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Performing Forgiveness in the Age of Covid-19
Published in Usva Seregina, Astrid Van den Bossche, Art-Based Research in the Context of a Global Pandemic, 2023
Rana Aytug, Tom Gorman, Elly Harrowell, Victoria Thoms
The following chapter provides a synopsis of the project and its origins in the context of a discussion of the importance of theatre for building intimacy in reconciliation projects. The impact of intimacy on the final design implemented by the team is then explored through the findings of the data collected during the research. The chapter closes with a discussion of hybrid approaches and their potential. The final hybrid showing of Nanjing as part of Coventry City of Culture hosted by Coventry Cathedral did enable some multivocality and ensured access for wider groups of people but also acknowledged challenges in engagement such as zoom fatigue for online audiences, fragmented experiences from how different mediums impact on of the viewing of Nanjing and, for the live audience, and continued concerns about personal safety. Through the example of the online method of immersive telepresence, the chapter closes advocating for a motivated and appropriate application of technology to address the necessities of peace building and living with Covid-19. This is instead of an application of a blanket technological panacea often a characteristic of the logic of the neoliberal university.
Introduction
Published in Wendy A. Rogers, Jackie Leach Scully, Stacy M. Carter, Vikki A. Entwistle, Catherine Mills, The Routledge Handbook of Feminist Bioethics, 2022
Wendy A. Rogers, Jackie Leach Scully, Stacy M. Carter, Vikki A. Entwistle, Catherine Mills
Our authors, and we ourselves, experienced these pandemic effects first-hand. The toll was particularly high for early- and mid-career academics, who were more likely to be homeschooling young children while managing high online teaching loads. Trying to find time to write a chapter for the Handbook was just one more impossible task to fit into fragmented and over-filled days. At times we worried that our sympathetic but persistent reminder emails about overdue chapters were merely adding to the already high level of stress. At other times, we fell behind with our own editorial feedback and comments, prompting nudges from authors. Inevitably, the duration and severity of the lockdowns meant that some chapters were never written, while in other cases already over-burdened authors expressed their disappointment and regret at having to turn down our invitation. It is worth adding here our appreciation to all our potential authors, even those who in the end had to say no. Our planned editorial processes were disrupted, with no face-to-face meetings to wrangle over volume structure and chapter order; the notion of the relational significance of embodied interaction became more than just theoretical, as we longed for the intellectual stimulation and enjoyment of working together in a room. An online whiteboard, no matter how nifty, is just not as good, and like everyone else we too suffered from Zoom fatigue.
Using Digital as a Tool, Not Being the Tool of the Technology Giants
Published in Connie White Delaney, Charlotte A. Weaver, Joyce Sensmeier, Lisiane Pruinelli, Patrick Weber, Deborah Trautman, Kedar Mate, Howard Catton, Nursing and Informatics for the 21st Century – Embracing a Digital World, 3rd Edition, Book 2, 2022
Peter Klein, Bob Barker, Kevin Bryant, Alexander M.K. Mackenzie
While you may be great with people and caring for people, how do those skills translate when you go online? The challenge with technology is that though it offers many choices as to how to communicate, by its very natural we are not meeting face-to-face but through a digital filter, which can affect our cognitive load and make us feel tired. An example is the new ‘Zoom fatigue' (Lee, 2020) that has emerged since the COVID-19 pandemic.
Twelve tips for conducting medical education research via videoconference
Published in Medical Teacher, 2023
Fiona Osborne, Paul Paes, Janice Ellis, Charlotte Rothwell
Session structure and duration: ‘Zoom fatigue’ and the struggle to engage for extended periods with online videoconference meetings is a well-recognised phenomenon (Nesher Shoshan and Wehrt 2021). Paralleling face to face interactions, the ideal duration of your online videoconference focus group or interview will be dependent on the participants, subject matter, and scheduled activities (Stalmeijer et al. 2014; Robson and McCartan 2016). In the author’s study, participants were observably restless after 30 minutes of uninterrupted screen interaction in focus groups scheduled for one hour. Concurrent with established teaching practice, we advocate efficient structuring of videoconference interactions, incorporating regular breaks and off-screen activity for lengthier sessions (see also Tip 9) (Pacheco 2020; Smeraglio et al. 2020; Khan et al. 2021).
Developing a Roadmap for Harnessing Technology in Social Work: Training the Next Generation of Social Workers
Published in Smith College Studies in Social Work, 2022
Kelly Lynn Clary, Erica Nason, Katherine Selber, Kenneth Scott Smith
Finally, field education has relied traditionally on the face-to-face mode of field instruction. Since the proliferation of online educational programs and, more recently during the COVID-19 Global Pandemic, this historical preference has been changing. Video conferencing platforms such as Zoom, Microsoft Teams, Skype, e-mail, text messaging, and other digital technology applications have been used to replace and enhance field educators’ supervision in field education settings with some positive results (Colvin & Bullock, 2014). However, more research is needed on the specific outcomes associated with these changes. Recent research has demonstrated that clinicians report satisfaction when using technology that supports practice; however, clinicians continue to report concerns related to building rapport, maintaining confidentiality, and ensuring safety (Cowan, McKean, Gentry, & Hilty, 2019). Similarly, it should be noted that consistent and overuse of virtual video conference meetings has been coined Zoom Fatigue with characteristics of anxiety, worry, and fatigue (Schiopu, Hornoiu, Padurean, & Nica, 2021; Wiederhold, 2020) that has the potential to negatively impact those participating (i.e., clinician and the client(s)).
COVID-19 and Loneliness among Older Adults: Associations with Mode of Family/Friend Contacts and Social Participation
Published in Clinical Gerontologist, 2022
Namkee G. Choi, Sarah Hammaker, Diana M. DiNitto, C. Nathan Marti
As also expected, multivariable analysis shows that perception of increased loneliness was associated with decreased in-person contact with family/friends. However, while also consistent with previous study findings (Atzendorf & Gruber, 2021; Hu & Qian, 2021), the reasons that increased loneliness is associated with increased video call contact with family/friends needs further examination. Virtual contacts may be accompanied by digital stress or burnout (Mheidly, Fares, & Fares, 2020), especially among some who have had to learn new digital skills to be able to connect with family/friends. Even among those who have used information and communication technology (ICT) previously, rapid changes in ICT can be confusing and anxiety-provoking. Video call contacts may also engender so called “Zoom fatigue” that has been found in work-related meetings (Bailenson, 2021; Shockley et al., 2021). Small cell phone or tablet screens may also cause eye-strain. We also speculate that among older adults, virtual contact with family/friends differs substantially from in-person contact. Although virtual contact can provide affective support, it lacks embodied presence and human touch and cannot include many types of instrumental support that can be exchanged in in-person contacts. Many older adults with functional impairments may have had to forgo instrumental support (e.g., help with shopping). Others may miss or feel badly about not being able to provide assistance (e.g., child care) for family/friends during COVID.