Showing posts with label reflection. Show all posts
Showing posts with label reflection. Show all posts

Saturday, February 19, 2011

Presentation London May 2011: The Future Role of Support Workers & Assistant Practitioners in Mental Health and Social Care

2011 looks like it will be busy:

In May I have been invited to present the Health Care Domains Model at a conference organised by M&K Update.

The Future Role of
Support Workers & Assistant Practitioners in
Mental Health and Social Care

My presentation will include:

Why does ‘having’ a framework matter?
  • Explaining the health care domains model, its structure, knowledge domains and applications.
  • How the model can support HCSWs to address personalised, integrated and holistic care. 
  • The model in theory, practice and management – an illustration.
 There will be 10 minutes for Q&A too.

This is a great prospect as with Colombia this coming week.

Tuesday, February 15, 2011

Silver bullets & Magic wands: NHS shamed over callous treatment of elderly

There are none:
Silver bullets or magic wands - that is.

This ongoing news is very distressing for everyone.

I attended a sign-off mentors meeting yesterday afternoon and everyone takes this still relatively new role (outside midwifery) very seriously. It's a very parochial and a biased perspective, but I do believe that in teaching h2cm to the students that I come across they are better prepared to nurse, be a nurse and indeed question what nursing is to them and the public at large. This applies to all qualified nurses who try their collective utmost to instill positive values, safe practice and professional attitudes of the highest order.

Through h2cm I try to provide students with a reflective gravity assist.

As a student I recognised the gravity of what I was doing, or at least trying to do.

30+ years later I still need to do that.

If a student does not recognise the presence of gravity in the care environment, they cannot be effectively guided, navigate their way through it, warn of pending problems. They may not be able to work as an effective member of a team.

Collisions will happen. At the end (and start) of the day even if the student is sensitive to gravity waves and can snatch a Higgs boson out of the ether: mistakes do happen. Non-fatal though we pray, the public is very forgiving when the best efforts to deliver basic nursing care are made and that is the clear intent. This is why we are told if someone makes a complaint deal with it as quickly as possible.

The real deal isn't 'new'. It's the social and political contract called 'NHS'.

Without the necessary gravity assist students may not see, and may not hear what they should be sensitive to. Examples publicised in reports such as this (15 February 2011), by Health Service Ombudsman Ann Abraham shame us all.

Self awareness is a complex thing (rapport, reflection, empathy, emotional intelligence...). Self awareness is not a given. You have to check the switch is there, then be able to help them switch it on, and validate it - for the good of all. Failing that? Well - being prepared to fail a student too if you have to.

Monday, January 17, 2011

Personal realities and in the media

Ordinarily I would be completely lost in tonight's Horizon - What Is Reality? at 9pm BBC2. I will be watching, but I won't be as lost as I have been.

Today I took a big step forward - sorting 'issues' that will allow me to purchase a new home. I ('we') also resolved the post-marital issue of pensions. This has proved a major reality re-orientation factor since July 2008. There is the old house to sell, but nonetheless real progress.

I am really looking forward to the NW England Drupal meet in Manchester on Friday. That's another reality to immerse oneself in - especially Drupal 7!

Saturday, January 1, 2011

2010-2011 posts, papers, studies and Drupal

Happy New Year everyone!

2010 saw 211 posts, 183 in 2009. As ever a mix of original material concerning h2cm, conferences and call for papers. Fingers x'd 2011 should run to approx 150 posts as I focus on work, studies and Drupal. The good thing for me is that all three of these can run along together and I intend to forge a union if at all possible.

At work my full-time role is clinical - nursing; Nursing Home Liaison. Increasingly we are finding what nurses on the ground have recognized for a long time. With this job comes an educational role, despite efforts to upscale the skills and knowledge of the residential care / nursing home sectors. H2cm is a gift in these quarters, in prompting and facilitating reflection, holistic and person-centred care.

Studies: On this front I'm trying to identify a research question from a bewildering mix of possibilities. Previously I've referred to the relevance and my interest in conceptual spaces:

Hodges' model: Background - Foreground and the Space Between


Next paper? Conceptual Spaces and Hodges' model


Gardenfors' book - a quote and can that be, surely not ...h2cm?



This is definitely a worthwhile focus. I'm making enquiries to try to find a mentor. Strange, or maybe not actually, that I am a nurse mentor and sign-off mentor too and here I am coughing and spluttering in need of a mentor myself to help sort the wheat from the chaff. The 10K words on conceptual spaces is now 13K.

