Living labs are complex multi-stakeholder collaborations that often employ a usercentred and design-driven methodology to foster innovation. Conventional management tools fall short in evaluating them. However, some methods and tools dedicated to living labs' special characteristics and goals have already been developed. Most of them are still in their testing phase. Those tools are not easily accessible and can only be found in extensive research reports, which are difficult to dissect. Therefore, this paper reviews seven evaluation methods and tools specially developed for living labs. Each section of this paper is structured in the following manner: tool’s introduction (1), who uses the tool (2), and how it should be used (3). While the first set of tools, namely “ENoLL 20 Indicators”, “SISCODE Self-assessment”, and “SCIROCCO Exchange Tool” assess a living lab as an organisation and are diving deeper into the organisational activities and the complex context, the second set of methods and tools, “FormIT” and “Living Lab Markers”, evaluate living labs’ methodologies: the process they use to come to innovations. The paper's final section presents “CheRRIes Monitoring and Evaluation Tool” and “TALIA Indicator for Benchmarking Service for Regions”, which assess the regional impact made by living labs. As every living lab is different regarding its maturity (as an organisation and in its methodology) and the scope of impact it wants to make, the most crucial decision when evaluating is to determine the focus of the assessment. This overview allows for a first orientation on worked-out methods and on possible indicators to use. It also concludes that the existing tools are quite managerial in their method and aesthetics and calls for designers and social scientists to develop more playful, engaging and (possibly) learning-oriented tools to evaluate living labs in the future. LinkedIn: https://www.linkedin.com/in/overdiek12345/ https://www.linkedin.com/in/mari-genova-17a727196/?originalSubdomain=nl
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Nowadays, digital tools for mathematics education are sophisticated and widely available. These tools offer important opportunities, but also come with constraints. Some tools are hard to tailor by teachers, educational designers and researchers; their functionality has to be taken for granted. Other tools offer many possible educational applications, which require didactical choices. In both cases, one may experience a tension between a teacher’s didactical goals and the tool’s affordances. From the perspective of Realistic Mathematics Education (RME), this challenge concerns both guided reinvention and didactical phenomenology. In this chapter, this dialectic relationship will be addressed through the description of two particular cases of using digital tools in Dutch mathematics education: the introduction of the graphing calculator (GC), and the evolution of the online Digital Mathematics Environment (DME). From these two case descriptions, my conclusion is that students need to develop new techniques for using digital tools; techniques that interact with conceptual understanding. For teachers, it is important to be able to tailor the digital tool to their didactical intentions. From the perspective of RME, I conclude that its match with using digital technology is not self-evident. Guided reinvention may be challenged by the rigid character of the tools, and the phenomena that form the point of departure of the learning of mathematics may change in a technology-rich classroom.
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Abstract Chapter 4: Basing ourselves on a literature review and expert interviews we create an overview of methods and tools to identify and respond to ethical questions used in healthcare, social work, police and the military. We identify six main types of methods or tools that can support professionals or organisations in dealing with ethical issues. Some of these methods are already used in CT or could be used. Some methods or tools are targeted at individual professionals or small groups, whilst others are targeted at the organisational level. The methods and tools are described in brief. Samenvatting boek: Wat is ethisch wel en wat niet geoorloofd? De aanslagen die de Europese hoofdsteden teisteren wrijven het ons in: terrorismebestrijding is noodzakelijk en is onlosmakelijk verbonden met de moderne samenleving. De inlichtingendiensten en andere organisaties die zich hiermee bezighouden, stuiten echter telkens op de vraag hoe ver zij mogen gaan. Waar liggen de grenzen? Wat is ethisch wel en wat niet geoorloofd? En vooral: hoe gaan professionals met deze soms levensgrote dilemma's om? In deze Engelstalige uitgave reflecteren wetenschappers, terrorismebestrijders en ethici op dit zeer actuele thema.
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Background and Aim: Caregivers in the home environment have an important role in timely detecting and responding to abuse. The aim of this review was to provide insight into both the existing tools for the assessment of and interventions for elder abuse by formal and informal caregivers in the home environment, and to categorize them according to a public health perspective, into primary, secondary, tertiary or quaternary prevention. Methods: We selected the assessment tools and interventions that can be used by caregivers in the home environment included in previous reviews by Gallione et al (2017) and Fearing et al (2017). To identify published studies after these reviews, a search was performed using PubMed, Cochrane Database, CINAHL and Web of Science. Results: In total, fifteen assessment tools and twelve interventions were included. The number of assessment tools for elder abuse for use in the home environment is increasing; however, tools must be validated over different cultures and risk groups. In addition, the tools lack attention for the needs of vulnerable older persons such as persons with dementia. Existing interventions for caregivers in the home environment lack evidence for addressing elder abuse and do not address potential adverse effects (quaternary prevention). Conclusion: Assessment tools for elder abuse need further testing for validity and reliability for use by caregivers in the home environment. For interventions, meaningful outcome measures are needed. Important to note is that quaternary prevention requires more attention. This argues for taking into account perspectives of (abused) older persons and caregivers in the development of assessment tools and interventions protocols.
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This paper examines how the learning environment in primary education can be enhanced by stimulating the use of innovative ICT applications. In particular, this discussion focuses on mind tools as a means of leveraging ICT for the development of cognitive skills. The stimulating effect of mind tools on the thinking skills and thinking attitudes of students is examined. The various types of mind tools and a number of specific examples are closely examined. We consider how mind tools can contribute to the establishment of an ICT-rich learning environment within the domain of technology education in primary schools. We illustrate two specific applications of such mind tools and discuss how these contribute to the development of thinking skills.
