While undertaking papers to attain the GCTLT qualification, I have been aware that the different papers are all available on ‘Wikieducator’ but until now I had no understanding of what that actually meant. Having now listened to Blackall’s (2011) presentation about Open education practices my understanding about Open Educational Resources (OER) is growing rapidly! Wikipedia is the umbrella which Wikiversity, Wikinews and Wikieducator fall under. Information (OER) placed on Wikipedia is open for anyone to use, share, edit and add to. The idea is to make the content freely available for anyone to access. Information on Wikieducator (a free e-learning education site) is freely available, but should a person wish to gain a qualification (as I do with the GCTLT) the person will have to engage in the course activities and do the required paper assessments prior to gaining the qualification, which means enrolling in the course through a recognised institution and this process would generally have a fee attached.
OER is a sustainable practice as it saves the time and energy utilized in creating new resources when these have already been created by others. It also maximizes access to learning through the sharing of resources with people only having to pay to access the information if they need specific qualifications (Blackall, 2011) rather than having to pay for access to knowledge and learning.
In 2008 Otago Polytechnic signed the Capetown Declaration for OER (Open Resource Foundation, 2011). They also adopted a Creative commons attribution copyright license (CCACL) which means that anyone can use and alter work on the Wikieducator site. The aim of this is to create a world where each person can access and contribute to all human knowledge (Blackall, 2011). In the majority of tertiary institutions intellectual property of employees is still considered to belong to the institution rather than to the employee individually. OP has shown what a progressive tertiary provider it is as having the CCACL in place means that intellectual property at OP continues to belong to the individual staff member or student as long as the sources are acknowledged. This means that staff and students can choose whether to make their resources available on Wikieducator to contribute to OER worldwide. Use of OER materials which would not normally be easily available due to copyright issues are being integrated into open and distance education. I can see possibilities for the use of OER in my own field.
One possibility is for accessing video demonstrations of midwifery skills -some of which we do access currently off YouTube. The problem with some of these videos however is that they do not demonstrate the skill quite as we would wish it demonstrated by our students. We could make them more specific to our requirements by enhancing the ones currently available with best practice techniques. We could then share them worldwide -gulp! We have a Midwifery Junction website on the OP website run through the School of Midwifery. This site has several papers on different topics with MCQ that midwives can access for free in an effort to increase knowledge and ensure midwives remain current in using up to date evidence to inform their practices. These could be published on Wikieducator as reusable educational resources for midwives everywhere, as could well written articles about midwifery matters. Blackall (2011) alludes to how resources use time, support and good staff to develop. In order for resources to be used in the OER environment, staff need to be ready to ‘let go’ and be ok about others taking and using their resources.
I can understand this. When I first started working at OP and had to facilitate a discussion or workshop I was amazed at how freely the other lecturers shared the resources they already had on the topic e.g. previous PowerPoint slides shows (PPT) they had developed and used. What’s more, they were very encouraging of me editing/adding to the resources as I wished to suit my own situation with the students. I was very grateful for this support and continue to be as I became more familiar with the BM programme. Enabling content to be open to everyone to add to and edit is a big step in letting go. I know that the times I have developed resources such as a PPT to accompany a workshop or discussion with students, it has taken a while for me to feel really ok about putting my PPT on the specific course forum for the students to access independently of me. However the advantages of having current course content available to everyone are apparent.
Do we believe in principal that knowledge and education should be freely available to all on a global level or do we consider it should just be the prerogative of the advantaged? Of course there are practical issues to look at in terms of enabling all people access to OER for example basic reading and writing skills, translation, computers and internet sites, different institutions providing the same degree courses…but the intention is there, and that is a start.
References:
Blackall, L. (2011). Open education practices. Retrieved from http://elluminate.op.ac.nz/play_recording.html?recordingId=1260256890932_1304558340765
Open Resource Foundation. (2011). The OER poised to become an international leader in open education. Retrieved from http://wikieducator.ort/OERF:Home
Saturday 29 October 2011
Wednesday 19 October 2011
Activity Six: Flexible learning plan -continuing development
My aim for using video is to assist students to perform midwifery practice skills competently.