Today is a good day for throwing numbers about, but being short of time I hate wasting it. So I've been revisiting the papers situation. ...

The co-authored h2cm and forensic nursing paper is completed with two revisions, but still needs a home.

I missed an opportunity with the h2cm and substance misuse paper. Trying to complete it in the summer of 2009 before my eye surgery I did not stick to the brief. I'm hoping a new co-author can take the 5K words and help re-frame the content from a practice and service perspective. It really is refreshing to work with other people. I look forward to providing an update here later in the Winter - Spring.

Since this summer and the posts (one and two) about the Journal of Evaluation in Clinical Practice I've drafted a piece on h2cm and medical progress taking an informational perspective. I'm not sure if this will pass muster, but this 5K did not take too long and I enjoyed the process.

As to Drupal - I've hit the wall that has "styling" written all over it. It seems if you start with a basic theme like Zen you are rewarded with an easy to negotiate palette, that is - you do it yourself. With more complete themes you need to read and orientate yourself with somebody else's handiwork. This is the next job and then move to Drupal 7 - released on the 5th.

In October I received an invitation to present at an international nursing conference. I've submitted a presentation and have offered to do a workshop too. This was accepted. It all depends on travel and confirmation of arrangements so we will have to see. If they just wanted support with links they only needed to ask.

More to follow on all the above and wherever you are
may I wish you a very happy, healthy, 
peaceful and prosperous 2011!

To follow: Line of sight, lines of insight ...

Thursday, December 9, 2010

Recipe II: Holistic care - Care pebble overhere!

...

WouldBeUser: Well there's no shortage of pebbles, the referrals come thick and fast.

ActualUser: That's why reflecting on that particular pebble is important, turning it - them, their situation over. Asking yourself is there anything I and the team have missed?

WouldBeUser: OK, the beach is still full of them!

ActualUser: Is it the pebble you are trying to see?

WouldBeUser: Ah, of course! Individualised care?

ActualUser: That's right. Nursing, health, social care and in fact good governance everywhere is about seeing the person. Sometimes it isn't easy; but if you pick that person out then you can count the rewards as you would the pebbles on the beach ...

Original image sources - see Recipe I

Sunday, December 5, 2010

Recipe: Holistic care - Care pebble turnover*

WouldBeUser: How can you sum up use of the health career - care domains - model?

ActualUser: Well it's a bit like you are picking and throwing some pebbles on the care plan or game board.

WouldBeUser: What - as simple as that!

ActualUser: Yes, but - NEVER underestimate the value of turning each of those pebbles over and reflecting, sharing...

*Also great for a game of nudge - nudge.

Original image sources:

http://imagecache.artistrising.com/artwork/lrg//4/417/7CV9000A.jpg
http://www.crglass.ca/images/dark%20green%20pebbles.jpg
http://www.crglass.ca/images/dark%20blue%20pebbles.jpg
http://www.crglass.ca/images/red%20pebbles.jpg

Tuesday, November 16, 2010

The Beauty of Diagrams: Vitruvian Man BBC Four

Tomorrow a new six part series begins on BBC Four.

Diagrams, conceptual frameworks and cognitive spaces have driven my interest in models of care and h2cm for decades:

1996 Peter attends 'Thinking with Diagrams' Colloquium, IEE, Savoy Place, London. 18 Jan BCS-SGES et al.
Professional Group C4: Digest No: 96/010
Chronology

I also maintain a diagrams listing on the sciences domain listing, suggestions welcome.

So, really looking forward to this!

Wednesday, October 27, 2010

Fran Biley's video: Students on nursing theory

I came across this great video created by Francis Biley Bournemouth University through the Martha Rogers list:


Quite some time ago I wondered about having dummy - animated heads to carry out a dialogue. It is great to see how e-media forms and tools have developed now.

I have my own thoughts and ideas on nursing, perhaps over time I am drafting them in the bibliography and here on W2tQ?

Additional links:

Nursing theory resources SCIENCES links
Virtual Reality in Nursing: A dialogue from 1991
Nursing Telemachus and Computers: A dialogue from 1995

Tuesday, October 12, 2010

Balanced Care: Safe Landings and Recovery

In health and social care patient, family and the health care team are united in what is constantly described as a journey. Sometimes there are several, care pathways into territories unknown.
Unknown?

Well yes, if care delivery is personalised (who are we to assume ...?); and yes again even if the patient - the individual concerned is an 'expert' in their condition.

