Innovative learning spaces have emerged in response to the influx of educational technologies and new social practices associated with twenty-first-century learning. Whilst dominant narratives of change often suggest that alterations in the designed environment for learning will result in changed practice, on the ground educators are struggling to align their pedagogical models with new spaces for learning, direct instruction is still common, and technologically deterministic narratives mask a failure to engage with the materiality of learning. This article argues for a non-deterministic theory of things in educational research and calls for a deeper understanding of the flows of matter, information and human-thing dependence, which will render visible the heterogeneous entanglements characteristic of innovative spaces for learning. It highlights that educational designers (e.g. teachers, space planners, architects, instructional designers) are in pressing need of analytical tools capable of supporting their work in ways that promote correspondence between (a) pedagogy, place and people and (b) theory, design and practice. In response, we introduce an analytical approach to framing learning entanglement that accounts for the artefacts, resources and tools available to learners; the choice of tasks and pedagogical models and the social roles and divisions of labour governing any given learning situation. Finally, we practically demonstrate how this approach aids in identifying correspondence or dissonance across dimensions of design and scale levels, in both the analysis and design of complex environments for learning. century competencies and skills' (Scott, 2015, p. 1), direct instruction, inauthentic assessment and rote learning are still common across many contexts, although these practices are not specific to particular sectors or subject areas. For example, in universities, lectures are still common in the early stages of undergraduate courses, and in schools some subject areas are more likely than others to adopt project-based or inquiry-based approaches. What is more, deterministic accounts of tools and spaces for learning tend to focus on identifying generic and decontextualised properties of tools or spaces, without considering the qualities of the objects themselves, and how these, in turn, may influence people, their values and purposeful action.In this article, we argue that those involved in educational design (e.g. teachers, space planners, architects, instructional designers) need analytical tools capable of increasing the correspondence between (a) pedagogy, place and people and (b) theory, design and practice. When we speak of correspondence, we draw on the work of Tim Ingold (2013), who contrasts interaction with correspondence, which he illustrates with a simple sketch: two fixed points with an arrow between them-representing interactionand two lines issuing from each of these points that flex in response to movement in the other-representing correspondence. Understanding how we use this term i...
The global pandemic reached New Zealand in the middle of a teaching semester, calling educators to rapidly transition into a fully online teaching mode. Covid-19 brought fears for the unknown and required an abrupt shift, creating anxiety for academic staff, students and parents. Amidst this transition, educators had to quickly reconfigure their designs, as specific pedagogical strategies set for in-class arrangements would no longer be appropriate for the new scenario. A whiplash redirect to the online mode introduced new tools and added uncertainties about Internet access and connectivity. People had to deal with remoteness and isolation and with changes to virtual learning. This paper theorizes about what it means to design for transition during an emergency. Drawing on the Activity-Centred Analysis and Design (ACAD) framework, we discuss implications for educational design, detailing how tools, social arrangements and tasks can be carefully orchestrated to support learning activity in emergency remote education. We situate the discussion within the transitioning experiences of students and staff at a Bachelor of Nursing programme, within a three-phased educational design which involved Virtual Happy Hours (VHH). The VHH sessions were run with two cohort groups of first- and second-year students in the Bachelor programme—and included their teaching staff. The intent of the VHH was to allow participants to familiarize themselves with tools, tasks and social elements that could be (re)used to facilitate engagement in a new online space—in preparation to the upcoming course sessions in the lockdown period.
This multicenter registry reflected a real-life national TAVI experience. Comorbidities, periprocedural complications and moderate/severe PVR were associated with increased mortality and the use of TEE to monitor the procedure acted as a protective factor.
BackgroundTranscatheter aortic valve implantation (TAVI) was established as an important alternative for high-risk patients with severe aortic stenosis. However, there are few data in the literature regarding coronary obstruction, that although rare, is a potentially fatal complication. ObjectiveEvaluate this complication in Brazil.MethodsWe evaluated all patients presenting coronary obstruction from the Brazilian Registry of TAVI. Main baseline and procedural characteristics, management of the complication, and clinical outcomes were collected from all patients.ResultsFrom 418 consecutive TAVI procedures, coronary obstruction occurred in 3 cases (incidence of 0.72%). All patients were women, without prior coronary artery bypass grafting (CABG), and with mean age of 85 ± 3 years, logistic EuroSCORE of 15 ± 6% and STS-PROM score of 9 ± 4%. All of the cases were performed with balloon-expandable Sapien XT prosthesis. In one patient, with pre-procedural computed tomography data, coronary arteries presented a low height and a narrow sinus of Valsalva. All patients presented with clinically significant severe maintained hypotension, immediately after valve implantation, and even though coronary angioplasty with stent implantation was successfully performed in all cases, patients died during hospitalization, being two periprocedurally.ConclusionCoronary obstruction following TAVI is a rare but potentially fatal complication, being more frequent in women and with the balloon-expandable prosthesis. Anatomical factors might be related with its increased occurrence, highlighting the importance of a good pre-procedural evaluation of the patients in order to avoid this severe complication.
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