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World Health Organization (WHO) reports emphasize the need to implement new healthcare models centred on Primary Health Care and in this context both WHO and EU recommendations identify the Family and Community Nurse (FCN) as a key actor. However, despite WHO recommendations, there is a lack of standardized Professional Profile for FCN at EU level in the main EU reference tools and classifications. In the effort to address this gap, the ENhANCE (EuropeaN curriculum for fAmily aNd Community nursE) project aims to elaborate a European Professional Profile for FCNs, along with a European Curriculum to become FCN. In this contribution, the Curriculum development process is described. This encompassed four main steps: (1) studying the current educational provision for FCN in Europe, (2) profiling FCN, (3) developing the actual European Curriculum, and (4) instantiating the EU Curriculum into national curricula and validating such localizations through piloting. The preliminary evaluation results of the Professional Profile, the European Curriculum, as well as the national curricula are presented. In the Discussion section, the main criticalities, challenges, as well as strong points are highlighted.

Ageing populations represent a challenge to the sustainability of current healthcare systems. The need to balance these demographic changes with gains in healthy life years and quality of life (QoL) constitutes an additional challenge. Aware of this, the European Commission (EC) launched the European Innovation Partnership on Active and Healthy Ageing (EIPonAHA) in 2012. The EIPonAHA is an interdisciplinary and cross-sector initiative involving more than 3000 partners with two specific objectives: to increase the healthy life expectancy of Europeans by two years by 2020, while increasing their QoL. The initiatives of the EIPonAHA have been organized according to six thematic action groups (AGs), with the A3 group targeting areas relating to the prevention of functional decline and frailty. In addition to the good practices of partners, there are several on-going collaborative works. The involvement of the EC includes support through an elaborated research programme in which the Consumers, Health, Agriculture and Food Executive Agency (CHAFEA) and the Directorate-General for Communications Networks, Content and Technology (DG CONNECT) are the main funding bodies. Screening approaches and preventive interventions constitute most of the initiatives within the A3 AG. Partners are distributed across five sub-groups according to good practices: i) cognitive decline, ii) food and nutrition, iii) physical activity, iv) caregivers, and v) frailty and functional decline. Regular updates of the progression of both good practices and collaborative works are presented in A3 AG meetings. The 2017 meeting in Valencia, Spain, showcased in this paper, provides an up-to-date overview of the current status of A3 activities. Frailty management Optimisation through EIPAHA Commitments and Utilisation of Stakeholders input (FOCUS) project; Consumers, Health, Agriculture and Food Executive Agency (CHAFEA) [664367]

Distance and blended collaborative learning settings are usually characterized by different social structures defined in terms of groups' number, dimension, and composition; these structures are variable and can change within the same activity. This variability poses additional complexity to instructional designers, when they are trying to develop successful experiences from existing designs. This complexity is greatly associated with the fact that learning designs do not render explicit how social structures influenced the decisions of the original designer, and thus whether the social structures of the new setting could preclude the effectiveness of the reused design. This article proposes the usage of new representations (social structure representations, SSRs) able to support unskilled designers in reusing existing learning designs, through the explicit characterization of the social structures and constraints embedded either by the original designers or the reusing teachers, according to well-known principles of good collaborative learning practice. The article also describes an evaluation process that involved university professors, as well as the main findings derived from it. This process supported the initial assumptions about the effectiveness of SSRs, with significant evidence from both qualitative and qualitative data.

In questo contributo verrà descritta la metodologia sviluppata e utilizzata per la catalogazione di informazioni e conoscenze sull'homebound education (esperienze, progetti, comunità e bibliografie) e per lo sviluppo dello user-modelling finalizzato a descrivere il profilo e il contesto degli utenti nell'utilizzo del sistema WISE. Sia la catalogazione che lo usermodelling sono stati in parte sviluppati sulla base del modello bio-psicosociale dell'ICF.

Networked Collaborative Learning (NCL) is undeniably a double-edged sword. On the one hand it can yield high-quality learning and enhance both teachers’ and learners’ satisfaction. On the other hand, however, it requires careful planning and specific skills for the design and management of online learning activities. This is one of the main reasons for the limited adoption of NCL in a number of educational contexts. The focus of this chapter is a specific proposal aimed to foster the wide diffusion of Educational Technology (ET) and NCL in higher education (HE). In this perspective the chapter analyses the main barriers that limit the diffusion of Network-Based Educational Technology (NBET) approaches, in particular NCL, and then, in order to overcome them, presents an innovative approach to faculty training in Educational Technology Instructional Design. This approach is founded on multidimensional scaffolding, which supports teachers to integrate rules, heuristics, and best practices for design of active and collaborative online learning into their everyday activity.

This paper focuses on the pedagogical dimension of metadata for learning objects (LO). Devising a pedagogical metadata proposal suitable for different target users is still a hard challenge. In order to contribute towards this endeavour, we designed and evaluated an extensible model where alternative sets of metadata descriptors can be chosen, depending on the pedagogical role of the LO. We called it Pedagogy Oriented Educational Metadata (POEM) model. This paper presents the main lines of the POEM model, discussing the results of its latest validation with 120 pre-service teachers attending the Specialisation School for Upper Secondary School Teachers of the University of Genoa during the a. y. 2007-2008.

In the educational field, evaluation is a very complex activity due to the intrinsically multidimensional nature of the processes to be evaluated. Several variables must be taken into consideration, and they interact and influence one another: the object and the goal of the evaluation determines the criteria, the methods, and the data to be used for the evaluation. In this chapter, we will focus on evaluation in computer-supported collaborative learning (CSCL). In this field, a primary role is played by the monitoring process, which allows us to gather important information about the learning process while it takes place. Indeed, monitoring serves three purposes: it provides real-time data about group dynamics so that they can be used by tutors to facilitate learning and stimulate collaboration among trainees; it provides designers and evaluators with data about learning system usage that are needed to evaluate its effectiveness; finally, it supplies information about the learning process and its outcomes, thereby informing assessment. Hence, monitoring can be seen as a sort of common denominator between the methods used to foster collaborative learning and those that allow the gathering of data for the two types of evaluation.

We illustrate a pedagogical metadata model (IMATI-ITD pedagogical metadata model) that captures didactic features of LOs according to the view of the education world. This model allows to describe a variety of contexts and call be effectively instantiated in many specific educational situations, thus combining generality with flexibility features.

In line with the suggestions deriving from the new problem-solving approaches to ID, this paper points out the need of integrating formalized descriptions of good practices, such as collaborative learning flow patterns (CLFP) with other representations able to support unskilled designers in selecting and instantiating scripts, setting up effective collaborative groups and their ldquosocial structuresrdquo. Based on these premises, the paper analyzes a real course designed with the backing of a CLFP-based authoring tool for the creation of CSCL scripts and describes the support offered by the Social Structures Representations (SSRs) in selecting and reusing scripts.