Apart from the metaphysics of life's journey our physical environment can present dangers and yet fewer and fewer corners are truly  unknown. We leave it to astronauts (and oceanographers) to adventure on our behalf. Prior to the Apollo missions it was essential to confirm the nature, solidity of the lunar surface. Would a spacecraft sink and possibly tilt to the extent that return to lunar orbit and Home was impossible?

The Apollo Lunar Module's four legs provided support for a safe landing and take off. A base in every sense.

In health and social care the health career model can provide a base and re-assurance too. Each of the four care domains allied with knowledge and skills - holistic competence - can bring about a successful mission: however the crew and 'success' are defined.

Image source and original text below from:
http://www.robertaonthearts.com/id763.html
Cartier Replica of a Lunar Module
Three individual 18-karat-gold models of the American lunar module were made in 1969 by the jeweler Cartier of Paris on behalf of the French newspaper Le Figaro and presented to the three Apollo 11 astronauts during their post-flight tour in Paris. This model was presented to astronaut Michael Collins.
Image ©Nick Welsh/Cartier Collection 2006

Wednesday, September 15, 2010

Drupal musings 15: modules and Drupalcon videos

Since picking up the health career model and publishing the model online in 1986 the term holistic bandwidth has emerged. The blog in 2006 and to date has seen other loosely defined terms:


Using Drupal 6 I've got to a position were I am getting to know core plus some contributed modules. One of the latter is webforms. It's bound to be help seeing what webforms can do in terms of one-way data submission, compared to using CCK - the content construction kit. In webforms the grid component holds great promise, but in creating a grid for music genres I notice there is no validation (which would be quite a trick!). Users should only be able to select one type of music they want to hear most of the time. The validation question is going to help force the issue of getting under the hood. All that reading revealed in previous posts is also needed to sort the theme too.

I remember first coming across the word instantiate. As I write, think about a h2cm glossary and experiment for real with Drupal 6 - I wonder whether the content types I create (in Drupal 7 especially) may help define some of the above and other terms?

The majority of the sessions from Drupalcon CPH are available on video.
There are some I still need to catch being in other sessions.

Wednesday, September 8, 2010

Drupal(con) musings 14: design, UI, UX, thinking and care

In his funny and very engaging session 'Designing UI with Seven' at Drupalcon CPH Mark Boulton discussed four user experience (UX) principles and introduced us to ten user interface (UI) guidelines.

Mark highlighted the need for a mental model and the challenge within publishing of there being someone who has the big picture. Who knows exactly what is going on? The health career model provides a model and can provide a canvas to support the big picture.

What really caught my attention though was as soon as Mark asserted -
"Don't make people think." -
I immediately thought -
'Make people care instead'.

Well, I'm not sure if an interface can do what public (mental) health policy, government public funded education programmes and the concerted efforts of the health professions has largely failed to achieve. The users of e-health information systems do need the design of the system to be transparent to them. IT mustn't get in the way. Mark's point of course is the the user's should be free to focus on the problem the system is to help solve. In health this includes:
  • recording of a health (and social) care record;
  • secure information / file management and access;
  • information governance, reporting and archiving;
  • timely, ready access for those who need to know;
  • ability to manipulate the record to obtain knowledge: from data > from information;
  • to provide patient (carer as advocate) access and verification;
  • remote access with rugged devices.
  • ...
This does not mean that people are oblivious to design: far from it (iThis - iThat!). My point is that as we follow Mark and other design expert's advice then users should be able to focus on care design and the care outputs arising.

So in health we need interfaces and user experiences that DO encourage reflection, thought: thinking.

P.S. In another session (or magazine!?) on creating mobile versions of sites the advice included getting rid of the crap - the clutter, the >1000px width adornments. Rhetoric aside - my design thought would be not to include anything that could be described in this way whatever the media type (maybe I should lighten up!) ;-)

To follow: update on my Drupal efforts.

Friday, September 3, 2010

Interprofessional education, philosophy and conceptual frameworks


I received a copy of the following - Interprofessional Education in Wales: case studies in health and social care - July 2010, Editors: Clare Kell and Marion Helme (Health Sciences and Practice). Published by the HEA.