After further reflection on where I have got to in my thinking re utilising video to aid practical skills attainment, I realised there were two possible areas I could focus on. 1. Record a video of myself demonstrating the practical skill/s, or 2. Get the students to record video/s of themselves demonstrating the practical skill/s. Getting the students to record video of themselves demonstrating practical skills for their Midwifery practical skills assessment is already an idea in progress within the School of Midwifery, so I will not focus on this aspect. I will concentrate instead on #1 and #2 utilising practical skills for students in the first year of their BM.
I plan to record a video of myself demonstrating one of the practical skills the first year BM students are expected to get signed off this year and use this as a learning tool to view and encouraged feedback on within my SPF group. This video will be used as part of one of my SPF sessions during which time is set aside for demonstrating and practicing new skills. Having seen my own prototype, the students will be encouraged to generate their own videos in groups of two or three, based on a first year practice skill and play them back in SPF time for feedback. My plan is to start small and try out the idea within my own SPF group first, ironing out any problems that may arise before considering whether this idea could be useful to extend out to other BM students within the school.
My first exposure to anyone who has experience of students using video to demonstrate practical skills came from a recent presentation to the School of Midwifery staff by Jennifer Evans (2011) from the OP Vet School. She was very enthusiastic about the use of video amongst her students describing how as long as what is required is really clearly set out in the course outline the process empowers students as they decide when they will capture the skills on video so a better level of competency is achieved. The students themselves decide if the video quality is good enough for presenting. Evans (2011) also felt there was a big difference in the preparation and level of achievement the students demonstrated when they used video. Although the use of video in this context was for assessing practical skill acquisition, I could see the possibilities for my own SPF students. Other positive benefits Evans (2011) mentioned were the decrease in marking time, the increase in the quality and consistency of marking, how good the video was for moderation processes and how doing this uses technology the majority of students already use and have easy access to -their own digital cameras, cellphones, laptops or video cameras so it was easily accessible for them.
Peer feedback
I discussed my idea with two of my peers who each work with a SPF group of first year BM students in addition to their other roles within the School. Both of my peers were very encouraging and supportive of this idea. The first peer saw the completed videos as being multipurpose as they can be used again and again to demonstrate the skill/s so this would be very advantageous. She also suggested they could be posted onto YouTube if they were really good. The second peer thought it really important that as a facilitator I recorded the first video to give students a concrete example of the work required rather than just a list of instructions as an initial step. This role modeling would hopefully aid students’ enthusiasm for the task. One potential negative she saw was that when other SPF groups found out about this, they would be wondering why it wasn’t happening within their own groups!
Strengths of the plan
Using video to demonstrate practical skills has been utilised successfully in education for a number of years. Videos have been used as a form of performance feedback for students to enhance their learning process (Darden, 1999). This technology has been used with students who have autism (Ogilvie, 2011; Ayres & Langone, 2007; Stromer, Kimbell, Kinney & Taylor, 2006) as well as in athletics (Jambor & Weekes, 1995) and health professions (Edwards, Jones & Murphy, 2007) to improve motor skill learning and performance (Darden, 1999).
From the literature it seems apparent there would be many advantages to incorporating this technology into the blended learning model of the BM to enhance the learning of students by supplementing other flexible learning methods already in the programme. McGee & O’Hagan (2001) discuss the challenges of supporting distance students in achieving deep understanding of concepts and identify ways in which the use of video during the phases in this process (orientating, motivating, presenting, clarifying, elaborating, consolidating and confirming) can contribute to deep learning for this group of students. Videoing attempts to reduce the gap between what the student is being prepared for in the classroom environment and what they are exposed to in clinical placements (Edwards, Jones & Murphy, 2007). Videoing can provide effective feedback for student performance as well as contribute to a deepening of each students understanding of and empathy (Yakura, 2009) towards other people.
Other advantages of videoing include the ability to improve presentation skills (JISC, 2011), being able to capture and replay interactions for observation and critique, and improving interpersonal and individual skills through interacting with others during the filming (Yakura, 2009). The ability to view dialogue or gestures which students were beforehand unaware and being able to discuss details that were overlooked in the recording (Yakura, 2009) encourages students to recognize the details and correct the errors in an attempt to improve student performances (Jambor & Weekes, 1995). Further, Jambor & Weekes (1995) found that the facilitator’s feedback made more sense to the students after they had seen themselves on video enabling them to make effective changes. While reviewing the video in the student group, students benefit from reflecting on which parts of the video were the most and least beneficial and any difficulties they encountered (JISC, 2011). Students seemed better prepared and interaction with classmates improved (JISC, 2011) as well as a change in those students who were less confident –they began feeling more supported. A big advantage as a facilitator is that observing the videos increases student engagement, cutting down on the time required to prepare and facilitate practice sessions which are normally very time consuming (JSIC, 2011). Another advantage is in cost saving as use on consumables for demonstration purposes is reduced as the video replaces repeat demonstrations (Edwards, Jones & Murphy, 2007). The videos are easily transportable and can be viewed in students’ homes, small groups or classroom situations (McGee & O’Hagan, 2001).