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Due to the changing technological possibilities of services, the demands that society places on the level of service provided by the Dutch Central Government (DCG) are changing rapidly. To accommodate this, the Dutch government is improving its processes in such a way that they become more agile and are continuously improved. However, the DCG struggles with the implementation of improvement tools that can support this. The research described in this paper aims to deliver key factors that influence the adoption of tools that improve the agile way of working and continuous improvement at the DCG. Therefore, a literature review has been conducted, from which 24 factors have been derived. Subsequently, 9 semi structured interviews have been conducted to emphasize the perspective of employees at the DCG. In total, 7 key factors have been derived from the interviews. The interviewees consisted of both employees from departments who already worked with tools to improve agile working and continuous improvement as well as employees from departments who haven’t used such tools yet. An important insight based on this research is that the aims, way of working and scope of the improvement tools must be clear for all the involved co-workers
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Background: Increasing attention to palliative care for the general population has led to the development of various evidence-based or consensus-based tools and interventions. However, specific tools and interventions are needed for people with severe mental illness (SMI) who have a life-threatening illness. The aim of this systematic review is to summarize the scientific evidence on tools and interventions in palliative care for this group. Methods: Systematic searches were done in the PubMed, Cochrane Library, CINAHL, PsycINFO and Embase databases, supplemented by reference tracking, searches on the internet with free text terms, and consultations with experts to identify relevant literature. Empirical studies with qualitative, quantitative or mixed-methods designs concerning tools and interventions for use in palliative care for people with SMI were included. Methodological quality was assessed using a critical appraisal instrument for heterogeneous study designs. Stepwise study selection and the assessment of methodological quality were done independently by two review authors. Results: Four studies were included, reporting on a total of two tools and one multi-component intervention. One study concerned a tool to identify the palliative phase in patients with SMI. This tool appeared to be usable only in people with SMI with a cancer diagnosis. Furthermore, two related studies focused on a tool to involve people with SMI in discussions about medical decisions at the end of life. This tool was assessed as feasible and usable in the target group. One other study concerned the Dutch national Care Standard for palliative care, including a multicomponent intervention. The Palliative Care Standard also appeared to be feasible and usable in a mental healthcare setting, but required further tailoring to suit this specific setting. None of the included studies investigated the effects of the tools and interventions on quality of life or quality of care. Conclusions: Studies of palliative care tools and interventions for people with SMI are scarce. The existent tools and intervention need further development and should be tailored to the care needs and settings of these people. Further research is needed on the feasibility, usability and effects of tools and interventions for palliative care for people with SMI.
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We De Try: Creative Methods of Storylistening and Storytelling tells the story of a research journey the author underwent in trying to gain a better understanding of diversity and inclusion in higher education. Through insights generated by the exploration of methods of storytelling and storylistening, the research problematises using stories as tools for diversity and inclusion in higher educational institutions. In order to be transformed by that which emerges (storylistening) in a manner that is non-extractive, avoids reinforcing existing power imbalances, and recognises that stories transcend time and space asks for exploring questions relating to practicing care, generosity, and honouring and catering to different needs.
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The authors define the requirements and a conceptual model for comparative evaluation research of simulation games and serious games (SGs) in a learning context. A first operationalisation of the model was used to comparatively evaluate a suite of 14 SGs on varying topics played between 2004 and 2009 in 13 institutes of higher education in the Netherlands. The questions in this research were: what is the perceived learning effectiveness of the games and what factors explain it? How can we comparatively evaluate games for learning? Data were gathered through pre- and post-game questionnaires among 1000 students, leading to 500 useful datasets and 230 complete datasets for analysis (factor analysis, scaling, t-test and correlation analysis) to give an explorative, structural model. The findings are discussed and a number of propositions for further research are formulated. The conclusion of the analysis is that the students' motivation and attitudes towards game-based learning before the game, their actual enjoyment, their efforts during the game and the quality of the facilitator/teacher are most strongly correlated with their learning satisfaction. The degree to which the experiences during the game were translated back into the underlying theories significantly determines the students' learning satisfaction. The quality of the virtual game environment did not matter so much. The authors reflect upon the general methodology used and offer suggestions for further research and development.
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Introduction: There is a lack of effective interventions available for Pediatric Physical Therapists (PPTs) to promote a physically active lifestyle in children with physical disabilities. Participatory design methods (co-design) may be helpful in generating insights and developing intervention prototypes for facilitating a physically active lifestyle in children with physical disabilities (6–12 years). Materials and methods: A multidisciplinary development team of designers, developers, and researchers engaged in a co-design process–together with parents, PPTs, and other relevant stakeholders (such as the Dutch Association of PPTs and care sports connectors). In this design process, the team developed prototypes for interventions during three co-creation sessions, four one-week design sprint, living-lab testing and two triangulation sessions. All available co-design data was structured and analyzed by three researchers independently resulting in themes for facilitating physical activity. Results: The data rendered two specific outcomes, (1) knowledge cards containing the insights collected during the co-design process, and (2) eleven intervention prototypes. Based on the generated insights, the following factors seem important when facilitating a physically active lifestyle: a) stimulating self-efficacy; b) stimulating autonomy; c) focusing on possibilities; d) focusing on the needs of the individual child; e) collaborating with stakeholders; f) connecting with a child's environment; and g) meaningful goal setting. Conclusion: This study shows how a co-design process can be successfully applied to generate insights and develop interventions in pediatric rehabilitation. The designed prototypes facilitate the incorporation of behavioral change techniques into pediatric rehabilitation and offer new opportunities to facilitate a physically active lifestyle in children with physical disabilities by PPTs. While promising, further studies should examine the feasibility and effectivity of these prototypes.
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