As per other HEA publications there are many papers here of great interest. One stood out at a first reading as in addition to the quote below Mark Edward's also refers to the need for an holistic approach, and this particular MSc. course providing a critical space.
UK Professionals are trained and educated in their own disciplines, learning their own unique and specialist knowledge for their chosen profession. Therefore, although each profession is well equipped for its singular contribution, they find their 'educational preparation a total mismatch for the complex, interactive world into which they graduate and practice' (Sullivan, 1998: 428). Sullivan's view reinforces the WLGA's concerns, that professional boundaries *demarcate* social professions (and others) from each other and that resistance to collaboration and co-operation on any meaningful level has been compounded by the historical development of the uni-professional training model. We need therefore to agree a uniting philosophy and *conceptual framework* that facilitates a dialogue between these professional disciplines and gives reasons for these discrete services to work together in providing effective inter-professional solutions to shared social problems. p.53. Edwards, M.L. (2010). * -- * My emphasis.
I do not merely want to hang word associations here on the blog line. But, I have wondered about how we demarcate the disciplines. This is a major question. In the rather incomplete, ill-formatted glossary I cite Resnik (2002) - A pragmatic approach to the Demarcation Problem. I would love to have the opportunity to explore this philosophical, scientific and disciplinary conundrum within the context of pantology in the 21st century (h2cm?).

On the new site a living glossary is a must - the terms we use often vary from context to context, professional to professional. Clearly (or opaquely) I cannot provide all the answers hence the need for a community and a (Drupal) module. ...

Mark L. Edwards, Case Study 7: Issues in collaboration between undergraduate professional qualifying programmes of youth work and social work. pp.47-55.

HEA, Health Sciences and Practice Subject Centre: Room 3.12 Waterloo Bridge Wing, Franklin-Wilkins buildings, King's College London, 150 Stamford Street, London SE1 9NH.

Resnik, D.B. (2002) A pragmatic approach to the Demarcation Problem, Stud. Hist. Phil. Sci., 31:2,249-267.

Related posts:

http://hodges-model.blogspot.com/2010/05/hea-mental-health-sig-h2cm-reflection.html

http://hodges-model.blogspot.com/2010/05/update-kings-college-london-mental.html

Monday, August 2, 2010

From: Harvard Business Review - The Four Phases of Design Thinking

I came across the following post on the Harvard Business Review Blog Network - The Conversation:

10:54 AM Thursday July 29, 2010
by Warren Berger

What can people in business learn from studying the ways successful designers solve problems and innovate? On the most basic level, they can learn to question, care, connect, and commit — four of the most important things successful designers do to achieve significant breakthroughs.

Having studied more than a hundred top designers in various fields over the past couple of years (while doing research for a book), I found that there were a few shared behaviors that seemed to be almost second nature to many designers. And these ingrained habits were intrinsically linked to the designer's ability to bring original ideas into the world as successful innovations. All of which suggests that they merit a closer look.

You can read the whole of Warren's original post, while below I have taken his focus concepts CONNECT, CARE, COMMIT and QUESTION and associated them to the care (knowledge) domains of Hodges' model. Following that there is a rationale. ...

connect
question
care
commit


Connect:Intrapersonal
Placed in the intra-interpersonal domain this is the domain of concepts, thoughts, ideas, creativity and innovation. This is the essence of Warren's reference to 'connect' -
Designers, I discovered, have a knack for synthesizing--for taking existing elements or ideas and mashing them together in fresh new ways.
The INTERPERSONAL links page also highlights other conceptual 'inhabitants' here; in particular knowledge management, the semantic web and psychology. If analysis and reduction is the outcome of the hard sciences, then here as Warren writes is synthesis, integration and invention. We can see how self-belief is critical to many innovators who pursue their dreams regardless of rebuffs by the establishment, to whom - within the health career model - they are also diametrically opposed.

Question:Sciences
The ability to question lie at the heart of human activity, and although thought and mind are represented in the interpersonal domain, questions also exemplify the output of human reasoning powers in the SCIENCES. Evidence based care depends on an ongoing process-ion of questions that drive research. Problem solving with its iterative sequence of assess (question), plan, action, evaluation (question). The health career model reminds us though of the need to consider not only quantity, logic and objective measures, but the role of qualitative research and methods.

Care:Sociology
Seeing Warren's inclusion of 'care' drew me to his post. Here he concludes:
Focus groups and questionnaires don't cut it; designers know that you must care enough to actually be present in people's lives.
Health and (social!) care are social activities. Our students are socialised into the professions and disciplines as they pursue their careers. Our work depends on the effectiveness of human communication and relationships. You can read about 'counselling' and only get so far; ultimately health care is experiential. It is something to be practised.