Gaps in the plan
Jambor & Weekes (1995) recommend that to enable students to best comprehend their skill performances the students should direct the video viewing rather than this being the role of the teacher as previously. The teacher instead acts as a facilitator, asking questions prompting students to discuss the significance of particular actions allowing the students to maintain control and responsibility for recognizing any mistakes and committing to change (Jambor & Weekes, 1995). In order for me to facilitate these sessions effectively so they advantage both the students and myself, it is important for me to facilitate the session correctly. Yakura (2009) believes that student feedback obtained from observing a video is only valuable if the students are able to process and interpret the images themselves. Being able to encourage students to reflect on the video in this way is an acquired skill which is directly linked to appropriate teaching strategies to make the most effective use of this technology (Yakura, 2009). Darden (1999) gives strategies for enabling good facilitation while students travel through the three arbitrarily defined stages of skill acquisition already prescribed –in this case utilising video technology. I will need to become familiar with the teaching strategies recommended if I am to enhance the feedback students obtain from this process.
To be useful, the videos must support the identified learning outcomes (McGee & O’Hagan, 2001) of the practice skills paper. Ensuring this will remain a priority.
Goals for further development
I still need to look at specifics of my plan and decide when to start, what practice skill I will video as a demonstration first and the practical realities of getting that organized, setting it up and the time involved in getting the first video to the standard required to be used as a demonstration for the students. I need to find out if I am able to use my laptop to record the video, whether my digital camera or mobile phone will suffice as a video recorder (and how to transfer the video to the computer to play to the students after if this is the case). Video cameras can be purchased for around $200, so maybe the School could purchase one for my SPF to use? I have discussed access and equity issues, diversity and inclusivity further back in my blog. While these were not specifically related to my current Learning plan, I am sure the principles will be the same but I need to check to be sure. I need to look at where the videos will be stored, who will have access to them and how (password controlled?, only available within OP?). Will we use Microsoft’s Windows Moviemaker or another programme to edit the videos? If so, what sort of education in how to use this effectively will be required? Are there any relevant ethical or consent issues that need to be taken into account?
…on with plan development!
References
Ayres, K., & Langone, J. (2007). A comparison of video modeling perspectives for students with Autism. Journal of Special Education, 22(2), 15-30.
Darden, G. (1999). Videotape feedback for student learning and performance: A learning-stages approach. Journal of Physical Education, Recreation and Dance, 70(9), 40-46 &62.
Edwards, M., Jones, S., & Murphy, F. (2007). Hand-held video for clinical skills teaching. Innovations in Education and Teaching International, 44(4), 401-408.
Evans, J. (5 September 2011). Video recording. Presentation to OP School of Midwifery staff. Dunedin.
Jambor, E., & Weekes, E. (1995). Videotape feedback: Make it more effective. Journal of Physical Education, Recreation and Dance, 66(2), 48-50.
JISC. (2011). Case study 1: Supporting student transition through reflective video sharing. Retrieved from Emerging practice in a digital age case studies: www.jisc.ac.uk/digiemerge
McGhee, P., & O’Hagan, C. (2001). VESOL: Cost-effective video production to support distance learners. In F. Lockwood, & A. Gooley (Eds), Innovation in open and distance learning (pp.189-200). London, UK: Kogan Page.
Ogilvie, C. (2011). Step by step: Social skills instruction for students with Autism spectrum disorder using video models and peer mentoring. Teaching Exceptional Children 43(6), 20-26.
Stromer, R., Kimball, J., Kinney, E., & Taylor, B. (2006). Activity schedules, computer technology and teaching children with autism spectrum disorders. Focus on Autism and other developmental disabilities 21(1), 14-24.
Yakura, E. (2009). Learning to see: Enhancing student learning through videotaped feedback. College Teaching, 57(3), 177-183.
