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P63: Best Practice Guidance on Human Interaction with Technology in Dementia Update June 2023 – Recommendations from the INDUCT and DISTINCT Networks
- Rose-Marie Dröes, Yvette Vermeer, Sébastien Libert, Gianna Kohl, Sophie Gaber, Sarah Wallcook, Harleen Rai, Aline Cavalcanti Barroso, Esther Gerritzen, Joeke van Santen, Floriana Mangiaracina, Kim Beentjes, David Neal, Josephine Tan, Sara Bartels, Hannah Christie, Pascale Heins, Golnaz Atefi, Rose Miranda, Annelien van Dael, Fanny Monnet, Kate Shiells, Ángel C. Pinto Bruno, Angie Alejandra Diaz, Mauricio Molinari Ulate, Aysan Mahmoudi Asl, Simone Fielding, Beliz Budak, Viktoria Hoel, Wei Qi Koh, Jaroslav Cibulka, Lieve Van den Block, Lara Pivodic, Dympna Casey, Georgina Charlesworth, Karin Dijkstra, Teake Ettema, Manuel Franco Martin, Paul Higgs, Iva Holmerova, Camilla Malinowsky, Orii McDermott, Franka Meiland, Louise Nygard, Martina Roes, Henriëtte van der Roest, Justine Schneider, Olga Stepankova, Annemieke van Straten, Elaine Toomey, Frans Verhey, Marjolein de Vugt, Karin Wolf-Ostermann, Martin Orrell
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- Journal:
- International Psychogeriatrics / Volume 35 / Issue S1 / December 2023
- Published online by Cambridge University Press:
- 02 February 2024, pp. 158-159
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- Article
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Objective:
INDUCT (Interdisciplinary Network for Dementia Using Current Technology), and DISTINCT (Dementia Inter-sectorial strategy for training and innovation network for current technology) are two Marie Sklodowska-Curie funded International Training Networks that aimed to develop a multi-disciplinary, inter-sectorial educational research framework for Europe to improve technology and care for people with dementia, and to provide the evidence to show how technology can improve the lives of people with dementia.
Methods:In INDUCT (2016-2020) 15 Early Stage Researchers worked on projects in the areas of Technology to support everyday life; technology to promote meaningful activities; and healthcare technology. In DISTINCT (2019-2023) 15 Early Stage Researchers worked on technology to promote Social health in three domains: fulfilling ones potential and obligations in society, managing one’s own life, and participation in social and other meaningful activities.
Both networks adopted three transversal objectives: 1) To determine practical, cognitive and social factors needed to make technology more useable for people with dementia; 2) To evaluate the effectiveness of specific contemporary technology; 3) To trace facilitators and barriers for implementation of technology in dementia care.
Results:The main recommendations resulting from all research projects are integrated in a web-based digital Best Practice Guidance on Human Interaction with Technology in Dementia which was recently updated (Dec 2022 and June 2023) and will be presented at the congress. The recommendations are meant for different target groups, i.e. people in different stages of dementia, their (in)formal carers, policy makers, designers and researchers, who can easily find the recommendations relevant to them in the Best Practice Guidance by means of a digital selection tool.
Conclusions:The INDUCT/DISTINCT Best Practice Guidance informs on how to improve the development, usage, impact and implementation of technology for people with dementia in various technology areas. This Best Practice Guidance is the result of intensive collaborative partnership of INDUCT and DISTINCT with academic and non-academic partners as well as the involvement of representatives of the different target groups throughout the projects.
Contributors
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- By J. Todd Arnedt, Nazem Atassi, Judith Bebchuk, Devin L. Brown, Rickey E. Carter, Rick Chappell, William R. Clarke, Christopher S. Coffey, Peter G. Como, Merit Cudkowicz, Jeffrey Cummings, Gary R. Cutter, Gerald J. Dal Pan, E. Ray Dorsey, Susan S. Ellenberg, Jordan Elm, Changyong Feng, Elizabeth Fisher, Jacqueline A. French, Jean-Michel Germain, Joshua D. Grill, Robert G. Holloway, Karen C. Johnston, S. Claiborne Johnston, Cornelia L. Kamp, Russell Katz, Kathryn M. Kellogg, Karl Kieburtz, Scott Y. H. Kim, Jonathan Kimmelman, Bruce Levin, Michael P. McDermott, Eric A. Mann, John Markman, D. Troy Morgan, Gilmore N. O’Neill, Yuko Y. Palesch, John R. Pollard, R. Michael Poole, Mary E. Putt, Bemard Ravina, Richard A. Rudick, David Schoenfeld, Andrew D. Siderowf, Janet Wittes, Robert F. Woolson, Michael E. Yurcheshen
- Edited by Bernard Ravina, Jeffrey Cummings, Michael McDermott, R. Michael Poole
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- Book:
- Clinical Trials in Neurology
- Published online:
- 05 May 2012
- Print publication:
- 12 April 2012, pp ix-xii
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6 - Estranged Labor Learning
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- By Ray McDermott, Department of Anthropology, University of California-San Diego, United States., Jean Lave, Department of Education and Geography, University of Calfornia-Berkeley, United States.
- Edited by Peter Sawchuk, University of Toronto, Newton Duarte, Universidade Estadual Paulista, São Paulo, Mohamed Elhammoumi, Al-Imam Muhammad Ibn Saud Islamic University, Saudi Arabia
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- Book:
- Critical Perspectives on Activity
- Published online:
- 10 December 2009
- Print publication:
- 16 January 2006, pp 89-122
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Summary
INTRODUCTION
This chapter is in praise of the labor of reading profound and rich texts, in this case, the essay on “Estranged Labor” by Karl Marx. Comparing in detail what Marx wrote on estranged labor with current social practices of learning and education leads us to comprehensive and provocative ideas about learning – including the social practices of alienated learning. We then emphasize the importance of distribution in the institutionalized production of alienated learning. And we end this chapter with critical reflections on the importance of alienation for the relation between teaching and learning in the social practice of scholars.
In 1844, Karl Marx wrote “Estranged Labor,” an essay with a radical philosophical and political claim: labor, prices, profit, and ownership do not exist as things independent of historical circumstance. Rather, they exist only in relations between persons and their productive work. To make matters worse, claimed Marx, the same is true of the words and categories we have available to understand, confront, and reorganize these building blocks or any other relations that define and control our lives: the very content of our minds “takes for granted what it is supposed to explain” (Marx, 1844: 106). Together, the two claims have it that the world is both complex and hidden, terribly so and politically so, even to us, its builders.