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Lectorale rede Bart Wernaart - Moral Design Strategy

Op 20 januari 2022 sprak mr. dr. Bart Wernaart zijn lectorale rede “Building value-based technology together" uit. Aansluitend werd Bart geïnstalleerd als lector Moral Design Strategy binnen Fontys Hogeschool Economie en Communicatie. Op deze website een verslag van alle onderdelen van die dag.

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Internet-Generation Nursing Students' View of Technology-Based Health Care

BACKGROUND: Today's nursing school applicants are considered “digital natives.” This study investigated students' views of new health care technologies. METHOD: In a cross-sectional survey among first-year nursing students, 23 common nursing activities and five telehealth nursing activities were presented along with three statements: “I consider this a core task of nursing,” “I look forward to becoming trained in this task,” and “I think I will do very well in performing this task.” RESULTS: Internet-generation nursing students (n = 1,113) reported a significantly (p ⩽ .001) less positive view of telehealth activities than of common nursing activities. Median differences were 0.7 (effect size [ES], −0.54), 0.4 (ES, −0.48), and 0.3 (ES, −0.39), measured on a 7-point scale. CONCLUSION: Internet-generation nursing students do not naturally have a positive view of technology-based health care provision. The results emphasize that adequate technology and telehealth education is still needed for nursing students. [J Nurs Educ. 2017;56(12):717–724.]

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Internet-Generation Nursing Students' View of Technology-Based Health Care

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Technology-based interprofessional collaboration in primary care for home rehabilitation of the older adults

Abstract Primary healthcare professionals face an increasing number of geriatrics patients, and patient care often involves different disciplines. eHealth offers opportunities to support interprofessional collaboration (IPC). This exploratory study aimed to gain insight in 1) IPC in community-based rehabilitation, 2) facilitators and barriers for technology-based IPC and 3) technological IPC solutions envisioned by the primary healthcare professionals An focus group with six primary healthcare professionals and a design thinking session with four participants were conducted. Data analysis was based upon an IPC model. Results indicate that facilitators and barriers for IPC can be clustered in three categories: human, organization and technology, and provide some requirements to develop suitable IPC technological solutions Primary healthcare professionals recognise the urgency of working collaboratively. Current barriers are understanding each other’s professional vocabulary, engaging the older adults, and using technology within the patient’s environment. Further research is needed to integrate IPC components in a technological solution

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Technology-based interprofessional collaboration in primary care for home rehabilitation of the older adults

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Technology-based healthcare for nursing education within the Netherlands: Past, present and future

At the present time, nearly all Dutch nursing schools are searching for suitable ways to implement technology-based healthcare in their curriculum. Some Universities chose elective education, others a mandatory solution. Several studies were executed to determine competencies needed by nurses in order to work with technology-based healthcare. In 2016 a nationwide new curriculum for nurses has been published. Providing technology-based healthcare is included under the core competencies of this new curriculum. All baccalaureate nursing educational institutes must implement this new curriculum at the start of 2016 which will have a huge impact on the implementation of technology-based healthcare in the education programs. In the future, technology centers from Universities will collaborate and specialize, partner with technology companies and crossovers between information and communication technology and healthcare education will be expanded.

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Technology-based healthcare for nursing education within the Netherlands: Past, present and future

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Brain and Technology: to an argument based practice!

Since the emergence of modern man some 200,000 years ago, people and technologyhave been inextricably linked to each other. However, unlike traditional technology -such as leverage (and derivative applications such as hammers, wheels and crankshafts),and control of fire - smart technology is equipped with adaptive capacity. Whereas intraditional technology people have to think and handle in terms of technology in orderto apply technology successfully and purposefully, technology with, for example, itsown learning ability adapts to humans. This means that smart technology influencesdevelopment in a different way than traditional technology. Changes in the relationship between human development (brain) and smarttechnology - technology with its own learning capacity and adaptability - have led tothe articulation of 4 requirements technology should meet: 1. it must be sustainable, 2. it must not block development and if it does it must be clear how, 3. there must bea logical argument why the technique can be used and how it can be explained, also in terms of psychological development and, finally, 4. the social and ethical discoursemust be stated in a transparent way. At a fast pace, futurologists and management gurus are presenting “theories” abouthow smart technology will change us permanently as individuals. Requirements 1(sustainability) and 2 (technology influencing human development) are at stake here.However, these ideas cannot be substantiated by scientific research. Psychology(and the other social and human sciences) have not yet been able to generate a convincing interpretation of what is going on in the area of brain and technology (living technology). In fact, there is a need for argumentation. In order to arrive at an argument-based psychology, insight into the non-linearityof processes is indispensable. The Brain & Technology research group is exploring the great possibilities to bridge the distance between people and their limitations by using smart technology, or possibilities, especially when it comes to argument based applied psychology! In this document, mainly the argument requirement is considered, because in the rapidly changing technological processes, the argument often does not sufficiently develop and the argument lies pre-eminently at the level of applied psychology, brain and technology.

