Lecture two occ science

Occupational Science 2014

Lecture Two: Record Keeping and Technology Use

04/09/23 1James Sunderland 2014

What this lecture will cover

• A review of record keeping introduced in Human Occupation

• Examples of record keeping linked to your learnt occupations and being a participant observer

• Looking at, and justifying, the technology we will use in this course (recording and practical tasks)

• Discussing the digital technology requirements of the occupation concept tasks (assessment one)

• What is expected of students in the next two weeks (tutorials, readings and presentations)

04/09/23 James Sunderland 2013 2

Record Keeping

Humans are record keepers. We seek to capture our experiences of the world around us in many ways (5 minute discussion)Looking back at our discussions in Human Occupation….Why do humans recordWhat do they recordHow do they record


Record Keeping and Your Learnt Occupation

• Participant Observation• Capturing information thoughts and

experiences as soon as possible• Recording multiple perspectives (yours and

those of others involved, current and historical perspectives)

• Reviewing cultural artefacts• Accessing secondary sources


Examples of Record Keeping

• Common Place Books and Scrapbooks• Blogs and other social media• Video Logs• Recipe books and project journals




Blog Examples

http://participationinoccupationone2011.blogspot.co.nz/

http://todayscreativeblog.net/recycled-crafts/

Meg, Jim, Ed and Beth on Tour


http://occupationalsciencecourseblog2013.blogspot.co.nz/

http://occupationalsciencecourseblog2013.blogspot.co.nz/

http://todayscreativeblog.net/recycled-crafts/

http://justicesunderland.blogspot.co.nz/

Video Log Example

http://www.youtube.com/watch?v=p_YMigZmUuk




You need to think about how you record and what's the best

method to capture your experience of learning an

occupation


Technology and this course


‘The problem with technology is….’


• Dislocation from role, routine and common place• Creation of more work, are things being made

simpler?• The stress of keeping up, learning and coping with

change and systems. Future Shock (Toffler)

• Ethical implications• Inequality of access• Technology Myths and threats (the paperless offices

and atomic power)• Dependence, power failures, storage issues?• Something new is always better?



‘Technology is great because…’


What it has allowed us to do

• Contact with the wider world. On line communities (Peter Kollock ,1999)

• Exposure to cultures and people• Spread of information• Ease of function• More comfortable and longer lives• Increased ability• Knowledge sharing and creation Web2.0/Social

networking“Knowledge is power”. Sir Francis Bacon, English author, courtier, & philosopher (1561 - 1626)


Attitudes towards technology

• Technicism• Optimism• Pessimism• Avoidance

(Retrieved, October 7, 2009, from http://en.wikipedia.org/w/index.php?title=Technology&oldid=317139275)

The difference in a persons attitude towards technology is dependent on that persons exposure to it rather than the notion that it is age that determines positivity/negativity.


(Retrieved, February 1, 2007. from http://www.abc.net.au/science/news/img/techno/comprage070206.jpg)


Technology and ethics: points of consideration

• Intellectual property• Informed consent• Greased data• Storage and access• Ergonomics and environmental adaptation• Is there and easier or simpler way?


“When technology is injected into a setting, the roles and responsibilities of those in that setting change. What might have been obvious ways to assess responsibility in a less technologically-supported environment become obscured when the human-technology balance is recalibrated with the introduction of new technology. In such cases, the new responsibilities and relationships need to be identified and articulated so that people know what their new role entails and the necessary requisites for performing it.”

(Cass, K., 1996. p61)


(Retrieved October 7, 2007, from: http://scripturist.org/don't%20panic.jpg)


Digital Technology and this course

• Justifying the origins and relevance of exploration. ‘What is the fit to the OT profession?’‘Why should occupational therapists be interested in

digital technology?’‘What falls into our domain of concern?’ • Setting boundaries ‘What are the tools we plan to use?’The challenges we might face


Buying the right computer and getting it to work properly is no more complicated than building a nuclear reactor from wristwatch parts in a darkened room using only your teeth

Dave Barry, humorist



(Seindenstcker, B., 2006, p111)

Origins of Exploration

A curriculum repackaging

History of the school embracing new technologies

Why is the area of digital technology seen as being important?

The Poly institutional views and expectations

The occupational therapy profession. The Health Practitioners Competence Assurance Act 2003 (HPCAA)


Relevance of Exploration

Making the links• Digital technology is increasingly part of the common place

and our day to day activities• What digital tools offer to our profession (Penman 2007)

• What digital tools offer to the people we work with. How they are and could they be used (Verdonck, Michele C.; Ryan, Susan 2008)

• Are people missing out? Social and occupational justice, the digital divide.


