In November 2019, scholars and practitioners from ten higher education institutions celebrated the launch of the iKudu project. This project, co-funded by Erasmus [1], focuses on capacity development for curriculum transformation through internationalisation and development of Collaborative Online International Learning (COIL) virtual exchange. Detailed plans for 2020 were discussed including a series of site visits and face-to-face training. However, the realities of the COVID-19 pandemic disrupted the plans in ways that could not have been foreseen and new ways of thinking and doing came to the fore. Writing from an insider perspective as project partners, in this paper we draw from appreciative inquiry, using a metaphor of a mosaic as our identity, to first provide the background on the iKudu project before sharing the impact of the pandemic on the project’s adapted approach. We then discuss how alongside the focus of iKudu in the delivery of an internationalised and transformed curriculum using COIL, we have, by our very approach as project partners, adopted the principles of COIL exchange. A positive impact of the pandemic was that COIL offered a consciousness raising activity, which we suggest could be used more broadly in order to help academics think about international research practice partnerships, and, as in our situation, how internationalised and decolonised curriculum practices might be approached. 1. KA2 Erasmus+ Cooperation for innovation and the exchange of good practices (capacity building in the field of Higher Education)
Socially aware persuasive games that use immersive technologies often appeal to empathy, prompting users to feel and understand the struggles of another. However, the often sought-after standing in another's shoes' experience, in which users virtually inhabit another in distress, may complicate other-oriented empathy. Following a Research through Design approach, we designed for other-oriented empathy - focusing on a partaker-perspective and diegetic reflection - which resulted in Permanent; a virtual reality game designed to foster empathy towards evacuees from the 2011 Fukushima Daiichi nuclear disaster. We deployed Permanent 'in the wild' and carried out a qualitative study with 78 participants in the Netherlands and Japan to capture user experiences. Content Analysis of the data showed a predominance of other-oriented empathy across countries, and in our Thematic Analysis, we identified the themes of 'Spatial, Other, and Self -Awareness', 'Personal Accounts', 'Ambivalence', and 'Transdiegetic Items', resulting in design insights for fostering other-oriented empathy through virtual reality.
Collaborative Online International Learning (COIL) is often framed as an example of a broader practice known as Virtual Exchange (VE). The term Virtual Exchange has increasingly been used as an attempt to unify a fragmented field of Higher Education practice and is often used interchangeably with the term COIL. However, the design of COIL, with its strong focus on collaborative and intercultural learning, is often very different to other VE initiatives. Labelling all VE initiatives, including COIL, generally as VE, can lead to both educators and researchers having difficulty identifying and distinguishing COIL. Therefore, the purpose of this paper is to provide a critical review of VE and define COIL and its key characteristics. This article also describes how theory can inform practice and explains why continued interchangeable use of the term COIL with the umbrella term Virtual Exchange is unhelpful for future research and practice.
The admission of patients to intensive care units (ICU) is sometimes planned after a large operation. However, most admissions are acute, because of life-threatening infections or trauma as a result of accidents. Their stay can last from a couple of days to a couple of weeks. ICU patients are often in pain, in fragile health condition, and connected to various devices such as a ventilator, intravenous drip, and monitoring equipment. The resulting lack of mobilization, makes patients lose 1-3% of muscle power for each day they are in the ICU. Within 2 weeks, patients can lose up to 50% of their muscle mass. Early mobilization of ICU patients reduces their time on a respirator and their hospital length of stay. Because of this, ICUs have started early mobilization physical therapy. However, there is a lack of solutions for patients that properly handle fear of movement, are sufficiently personalized to the possibilities and needs of the individual and motivate recurring use in this context. Meanwhile, various technological advances enable new solutions that might bring benefits for this specific use case. Hospitals are experimenting with screens and projections on walls and ceilings to improve their patients’ stay. Standalone virtual reality and mixed reality headsets have become affordable, available and easy to use. In this project, we want to investigate: How can XR-technologies help long-stay ICU patients with early mobilization, with specific attention to the issues of fear of movement, personalization to the individual’s possibilities, needs and compliance over multiple sessions? The research will be carried out in co-creation with the target group and will consist of a state-of-the-art literature review and an explorative study.