After further reflection on where I have got to in my thinking re utilising video to aid practical skills attainment, I realised there were two possible areas I could focus on. 1. Record a video of myself demonstrating the practical skill/s, or 2. Get the students to record video/s of themselves demonstrating the practical skill/s. Getting the students to record video of themselves demonstrating practical skills for their Midwifery practical skills assessment is already an idea in progress within the School of Midwifery, so I will not focus on this aspect. I will concentrate instead on #1 and #2 utilising practical skills for students in the first year of their BM.
I plan to record a video of myself demonstrating one of the practical skills the first year BM students are expected to get signed off this year and use this as a learning tool to view and encouraged feedback on within my SPF group. This video will be used as part of one of my SPF sessions during which time is set aside for demonstrating and practicing new skills. Having seen my own prototype, the students will be encouraged to generate their own videos in groups of two or three, based on a first year practice skill and play them back in SPF time for feedback. My plan is to start small and try out the idea within my own SPF group first, ironing out any problems that may arise before considering whether this idea could be useful to extend out to other BM students within the school.
My first exposure to anyone who has experience of students using video to demonstrate practical skills came from a recent presentation to the School of Midwifery staff by Jennifer Evans (2011) from the OP Vet School. She was very enthusiastic about the use of video amongst her students describing how as long as what is required is really clearly set out in the course outline the process empowers students as they decide when they will capture the skills on video so a better level of competency is achieved. The students themselves decide if the video quality is good enough for presenting. Evans (2011) also felt there was a big difference in the preparation and level of achievement the students demonstrated when they used video. Although the use of video in this context was for assessing practical skill acquisition, I could see the possibilities for my own SPF students. Other positive benefits Evans (2011) mentioned were the decrease in marking time, the increase in the quality and consistency of marking, how good the video was for moderation processes and how doing this uses technology the majority of students already use and have easy access to -their own digital cameras, cellphones, laptops or video cameras so it was easily accessible for them.
Peer feedback
I discussed my idea with two of my peers who each work with a SPF group of first year BM students in addition to their other roles within the School. Both of my peers were very encouraging and supportive of this idea. The first peer saw the completed videos as being multipurpose as they can be used again and again to demonstrate the skill/s so this would be very advantageous. She also suggested they could be posted onto YouTube if they were really good. The second peer thought it really important that as a facilitator I recorded the first video to give students a concrete example of the work required rather than just a list of instructions as an initial step. This role modeling would hopefully aid students’ enthusiasm for the task. One potential negative she saw was that when other SPF groups found out about this, they would be wondering why it wasn’t happening within their own groups!
Strengths of the plan
Using video to demonstrate practical skills has been utilised successfully in education for a number of years. Videos have been used as a form of performance feedback for students to enhance their learning process (Darden, 1999). This technology has been used with students who have autism (Ogilvie, 2011; Ayres & Langone, 2007; Stromer, Kimbell, Kinney & Taylor, 2006) as well as in athletics (Jambor & Weekes, 1995) and health professions (Edwards, Jones & Murphy, 2007) to improve motor skill learning and performance (Darden, 1999).
From the literature it seems apparent there would be many advantages to incorporating this technology into the blended learning model of the BM to enhance the learning of students by supplementing other flexible learning methods already in the programme. McGee & O’Hagan (2001) discuss the challenges of supporting distance students in achieving deep understanding of concepts and identify ways in which the use of video during the phases in this process (orientating, motivating, presenting, clarifying, elaborating, consolidating and confirming) can contribute to deep learning for this group of students. Videoing attempts to reduce the gap between what the student is being prepared for in the classroom environment and what they are exposed to in clinical placements (Edwards, Jones & Murphy, 2007). Videoing can provide effective feedback for student performance as well as contribute to a deepening of each students understanding of and empathy (Yakura, 2009) towards other people.
