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In this paper we present a CDN‐based system, namely the COMODIN system, which is a media on‐demand platform for synchronous cooperative work which supports an explicitly‐formed cooperative group of distributed users with the following integrated functionalities: request of an archived multimedia session, sharing of its playback, and collaboration through questioning. The server‐side architecture of the COMODIN system is organized into two integrated planes: the Base plane, which consists of a streaming CDN providing media streaming, and the Collaborative plane, which provides the collaborative playback service. At the client‐side, the system centers on a Java‐based application which interfaces the cooperative group of users.

To date e‐Learning material has usually been accessed and delivered through a central web server. As the number of users, the amount of information, the frequency of accesses and the volume of data increase, together with the introduction of multimedia streaming applications, a decentralized content distribution architecture is necessary. In this paper we propose the adaptation of the well‐known scalable Content Distribution Networks (CDN) schema for media streaming supported e‐Learning using a novel architecture named COMODIN SCDN (COoperative Media On‐Demand on the InterNet ‐ Streaming Content Distribution Network). COMODIN SCDN utilises surrogates as edge content delivery nodes, incorporates a redirection mechanism able to route requesting clients to the closest copy of the content, encompasses distributed content delivery and management mechanisms to improve the speed, reliability, and scalability of user access to prevent flash‐crowds. Preliminary results in testbeds have shown that COMODIN SCDN increases the efficacy of information distribution through intra and inter‐campus area netwoks. This overlay network will provide learners and educators a scalable, balanced and expeditious access to e‐Learning contents.

The global call to ‘leave-no-one behind’ cannot be achieved without tacking the intractable social issues faced by the most excluded people. There is increasing interest in using visual methodologies for participatory research in contexts of marginalisation, because they offer the potential to generate knowledge from people’s lived experience, which can reveal subjective, emotional, and contextual aspects missed by other methods; alongside the means for action through showing outputs to external audiences. The challenge is that the perspectives of those in highly inequitable and unaccountable contexts are – by definition – rarely articulated and often neglected. The author thus begins by assuming that there are unavoidable tensions in using visual methods; between perpetuating marginalisation by inaction, which is ethically questionable; and the necessary risks in bringing unheard views to public attention. Many experienced practitioners have called for a situated approach to visual methods ethics (Clark, Prosser, & Wiles, 2010; Gubrium, Hill, & Flicker 2014; Shaw, 2016). What is less clear is what this means for those wanting to apply this practically. In this chapter, the author addresses this gap through the exemplar of participatory video with marginalised groups. Drawing on cases from Kenya, India, Egypt, and South Africa, the author contributes a range of tried-and-tested strategies for navigating the biggest concerns such as informing consent; and the tensions between respecting autonomy and building inclusion, and between anonymity and supporting participant’s expressive agency. Through this, the author provides a resource for researchers, including prompts for critical reflection about how to generate solutions to visual ethical dilemmas in context.

Interprofessional education (IPE) is a method to create an environment that fosters interprofessional communication, understanding the roles and responsibilities of each profession, learning the skills to organize and communicate information for patients, families and members of the health care team. Providing IPE to health professional students can prepare them in the workforce to have the necessary skills to function in a collaborative practice ready environment. The purpose of this paper is to demonstrate the methods used in developing IPE curriculum, faculty training as debriefers/facilitators, identify learning objectives and outcomes.

The faculty and student surveys utilized a Likert scale. Learning objectives for the student survey assessed learning objective including communication of roles and responsibilities, communication and organization of information, engagement of other health professions (HP) in shared patient-centered problem solving, interprofessional assessment of patient status, and preparation of patients from transition of care to home. The faculty survey assessed faculty experience levels in IPE, role as facilitator/debriefer, and future needs for sustainability of the program.

Student evaluation of IPE simulation experience revealed students believed they improved their interprofessional communication skills and had a better understanding of health professional roles and responsibilities. Faculty feedback indicated that HP students achieved learning objectives and their continued commitment to IPE however additional training and development were identified as areas of need.

This paper can assist other educational institutions in developing IPE and structuring IPE assessment particularly in the HPs.

The public health care will be impacted positively by having health care providers specifically trained to work in teams and understand collaborative care. Student graduates in the HPs will be better prepared to function as a team in real clinical care following their participation in interprofessional simulation.

This interprofessional simulation curriculum involves student learners from eight different HPs and participation of over 30 faculty from differing professions. This curriculum is unique in its bread and depth of collaboration and true teamwork across disciplines.