Commit:POLITICAL
Warren deals with the way designer's view risk and committing early to an idea and the project that might follow. For me 'commit' and being committed has explicit political - power - connotations. So, Warren's reference to commit in the sense of producing a model or prototype and working through problems can be extended. Invention and design may be cognitive pursuits, but they are non-trivial in that they must ultimately and literally be negotiated. Being able to 'commit' needs to be sanctioned. Individuals need to be empowered, or recognise when to either proceed or seek advice and guidance. Furthermore, Warren notes:
The designer's ability to "fail forward" is a particularly valuable quality in times of dynamic change. Today, many companies find themselves operating in a test-and-learn business environment that requires rapid prototyping. (?)
Perhaps the recognition in health policy of the need to balance negative and positive risk taking, self-care and personalised budgets can also be discerned in the above?

Acknowledgement:
Thanks to Warren Berger and HBR

Tuesday, July 20, 2010

The art and science of Serresian spin

To Michel Serres:
- the middle is a point of reflection, a point at which questions - the question - must be asked. In fulfilling the purposes of the health career model:
  • bridging the theory - practice gap;
  • facilitating holistic practice;
  • supporting (personal and group) reflection;
  • enabling curriculum development;
- the model's four domains are constantly (re-)visited in turn. Motion is constant. Conception - birth provides that initial impetus. Health status. Life - momentum. Centered on the person the movement is usually self-correcting, seeking balance. Health care. Questions and answers whether whole or in part follow, leaving a trail of care delivered and care planned. A record.

There is definite synergy between our use of the health career model, the dynamic quality and quantity of health and social care and Serres' description of the spinning top:
"The behaviour of the cone or the top is worth analysing. Throw this toy and describe, as Plato did, what happens. It is in movement, this is certain, yet it is stable. It even rests on its point or its pole, the more so as its movement is rapid. All children know this. But its rest is still more paradoxical. The top may move about, by translation, without ever losing its stability. To repeat, it can do so as long as it turns very quickly.


Even better, its axis may lean, take on an inclination, without putting the movement of the whole in too much danger. It may again rock, by nutation, oscillating around a mean location. This very ancient and quite childish machine is marvellously instructive.

First of all, it combines and the movements known and thinkable at the time: rotation, translation, fall, leaning and swaying. An integral model, additive, overcharged, yet simple. Second, and above all, it conjoins in a simple one-off experiment phenomena judged or presumed to be contradictory. It is in movement and rest, it turns and yet does not move, it rocks and is stable. The simplicity of a complexity, first and foremost, an additive machine; a synthesis of contradictions, beyond anything else. Now it may serve as a little model of the world, for a naive simple and local orrery. It quivers, at rest, it moves forward, turning, like the heavens, like the stars." p.28-29.

Michel Serres, (2000) The Birth of Physics, Return of the Model, Turba, turbo. Clinamen Press.


Image source: http://industry.bnet.com/technology/10002785/spinvox-or-someone-like-it-keeps-spinning/

Sunday, July 4, 2010

The cost of anholistic care

Being 'holistic' in care delivery can seem anachronistic, paying homage to new age thinking and practices. Paradoxically, being holistic in nursing can also mimic an admin exercise that amounts to ticking the boxes. So for Hodges' model - have you visited all the care domains?
  • INTERPERSONAL care ✓
  • POLITICAL care ✓
  • PHYSICAL care ✓
  • SOCIAL care ✓
Advanced discharge planning is many things:
  • idealised care;
  • standardised care;
  • evidence of policy, targets;
  • sign posting for the care pathway;
  • an essential care aspiration that emphasizes the individual's strengths and resources.
As Wimbledon once again reaches its climax we observe that a fast serve needs to be prepared for a fast return of serve.

Last month 23 June, 2010 The Guardian, Society Guardian featured The high cost of return:
Hospitals could lose up to £1.5bn of NHS funding a year because of the government's decision to penalise those where patients return within 30 days of being treated. That is the conclusion of research conducted by health analysts Dr Foster into the potential impact of the tough new policy. It warns that NHS trusts face large potential losses, the biggest could reach £28.7m, as a result of the new approach. In all, 146 acute, specialist and mental health trusts could lose out. Denis Campbell, p.3.
Apparently -
Andrew Lansley wants to force the NHS to provide better care in hospitals and mental health establishments, to keep treating patients there until they are fit to leave and to work more closely with community-based healthcare professionals, such as GPs and district nurses, to ensure sick people receive more help with their convalescence after discharge and so are less likely to return to hospital. "Making hospitals responsible for a patient's ongoing care after discharge will create more joined-up working between hospitals and community services and may be supported by the developments in re-ablement and post-discharge support," he says.
I hope in reading the above you have a sense of my frustration in that the health career model can encourage and support timely reflection that can help achieve holistic, integrated - coherent care.