Other advantages of videoing include the ability to improve presentation skills (JISC, 2011), being able to capture and replay interactions for observation and critique, and improving interpersonal and individual skills through interacting with others during the filming (Yakura, 2009). The ability to view dialogue or gestures which students were beforehand unaware and being able to discuss details that were overlooked in the recording (Yakura, 2009) encourages students to recognize the details and correct the errors in an attempt to improve student performances (Jambor & Weekes, 1995). Further, Jambor & Weekes (1995) found that the facilitator’s feedback made more sense to the students after they had seen themselves on video enabling them to make effective changes. While reviewing the video in the student group, students benefit from reflecting on which parts of the video were the most and least beneficial and any difficulties they encountered (JISC, 2011). Students seemed better prepared and interaction with classmates improved (JISC, 2011) as well as a change in those students who were less confident –they began feeling more supported. A big advantage as a facilitator is that observing the videos increases student engagement, cutting down on the time required to prepare and facilitate practice sessions which are normally very time consuming (JSIC, 2011). Another advantage is in cost saving as use on consumables for demonstration purposes is reduced as the video replaces repeat demonstrations (Edwards, Jones & Murphy, 2007). The videos are easily transportable and can be viewed in students’ homes, small groups or classroom situations (McGee & O’Hagan, 2001).
Gaps in the plan
Jambor & Weekes (1995) recommend that to enable students to best comprehend their skill performances the students should direct the video viewing rather than this being the role of the teacher as previously. The teacher instead acts as a facilitator, asking questions prompting students to discuss the significance of particular actions allowing the students to maintain control and responsibility for recognizing any mistakes and committing to change (Jambor & Weekes, 1995). In order for me to facilitate these sessions effectively so they advantage both the students and myself, it is important for me to facilitate the session correctly. Yakura (2009) believes that student feedback obtained from observing a video is only valuable if the students are able to process and interpret the images themselves. Being able to encourage students to reflect on the video in this way is an acquired skill which is directly linked to appropriate teaching strategies to make the most effective use of this technology (Yakura, 2009). Darden (1999) gives strategies for enabling good facilitation while students travel through the three arbitrarily defined stages of skill acquisition already prescribed –in this case utilising video technology. I will need to become familiar with the teaching strategies recommended if I am to enhance the feedback students obtain from this process.
To be useful, the videos must support the identified learning outcomes (McGee & O’Hagan, 2001) of the practice skills paper. Ensuring this will remain a priority.
Goals for further development
I still need to look at specifics of my plan and decide when to start, what practice skill I will video as a demonstration first and the practical realities of getting that organized, setting it up and the time involved in getting the first video to the standard required to be used as a demonstration for the students. I need to find out if I am able to use my laptop to record the video, whether my digital camera or mobile phone will suffice as a video recorder (and how to transfer the video to the computer to play to the students after if this is the case). Video cameras can be purchased for around $200, so maybe the School could purchase one for my SPF to use? I have discussed access and equity issues, diversity and inclusivity further back in my blog. While these were not specifically related to my current Learning plan, I am sure the principles will be the same but I need to check to be sure. I need to look at where the videos will be stored, who will have access to them and how (password controlled?, only available within OP?). Will we use Microsoft’s Windows Moviemaker or another programme to edit the videos? If so, what sort of education in how to use this effectively will be required? Are there any relevant ethical or consent issues that need to be taken into account?
…on with plan development!
References
Ayres, K., & Langone, J. (2007). A comparison of video modeling perspectives for students with Autism. Journal of Special Education, 22(2), 15-30.
Darden, G. (1999). Videotape feedback for student learning and performance: A learning-stages approach. Journal of Physical Education, Recreation and Dance, 70(9), 40-46 &62.
Edwards, M., Jones, S., & Murphy, F. (2007). Hand-held video for clinical skills teaching. Innovations in Education and Teaching International, 44(4), 401-408.
Evans, J. (5 September 2011). Video recording. Presentation to OP School of Midwifery staff. Dunedin.
Jambor, E., & Weekes, E. (1995). Videotape feedback: Make it more effective. Journal of Physical Education, Recreation and Dance, 66(2), 48-50.
JISC. (2011). Case study 1: Supporting student transition through reflective video sharing. Retrieved from Emerging practice in a digital age case studies: www.jisc.ac.uk/digiemerge
McGhee, P., & O’Hagan, C. (2001). VESOL: Cost-effective video production to support distance learners. In F. Lockwood, & A. Gooley (Eds), Innovation in open and distance learning (pp.189-200). London, UK: Kogan Page.
Ogilvie, C. (2011). Step by step: Social skills instruction for students with Autism spectrum disorder using video models and peer mentoring. Teaching Exceptional Children 43(6), 20-26.