Affordable mobile devices with video playback functionality are rapidly growing in the market. Current wireless and third generation communication networks enable smoother and higher quality streaming video. With the support of these technologies, most participants in telecom value‐added service chain are planning to shift their business focus to a more profitable and appealing area, mobile TV. Previous work that survey on users' behavior while consuming mobile TV has indicated that users normally watch brief and casual contents, and not the full program. However, most of the current services adopt a “push” approach since users passively receive pre‐defined contents, rather than pulling the interesting topics and segments. In order to promote a more enjoyable and rewarding watching experience, this paper will propose a framework to support a fully interactive mobile TV. The main goal is to enable users to: 1) visually locate interesting topics across multiple genres (such as news, sports and entertainment) and 2) fully control the playback flow of the multimedia items while selecting the most interesting segments. A web‐based system has been developed to implement and test the effectiveness of the proposed framework in a wireless and mobile setting.

Using sociolinguistic methods and ethnography, looks at the continuous and in process relationship between everyday talk and school leadership. Through close discourse analysis of three distinct situations, demonstrates how administrative talk shapes and is shaped by a school’s contexts, creating constant possibilities for educational leaders. Discusses implications for understanding how and why moral leadership is tenuous and problematic using Dewey’s notion of mortality as the nurturing of educational ideas: that is, in practice, moral leadership is not always reflexive or progressive.

Collaborative learning with recorded lectures and presentations can be supported by allowing users to anchor notes in the documents and exchange them with other learners. While the traditional modality for annotation and discussion is text, there are a number of reasons in favour of supporting other media and modalities as well. We describe the extension of a lecture‐on‐demand annotation and discussion system that allows learners to use spoken notes. Our main focus is on the development of a suitable user interface that facilitates the retrieval of speech data employing signal‐processing algorithms while at the same time being simple and easy to use.

Lecture recording provides learning material for local and distance education. The TeleTeachingTool uses the very flexible screen recording technique to capture virtually any material displayed during a presentation. With its built‐in annotation system teachers can add freehand notes and emphasize important parts. Unlike other screen recorders, our implementation offers slide‐based navigation, full text search and annotated scripts, which are obtained by automated post‐production. This article presents how automated analysis generates indices for slide‐based navigation on the fly and how to achieve live interlinkage of annotations with slides so that annotations disappear when a slide is changed and are made visible again when returning to that slide later during presentation, although screen recorders generally do not provide an association of annotations with slides.

Traditional paradigms of leadership have celebrated decisive top-down control and analytical decision making. But times are changing. The world is becoming more connected, complex, fluid, and interdependent.

Leading people in this age requires empathy, collaboration, curiosity, and creativity. It’s more about designing elegant solutions than mandating feasible ones. It’s more about becoming optimistic beacons of change than authoritative custodians of the status quo. The leaders of tomorrow are not commanders, they are innovators; and in that, they have a natural ally in designers – the poster children of innovation.

This chapter focuses on how leadership can leverage tools and frameworks usually associated with design to innovate, solve complex problems, motivate teams, inspire people, and nurture the next generation of leaders. It discusses design methodologies – user-focused design, lean, design thinking – as potential approaches to optimizing organizational leadership. We elaborate these ideas through real-world examples.

The chapter also offers actionable tips and techniques that designers use to respond empathetically and elegantly to complex human needs, which are rooted deeply in behaviors and attitudes, governed by complex interactions, and therefore, hard to grapple through a purely analytical approach.

It debunks the myth that leaders need to be creative similar to designers to apply Design Thinking. Applying design approaches and practices to organizational leadership is not just about its leaders becoming more creative. It is definitely not about the person at the top coming up with the grand answer. It is a collaborative effort that brings people from all levels together in pursuit of a common goal.

The purpose of this paper is to explore the value of utilising a holistic ergonomic approach, covering engineering, cognitive and social perspectives, to cultivate beneficial and productive collaborative information seeking (CIS) systems and environments, specifically with regard to three main CIS pillars (control, communication and awareness).

A qualitative research approach, based on a selective corpus of CIS literature, was utilised to perform a content analysis to note if terms and concepts normally associated with engineering, cognitive and social ergonomics can be used to eliminate terms reflecting issues related to three CIS pillars (control, communication and awareness) that can benefit from a holistic ergonomic approach.

The content analysis revealed that a fairly extensive amount of holistic ergonomic terminology is prominent within the CIS literature, therefore establishing a connection between the two disciplines: CIS and ergonomics. This suggests that CIS system issues could benefit from the insights of a holistic ergonomic approach.

Since this is an exploratory study the scope of CIS literature utilised in the content analysis was limited to a selection considered most important by the authors; this should be supplemented by further research.

Intended to instigate interest in further exploration of the beneficial and productive implications and practical application of holistic ergonomics in designing CIS systems and environments.

This is the first research paper in the Library and Information Science literature that explores the potential of utilising holistic ergonomics to cultivate CIS systems and environments.