“It is the task of the professional to draw together the understandings achieved by relevant disciplines and apply them, under guidance of an ethical ideal, to the problems of ordinary experience”

(Scheffler, I., 1985, p.5)




http://www.youtube.com/watch?v=dS9oAMsiZLc



THE LOWDOWN WEBSITEhttp://www.thelowdown.co.nz/


http://www.thelowdown.co.nz/

http://www.thelowdown.co.nz/

DEPRESSION.ORG.NZhttp://www.depression.org.nz/waythrough/self+help


http://www.depression.org.nz/waythrough/self+help

http://www.depression.org.nz/waythrough/self+help

Setting Boundaries?


James Sunderland 2012

Asking the right questions is superior to finding elaborate answers to the wrong questions

(Steven Schnaars, 1989)(1989)

04/09/23 33

Providing a focus for course content and delivery

• An experiential learning philosophy (Piaget and Kolb)

• A focus on occupational taxonomies and language (occupational science) (Wilson and Sunderland, 2009)

• Links to other courses (community fieldwork, transition to practice)

• Ethics and the application and use of digital tools• The tools we choose to use (in common use and

‘reliable’)• ‘Our’ knowledge and the resources we can access• Providing balance and avoiding the ‘hype’ around

technologies


Expectations for the next two weeks

• Readings (texts)• Presentations (this week) Questions?• Submitting occupations for approval• First concept task


ReferencesBreines, E.B. (2002). Technology and occupation: contempory viewpoints. Occupational therapy education in a technological world. The

American Journal of Occupational Therapy, 56(4), 467-9.

Caulton, R.F. (ed). (2003). The best of occupation 1993-2003. Dunedin: Rogan McIndoe Print Ltd

Cass, K. (1996). Expert systems as general-use advisory tools: an examination of moral responsibility, Business and Professional Ethics Journal,

15.4: 61-85.

Computing and moral responsibility. In Sanford Encyclopaedia of Philosophy. Retrieved, October 7, 2009, from

http://plato.stanford.edu/entries/computing-responsibility/

Digital divide. In Wikipedia, The Free Encyclopedia. Retrieved, October 12, 2009, from http://en.wikipedia.org/w/index.php?

title=Digital_divide&oldid=318767521

Health practitioners competency assurance act. Retrieved , October 7, 2009, From http://www.moh.govt.nz/hpca

Kielhofner, G. (1983). Health through occupation: Theory and practice in occupational therapy. Philadelphia: F.A. Davis Company

Kolb. D. A. and Fry, R. (1975). Toward an applied theory of experiential learning. in Theories of Group Process. C. Cooper (ed.). London: John

Wiley


Kollock, Peter. (1999). The economies of online cooperation: gifts and public goods in cyberspace. in Communities in Cyberspace. Marc Smith

and Peter Kollock (ed). London: Routledge

Occupational therapy definition. In World Federation of Occupational Therapists. Retrieved , October 6,2009, from

http://www.wfot.org/information.asp

Penman, M. (2007). Transforming views of learning: Connecting professional conversations. New Zealand Journal of Occupational Therapy, 54(2), 4-15

Petroski, Henry. (1992). To engineer is human: the role of failure in Successful Design. New York: Vintage Books

Petroski, Henry. (1992). The evolution of useful things: how everyday artefacts-from forks and pins to paper clips and zippers-came to be as

they are. New York: Vintage Books

Piaget, J. (1953). The Origins of Intelligence in Children. London: Routledge and Kegan Paul

Schnaars, S. (1989). Megamistakes: . New York: The Free Press

Scheffler, I. (1985). Of human potential. Boston: Routledge & Kegan Paul

Seidensticker, B. (2006). Future hype: the myths of technological change. San Francisco: Barrett-Koehler, Inc

Technology. In Wikipedia, The Free Encyclopedia. Retrieved, October 7, 2009, from http://en.wikipedia.org/w/index.php?

title=Technology&oldid=317139275


Toffler, A. (1970). Future Shock. New York: Bantam

Townsend, E. (1993). Murial Driver Lecture: Occupational Therapy’s a Social Vision. Canadian Journal of Occupational Therapy, 60, 174-184

Townsend, E. (1998). Good intentions overruled: A critique of empowerment in routine organisations of mental health services. Toronto, ON:

University of Toronto Press

Warschauer, M. (2004). Technology and social inclusion. London: MIT Press

Whiteford, G. (2000). The British Journal of Occupational Therapy, 63(5), 200-204

Wilcock, A. A. (1993). A theory of human need for occupation. Journal of Occupational Science: Australia, 1, 17-24

Wilcock A. A. (1998). An occupational perspective of health. Thorofare, NJ: Slack


Lecture two occ science

Education