Stromer, R., Kimball, J., Kinney, E., & Taylor, B. (2006). Activity schedules, computer technology and teaching children with autism spectrum disorders. Focus on Autism and other developmental disabilities 21(1), 14-24.
Yakura, E. (2009). Learning to see: Enhancing student learning through videotaped feedback. College Teaching, 57(3), 177-183.
Saturday 15 October 2011
Activity Five; Design & describe flexible learning strategies in my context
For this activity I have focused on one aspect of one of the papers I am involved with within the BM programme (a blended learning programme delivered in a flexible manner) -'Midwifery practice skills'. Myself and several other lecturers are each a Student Practice Facilitator for a small tutorial (SPF) group of first year students. My group consists of eight students whom I meet with for four hours each week of the acaedemic year. One of the functions of the SPF group is the opportunity to get hands on experience with the practice skills covered in the course. There are 26 practice skills each of which has an accompanying skills sheet, the signing off of which indicates the student has demonstrated competency in the particular skill. The skills sheets are expected to be all signed off (by either the SPF or by a midwife during a clinical placement) by the end of the year. The students' knowlege & understanding of these practical skills are supported by online learning modules (some of which use UTube videos and a couple which use videos of a particular skill which the course coordinator has produced) plus experience gained on clinical placements.
The methods I currently use to aid the skill acquisition are; a discussion around the information the students have read about the skill in their online modules and texts, discussing any experiences they have had in seeing these skills demonstrated in practice, talking through the skills sheet, demonstrating the skill, then depending on the skill itself providing the opportunity for students to -either as a big group or by getting into either smaller groups or together watch a group of two or three students roleplay the skill (the students' can roleplay the woman, the student midwife or be the 'prompter' checking the correct procedure is followed by following the roleplay ensuring it aleigns with the skills sheet) -practice the skill.
At the end of the year the students' undertake a Midwifery Practice Skills Assessment (MPSA) based around the skills learned throughout the year, 10 of which are embedded into five practice scenarios for the assessment. Each student is randomly assigned to one scenario (testing two skills) for the assessment which assesses each of the four learning outcomes for this paper as written in the course descripter. The students are aware of the five pairs of skills they may be assessed apon and have the opportunity to practice these within their SPF groups towards the end of the year.
All the SPF groups run slightly differently and despite best efforts to check SPFs are demonstating the skills in the same way, individual discrepencies do occur. This is particularly apparent when some skills are demonstrated at block courses and also we hear this anecdotally from conversations the students from different SPF groups have with each other. While the discrepencies do not deter from best practice techniques, they do cause the students' some grief as they are trying so hard to learn the correct way to demonstrate the skill.
There has been some discussion within the School of Midwifery around moving to having the MPSAs videoed by students and then sent in to Lecturers for assessing. Initially I was resistant to this idea. On reflection, I realised this was based around my own liking for how the assessment is undertaken currently (it suits me but does it suit the students?) and my lack of confidence in utilising the IT technology that this move would involve. I began to think of other possibilities for the use of videos rather than just assessing students in this way staying focused on my student group and what would help them as learners, rather than my own issues. While looking at Holden's Instructional Media & Pedagogical Considerations (2011) and the Gallery of Strategies on the Australian Flexible framework website (2011) on e-learning, & the JISC infonet (2011) resources I started to think about the possibilities of creating a series of short videos demonstrating each of the 26 skills for students to look at. This has became the focus of my Blended learning strategy.
Advantages of having the videos include
-consistency in best practice showing how we wish the students to be able to demonstrate each skill
-the students could watch them over and over in their own time stopping and starting them as necessary to gain a greater understanding of how to perform the skill
-it would cut down on some of the time I spend with individual student's during the SPF group going through particular skills with them while the rest of the group starts chatting and going off onto tangents unrelated to the task at hand
-it would free up some SPF time which could be devoted to other aspects of my facilitation role while remaining learner centred
-the videos could be resources used school wide
-they could be produced by students as well as lecturers.
An additional advantage is the ability to use the videos in class, on PPTs and on podcasts(though I am not sure what a podcast is -I think it's a short video?). From what I have read, it is not difficult to transfer the video from a digital video camera to the computer for editing utilising specific movie editing software programmes such as Movie maker. I think there is potential for this resource to be utilised in this way to enhance student learning.
