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Collaborative Activities (collaborative + activity)
Selected AbstractsMental Health and Academic Achievement: Role of School NursesJOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 4 2007Kathryn Rose Puskar PURPOSE.,This article discusses how school nurses promote mental health and subsequent academic achievement by screening and referral for children demonstrating mental health problems. Nursing interventions are discussed at the individual, systems, and community levels. CONCLUSION.,Mental health problems can affect school performance and academic achievement. When mental health problems are not recognized, students may be unable to reach their academic potential. School nurses are in a key position to provide interventions to address mental health and academic achievement. PRACTICE IMPLICATIONS.,The role of school nurses and examples of mental health collaborative activities are provided. [source] The Xanadu project: training faculty in the use of information and communication technology for university teachingJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2006G. Trentin Abstract Technology-enhanced learning (TEL) methodologies are becoming an important part of University teaching but faculty members have tended to shy away from using them. So, how can they be enticed to use them effectively? What approaches can be used? The purpose of the Xanadu project was to analyse the problems involved and to propose a model for training, based on experimentation at the University of Turin. Besides providing a model, this article will deal with the follow-up, particularly regarding the faculty members' initial approach to using information and communication technology (ICT), as well as examine the motives and conditions influencing their choices. In this sense, the project has enabled us to come to a better understanding of the typical misconceptions leading teachers to favour methodological approaches based on the distributive use of ICT (which are considered less demanding to manage), rather than networked collaborative interaction, which actually involve students more. In this regard, Xanadu has shown how teachers' awareness may be developed towards adopting a wide range of TEL approaches through both gradual training (project-oriented with a basic and an advanced course) and with the help of a graduate assistant capable of following e-content development and online collaborative activities. The effectiveness of the method may be confirmed by the large number of faculty members continuing to use ICT to support their teaching despite having no specific university TEL projects. [source] Structured extracurricular activities among adolescents: Findings and implications for school psychologistsPSYCHOLOGY IN THE SCHOOLS, Issue 1 2004Rich Gilman One factor that contributes to adolescent positive mental health is active engagement. Engagement is defined as any activity that is initiated to attain an outcome. In general, two forms of activities exist that correspond with engagement: solitary, non-structured, and non-cooperative pursuits, often without adult supervision (e.g., playing video games, watching television) and highly structured, collaborative activities that are under the guidance of a competent set of adults (i.e., structured extracurricular activities, or SEAs). Although large amounts of time spent in unstructured activities is related to negative psychosocial outcomes, participation in SEAs has been related to a variety of positive outcomes for students. This paper reviews current research regarding adolescent participation in SEAs and its effects on academic and personal-social variables (i.e., self-concept, life satisfaction), as well as potential preventive effects for youths considered to be "at-risk" for negative developmental outcomes. The paper also examines research investigating the potential benefits and shortcomings of different types of SEAs. Finally, suggestions for future research and school-based preventive intervention are presented. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 31,41, 2004. [source] Collaboration and Leadership for Effective Emergency ManagementPUBLIC ADMINISTRATION REVIEW, Issue 2006William L. Waugh Jr. Collaboration is a necessary foundation for dealing with both natural and technological hazards and disasters and the consequences of terrorism. This analysis describes the structure of the American emergency management system, the charts development of the Federal Emergency Management Agency, and identifies conflicts arising from the creation of the Department of Homeland Security and the attempt to impose a command and control system on a very collaborative organizational culture in a very collaborative sociopolitical and legal context. The importance of collaboration is stressed, and recommendations are offered on how to improve the amount and value of collaborative activities. New leadership strategies are recommended that derive their power from effective strategies and the transformational power of a compelling vision, rather than from hierarchy, rank, or standard operating procedures. [source] Learning to collaborate by collaborating: a face-to-face collaborative activity for measuring and learning basics about teamwork1JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2009C. Cortez Abstract In today's fast-changing business environment, teams have emerged as a requirement for business success. However, in schools and universities, students are usually not taught teamwork skills. In this paper, we introduce learning to collaborate by collaborating, a process that enables collaboration and teamwork skills to be taught and measured through face-to-face collaborative work and class-wide activities supported by wirelessly connected hand-held devices. Following a description of learning to collaborate by collaborating, we present an experimental study whose results demonstrate that participants in the process displayed improved teamwork performance. We conclude that it is possible to effectively teach collaboration skills through the use of immediate feedback provided by a supporting technology. [source] A community of practice approach to the development of non-traditional learners through networked learningJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2006K. Guldberg Abstract This paper analyses a sample of online discussions to evaluate the development of adult learners as reflective practitioners within a networked learning community. The context for our study is a blended learning course offering post-experience professional training to non-traditional university students. These students are parents and carers of people with autistic spectrum disorder (ASD). We use Lave and Wenger's ,communities of practice' as a theoretical framework for establishing how students develop a learning community based upon mutual engagement, joint enterprise and shared repertoires. Those three aspects are analysed according to two measures. The first focuses on learner appropriation of the professional discourse, values and goals of the ASD carer through the network. The second relates to changes in the quality of collaborative activity over time. Our analysis demonstrates that students belong to an overarching community of practice, with different subsets who work at sharing and co-constructing common understandings. This shared discourse and common notions of what constitutes good practice help create a safe interaction space for the students. Once group identity is consolidated, more challenging questions emerge and the group are able to define further common values, understandings and goals through processes of resolution. [source] Intellectual Property in the Context of e-ScienceJOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 2 2007Dan L. Burk E-science promises to allow globally-distributed collaboration and access to scientific research via computer networks, but e-science development is already encountering difficulty over the intellectual property rights associated with data and networked collaborative activity. The proprietary nature of intellectual property is generally problematic in the practice of science, but such difficulties are likely to be exacerbated in the context of e-science collaboration where the development and use of intellectual resources will likely be distributed among many researchers in a variety of physical locations, often spanning national boundaries. While a potential solution to such problems may reside in the mechanism of "open source" licenses, the organizational structure of scientific research may not map cleanly onto the open source model. Consequently, a firm understanding of not only the technical structure but of the social and communicative structure of e-science will be necessary in order to adapt licensing solutions to the practice of e-science. [source] Towards a social affordances perspective of media capabilities and interface designPROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2007Jason M. Turner This study examined the relationships between collaborative group work and communication technologies. First, a model of experience depicting the most perceptually relevant aspects of group work was produced using self-guided focus groups and survey responses. Eleven elements of the group work context, their interrelationships, and technologies supporting collaborative activity were described. The model suggested communication technologies are situated within contexts of use that affect and are affected by relevant aspects of that context. Participant task groups then resolved various problems using one of three technologies: face-to-face, voice conferencing, or chat. Activity unfolded longitudinally allowing for the emergence of situated actions, interaction, and technology effects. Individual and collective perceptions of how technology affected each element of the model, and how those elements impacted perceptions of technology, were analyzed via in-depth interviews. 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