Resources; Educational Practices; Technology Integration + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Case study; Fallstudie; Case Study; Unterrichtsmedien; Lehrbuchtext; Belief; Glaube; Wertbegriff; Instructional innovation; Bildungsinnovation; Multikulturelle Erziehung; Community; Instruction; Leadership; Bildung; Erziehung; Führung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerkooperation; Lehrmaterialentwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Pflegepädagogik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Digitale Bibliothek; Elektronische Bibliothek; Bildungsmittel; Bildungspraxis
Abstract	Interprofessionalism, an emerging model and philosophy of multi-disciplinary and multi-agency working, has in increasingly become an important means of cultivating joint endeavors across varied and diverse disciplinary and institutional settings. This book is therefore, an important source for understanding how interprofessionalism can be promoted and enhanced at various levels in learners' educational experiences, particularly with regard to e-learning and reusable learning objects, given the potential to cross boundaries of time, location and academic disciplines. This book provides relevant theoretical frameworks and the latest case driven research findings to improve understanding of interprofessional possibilities through e-learning at the level of universities, networks and organizations, teams and work groups, information systems and at the level of individuals as actors in the networked environments. Chapters in this book include: (1) Interprofessional and Interdisciplinary Learning (Steve Smith and Lynn Clouder); (2) Understanding Interprofessional Expertise in Terms of Beliefs, Values and Attitudes (Adrian Bromage; (3) A Threefold Framework for Relating to Innovations and Technology in Education (Samuel Edelbring); (4) Setting the Scene (Martin Oliver); (5) Analysis and Description of Education Employing Technological Platforms (Mark Childs); (6) Critical Diversity Education to Promote Interprofessional Understanding (Marion Brown); (7) The Community of Inquiry Framework (Heather Mac Neill, Scott Reeves, Elizabeth Hanna and Steve Rankin); (8) Fundamentals of Interprofessional Communication (Patricia Solomon and Sue Baptiste); (9) Leadership Online (Lynn Clouder and Marie Krumins); (10) Learning from Each Other? (Helen Bradbury, Melissa Highton and Rebecca O'Rourke); (11) Involving Service Users Through Digital Means to Enhance Interprofessional Learning (Frances Gordon, Karen Booth and Helen Bywater); (12) Designing for Enquiry (Tarsem Cooner); (13) Developing an Interprofessional E-Learning Pathway (P. Bluteau and J. Jackson); (14) Building and Sustaining Collaboration in Cross Sector E-Learning Development (Stephen Timmons, Heather Wharrad, Paraskevas Vezyridis, Jacqueline Randle, Joanne Lymn and Fiona Bath-Hextall); (15) Overcoming the Barriers to Promoting Online Interprofessional Education (Dawn Forman and Marion Jones); (16) The Utility of Disruptive Technologies in Interprofessional Education (Maggie Hutchings, Anne Quinney and Janet Scammell); (17) Achieving Interprofessional Health Education Through the Use of E-Resources (Karen Harrison and Lorraine McFarland); (18) A "Video Trigger," but no Silver Bullet (Marit Fougner and Laurence Habib); (19) Pedagogical Directions in Creating Interprofessional E-Learning Materials (Frances Gordon, Karen Booth and Helen Bywater); (20) Reusable Learning Objects in Health Care Education (Richard Windle and Heather Wharrad); (21) Case Studies of Creating Reusable Inter Professional E-Learning Objects (Heather Wharrad and Richard Windle); (22) Customisation and the Interprofessional Application of E-Learning Objects (Helen Lynch and Kerry Trabinger); (23) A Case Study Exploring a Multi-Disciplinary Collaborative Initiative to Use E-Learning to Meet the Professional Learning Needs of Health and Social Care Practitioners (Karen Ousey and Stephen White); (24) Mixing Students Mixing Methods (Christine Dearnley, Melissa Owens, Pete Greasley and Caroline Plews); (25)Interdisciplinary Studies in Built Environment Education (Gerard Wood and Song Wu); (26) The Use of Personal Digital Assistants in Nursing Education (Nina Godson and Adrian Bromage); (27) Accessible Mobile Learning (Christine Dearnley, Stuart Walker and John Fairhall); (28) Exploring Interprofessional Educational Possibilities (Elinor Clarke); and (29) Thinking Outside the Box (Andrew Brooks). (ERIC).
Anmerkungen	Information Science Reference. Available from: IGI Global. 701 East Chocolate Avenue Suite 200, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; e-mail: cust@igi-global.com; Web site: http://www.igi-pub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10