References:
Australian Flexible framework site. (2011). Gallery of Strategies. Retrieved from http://designing.flexiblelearning.net.au/gallery/index/htm
Holden, J. (2011). Developing a blended learning strategy: Instructional media and pedagogical considerations. Retreived from http://www.slideshare.net/jholden/developing-a-blended-learning-strategy-instructional-media-pedagogical-considerations
University of Ulster. (2011). JISC Case study 1: Supporting student transistion through reflective video sharing. Retrieved from http://www.jisc.ac.uk/digiemerge
Bibliography:
Heinze, A., & Procter, C. (2004). Reflections on the use of blended learning. Retrieved from http://www.ece.salford.ac.uk/proceedings/papers/ah_04.rtf
The methods I currently use to aid the skill acquisition are; a discussion around the information the students have read about the skill in their online modules and texts, discussing any experiences they have had in seeing these skills demonstrated in practice, talking through the skills sheet, demonstrating the skill, then depending on the skill itself providing the opportunity for students to -either as a big group or by getting into either smaller groups or together watch a group of two or three students roleplay the skill (the students' can roleplay the woman, the student midwife or be the 'prompter' checking the correct procedure is followed by following the roleplay ensuring it aleigns with the skills sheet) -practice the skill.
At the end of the year the students' undertake a Midwifery Practice Skills Assessment (MPSA) based around the skills learned throughout the year, 10 of which are embedded into five practice scenarios for the assessment. Each student is randomly assigned to one scenario (testing two skills) for the assessment which assesses each of the four learning outcomes for this paper as written in the course descripter. The students are aware of the five pairs of skills they may be assessed apon and have the opportunity to practice these within their SPF groups towards the end of the year.
All the SPF groups run slightly differently and despite best efforts to check SPFs are demonstating the skills in the same way, individual discrepencies do occur. This is particularly apparent when some skills are demonstrated at block courses and also we hear this anecdotally from conversations the students from different SPF groups have with each other. While the discrepencies do not deter from best practice techniques, they do cause the students' some grief as they are trying so hard to learn the correct way to demonstrate the skill.
There has been some discussion within the School of Midwifery around moving to having the MPSAs videoed by students and then sent in to Lecturers for assessing. Initially I was resistant to this idea. On reflection, I realised this was based around my own liking for how the assessment is undertaken currently (it suits me but does it suit the students?) and my lack of confidence in utilising the IT technology that this move would involve. I began to think of other possibilities for the use of videos rather than just assessing students in this way staying focused on my student group and what would help them as learners, rather than my own issues. While looking at Holden's Instructional Media & Pedagogical Considerations (2011) and the Gallery of Strategies on the Australian Flexible framework website (2011) on e-learning, & the JISC infonet (2011) resources I started to think about the possibilities of creating a series of short videos demonstrating each of the 26 skills for students to look at. This has became the focus of my Blended learning strategy.
Advantages of having the videos include
-consistency in best practice showing how we wish the students to be able to demonstrate each skill
-the students could watch them over and over in their own time stopping and starting them as necessary to gain a greater understanding of how to perform the skill
-it would cut down on some of the time I spend with individual student's during the SPF group going through particular skills with them while the rest of the group starts chatting and going off onto tangents unrelated to the task at hand
-it would free up some SPF time which could be devoted to other aspects of my facilitation role while remaining learner centred
-the videos could be resources used school wide
-they could be produced by students as well as lecturers.
An additional advantage is the ability to use the videos in class, on PPTs and on podcasts(though I am not sure what a podcast is -I think it's a short video?). From what I have read, it is not difficult to transfer the video from a digital video camera to the computer for editing utilising specific movie editing software programmes such as Movie maker. I think there is potential for this resource to be utilised in this way to enhance student learning.
References:
Australian Flexible framework site. (2011). Gallery of Strategies. Retrieved from http://designing.flexiblelearning.net.au/gallery/index/htm
Holden, J. (2011). Developing a blended learning strategy: Instructional media and pedagogical considerations. Retreived from http://www.slideshare.net/jholden/developing-a-blended-learning-strategy-instructional-media-pedagogical-considerations
University of Ulster. (2011). JISC Case study 1: Supporting student transistion through reflective video sharing. Retrieved from http://www.jisc.ac.uk/digiemerge
Bibliography:
Heinze, A., & Procter, C. (2004). Reflections on the use of blended learning. Retrieved from http://www.ece.salford.ac.uk/proceedings/papers/ah_04.rtf
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