If the model was shared
- a common resource -
across disciplines and available to patients and carers
then the potential benefits (and savings?) are even greater.

Friday, July 2, 2010

Drupal musings 6: Content types - Reflection!

Does anyone have any experience in using established models of reflection in:
  • education (nursing, public health, information technology)
  • practice
  • therapy
  • supervision
  • carer support
  • eHealth
  • ... ?
If so please get in touch [h2cmng at yahoo.co.uk].

In its initial downloaded state Drupal has two content types:
  1. story
  2. and page.
The option then is to use these which would be rather limiting. Add to these two by enabling other core modules. Drupal administrators can extend the core functionality by adding other modules which provide new content types.

You can also roll your own. A key content type for the new site is one that uses the health career model to facilitate - reflection - one of the original purposes for the model.

This also provides an opportunity to adopt a model of reflection that is itself supported by research. This may be Gibbs:
  • Stage 1: Description of the event
  • Stage 2: Feelings and Thoughts (Self awareness)
  • Stage 3: Evaluation
  • Stage 4: Analysis
  • Stage 5: Conclusion (Synthesis)
  • Stage 6: Action Plan
John's Model of Structured Reflection
  • Aesthetics – the art of what we do, our own experiences
  • Personal – self awareness
  • Ethics – moral knowledge
  • Empirics – scientific
  • with its Cue Questions
Smyth’s Framework for Reflection on Action
  • Activity
  • Inform (Analysis)
  • Confront (Self awareness)
  • Reconstruct (Evaluation and Synthesis)
There are many others. ...

Once the hedgehog-headlights glare has passed, this is going to be a really interesting project. There must be a way to link one (or more) of the above with each of h2cm's care (knowledge) domains. There must be a way to create a first version that can be extended and support other content types. The possibilities are really exciting - hence the glare (reflected of course!).

Some reflection sources:

http://www.practicebasedlearning.org/resources/materials/docs/reflectiononpractice.pdf


http://www.communityhealthcarebolton.co.uk/SHA/LLL/resources/reflective/Framework%20for%20Reflection.doc

Thursday, June 17, 2010

tpm50: the philosophers' magazine


tpm50 The best ideas of the 21st century

A 50th issue special (3rd quarter 2010) is on news stands. Perhaps as a warning (or lesson) for those managing or contemplating information projects - at No. 13:

Philosophy of information
Luciano Floridi

It looks as if there is an ironic subtext for ICT professionals here as the first idea featured is -

Conscious machines,
Igor Aleksander

And while the Floridi's Philosophy of information had me running to the till - it is followed by:

Non-critical thinking,
Nick Fotion

This is a 128 page little gem at £5.99 $US 9.99. More to follow me thinks. ...

Tuesday, May 25, 2010

What's good for art students ....


Never take the stylus or brush
in your hand if you have not first
constituted in your mind all that you have to do.


Leon Battista Alberti, On Painting, 1435-36



My source: 16 May 2010, Visit to The British Museum, Italian Renaissance drawings.

Is this my excuse for taking so long with a new website?

Monday, May 24, 2010

Curriculum design and the value of whitespace

The best websites are often variously described as clean, slick, easy to navigate and access. They are considered 'best' often as a consequence of appreciating the need for whitespace. This means of course that they are also minimalist, uncluttered, easier to style consistently and they often have plenty of free space. The Google site and resulting interface is a prime example, to the extent it has become a recognised brand characteristic.

The pressures on curricula almost preempts the phenomena of student cramming. Without careful planning and discipline curricula can be jammed so full that there is no slack, no whitespace.

As a result there is also no space to reflect (Clouder, 2009).

Reference:
Lynn Clouder (2009) Promotion of Reflective Learning, Teaching and Assessment through Curriculum Design, Occasional Paper 10, Connecting Reflective Learning, Teaching and Assessment, Edited by Helen Bulpitt and Mary Deane, Higher Education Academy. p.11.

Additional links:
Whitespace programming language

Sunday, May 23, 2010

Drawing - the stage of conceptual design

The health career model
- drawing -
for health and social care professionals, et al.. ...

"The Italian word for drawing, disegno,
also encapsulates the stage of conceptual design.
The ability to imagine a design
and then develop it on paper was an increasingly valuable skill."


The Purpose of Drawing: The British Museum, May 2010.

Additional link:
Disegno: Italian Fine Art Drawing


My source: 16 May 2010, Visit to The British Museum, Italian Renaissance drawings.