Short Description:
The word workaround has entered general English usage to refer to a makeshift method of overcoming or bypassing a problem, an example being the events that took place after an explosion on the Apollo 13 spacecraft in 1970. Until recently, the concept was limited primarily to technical contexts. This book explores the origins of workarounds, the challenges of identifying and managing them, and the potential benefits and risks involved. It discusses the use of workarounds in different settings and also takes a look at future challenges.

Word Count: 47179

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Student teams act as engineers and learn about systems thinking and scale by reassembling the separated pages of the engaging picture book, “Zoom,” by Istvan Banyai. The book is a series of 31 wordless pictures that start very close-up and then zoom out—from a rooster’s comb to outer space. Like a movie camera, each subsequent page pulls back to reveal the context of the previous scene as something different than what you originally thought. When the 31 un-numbered pages are jumbled, it is a surprising challenge for teams to figure out how the pictures connect. The task prompts students to pause and look closer so as to adjust to new points of view and problem solve to find a logical sequence. It requires them to step back and take a broader view. Students learn that engineers work together as teams and look at things very closely so that they see different things and come up with more than one solution when problem solving. To conclude, students go outside and practice their skills by imagining and then drawing their own Zoom-like small booklet stories inspired by items found in nature. The classic duck/rabbit ambiguous drawing is provided as a kickoff visual aid.

The Website disseminates the deliverables of the cLovid-project, a project funded by the ERASMUS+ grant program under grant no. 2020-1-DE01-KA226-HE-005813. It gives access to the digital content, digital tools and implementation scenarios for microscopic pathology teaching

The objective of the cLovid-project was to provide:
1) the technical conditions necessary to adapt flipped classroom scenarios with active and collaborative activities for microscopic pathology to contextual factors such as enforced social distancing (COVID-19 pandemic), limited campus facilities or the wish to offer distance learning to overcome difficulties with access to education imposed by geographical distance.
2) teaching material for training medical teachers in digital pedagogical competencies; (a) for flipped classroom courses with active and social activities in general; and (b) for supervising online scenarios for microscopic pathology teaching with task-based and collaborative learning activities in particular.
3) evaluations and research on pilot implementations of a methodological framework with a good-practice example of a flipped classroom course on microscopic pathology for undergraduate medical students. Here, both individual tasks and collaborative learning activities are fully online and supported by high quality digital content and tools.