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“Nano” regeneration

This article provides a nano (hyperlocal) view of climate change mitigation by viewing regenerative organizing through the eyes (as well as bodies and senses, etc.) of the households engaged in community-based energy projects. By showing what humans make up for in the largely absent relationship between nature and technology in these projects, we envision an incremental extension of the literature on community-based energy. The radically different contribution we aim to make is a tripartite imbrication that brings in natural agency alongside the human and the technical but specifies precisely how nano (smaller than micro) embodied practices afford mis- and realignments. https://doi.org/10.1177/1086026619886841 LinkedIn: https://www.linkedin.com/in/helenkopnina/

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Communities of practice: pedagogy and internet-based technologies to support educator's continuing technology professional development in higher education

Advances in information and communication technologies (ICTs) as well as modern pedagogical perspectives have created new possibilities to facilitate and support learning in higher education (HE). Emerging technologies bring opportunities to reconsider teaching and learning. New ideas and concepts about the educational use of new technologies transform the roles of teachers. In this context the key question of this study is: whether learning as part of a (virtual) community of practice supports teachers' technology professional development. Different learning alternatives such as distance learning, workplace learning as well as blended forms of learning will enhance lifelong learning which forces a rethinking of traditional forms of education. However, most institutions for education foster just-in-case learning while new technologies foster just-in-time learning. As a result of new learning perspectives and the potential pedagogical benefits of ICTs in educational contexts, teachers have to learn how to integrate new technologies in teaching and learning. It is recommended that teacher professional development should be situated in multiple learning settings in which learning is teacher-centred. Next to classroom settings and cross-institutional learning communities, virtual learning communities (VCoPs) are a significant source for learning. There is an overlap between the educational values of interned-based learning and social theories of learning such as Lave & Wenger's situated learning theory and Wenger's theory of communities of practice. Drawing upon these theories, offers a perspective on social learning that emphasizes social processes within (V)CoPs where community participants engage in collective learning and knowledge creation. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach. The paper concludes that VCoPs are learning environments since these network-based learning communities push learners to take more control of their learning and provide tasks which are more contextualised and meaningful.

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Communities of practice: pedagogy and internet-based technologies to support educator's continuing technology professional development in higher education

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Building value-based technology together

Maatschappelijke uitdagingen In toenemende mate vertrouwen we een deel van ethische besluitvorming aan smart-technology toe. Technologie heeft vaker dan ooit een ethische lading. Dit kan soms verregaande consequenties hebben voor consumenten, burgers of organisaties. Hoe zeker moet een algoritme zijn van haar zaak om een burger van fraude te beschuldigen? Hoeveel risico mag een chat-bot die financieel advies geeft een klant laten lopen? Wie mag bepalen hoe een algoritme op een sociaal media platform omgaat met desinformatie? Dergelijke vragen leiden tot belangrijke uitdagingen op het gebied van morele autoriteit, ethische besluitvorming, en morele strategievorming. Strategievorming in snel veranderend speelveld In zijn rede zal Bart pleiten om niet zozeer dé oplossing bij ethisch technologische vraagstukken te vinden, maar vooral een manier te zoeken om op een bestendige manier om te gaan met een snel veranderend speelveld. In veel gevallen lijken oplossingen in zowel de private als publieke sector voor techno-ethische vraagstukken korte-termijn gericht. En zijn het vaak maatregelen die snel en vooral zichtbaar een negatief effect van technologie proberen in te dammen. In zijn lectorale rede zal Bart ingaan op hoe belangrijk het erkennen en herkennen van ethische vraagstukken bij het programmeren van nieuwe technologie is. Maar ook hoe men de menselijke maat kan vangen én gebruiken als input in het ontwerp van nieuwe technologie. Er is volgens hem vooral een bestendige strategie nodig.

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Building value-based technology together

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Visoko obrazovanje putem weba, paradoks ukljucenosti/iskljucenosti (in Croatian, translation of 'Web based higher education, the inclusion/exclusion paradox')

Dit artikel is een vertaling van Steyaert, J. (2005). Web based higher education, the inclusion/exclusion paradox. Journal of technology in human services, 23(1/2), 67-78. Het beschrijft de relatie tussen e-learning en toegankelijkheid voor studenten met een functionele beperking.

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Producten 2.443

Lectorale rede Bart Wernaart - Moral Design Strategy

Internet-Generation Nursing Students' View of Technology-Based Health Care

Technology-based interprofessional collaboration in primary care for home rehabilitation of the older adults

Technology-based healthcare for nursing education within the Netherlands: Past, present and future

Brain and Technology: to an argument based practice!

“Nano” regeneration

Communities of practice: pedagogy and internet-based technologies to support educator's continuing technology professional development in higher education

Building value-based technology together

Visoko obrazovanje putem weba, paradoks ukljucenosti/iskljucenosti (in Croatian, translation of 'Web based higher education, the inclusion/exclusion paradox')

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Producten 2.443

Lectorale rede Bart Wernaart - Moral Design Strategy

Internet-Generation Nursing Students' View of Technology-Based Health Care

Technology-based interprofessional collaboration in primary care for home rehabilitation of the older adults

Technology-based healthcare for nursing education within the Netherlands: Past, present and future

Brain and Technology: to an argument based practice!

“Nano” regeneration

Communities of practice: pedagogy and internet-based technologies to support educator's continuing technology professional development in higher education

Building value-based technology together

Visoko obrazovanje putem weba, paradoks ukljucenosti/iskljucenosti (in Croatian, translation of 'Web based higher education, the inclusion/exclusion paradox')

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