This is just a summary of the main points from some of the presentations. They were sectioned out into the chapters that will feature in the book that will be published by the NDLR.
Chapter 6 – Student attitudes to a Novel Personalised Learning system teaching medical interview communication skills - Dr. Fionn Kelly
· Communication skills are legendary – for all the wrong words. Direct links between communication skill scores and likelihood of being sued.
· Informing, comforting, help patients, help families at some of the most stressful times in their lives.
· Aren’t educationalists, they are clinicians. Methodical checklist, avoid complaint. Better communication skills don’t get them points!
· Teachers Dinosaurs syndrome… I was taught this way. I haven’t been sued! Limited by time and resources.
· Online teaching, high initial time investment. Standardised patient. Sole focus was to get the metholodogy correct, checklist and not the actual communication.
· Empower the user – personalised learning system, adaptive interview, simulated/standardised patient, video + text: allows for non-verbal cues, student chooses path.
· Calgary-cambridge model of medical interview. Assesses student expected v actual performance.
· Assesses communication skills and process..
· Plays in your web browser.
· Select statement/ was it a correct time to select an open statement or a question etc.
· Skill scores throughout the scenario. Graphs.
· Process was poor.
· Attitudes towards ETU were assessed.
· 100% felt individualised feedback was ‘useful and relevant’
· 92% would like more of my training to be delivered’ via similar personalised learning systems in future.
· They decided to see how badly they could do it as well. They would never walk into someone and do this in the real world.
· Attitudes were very welcome.
Ch7 – Teaching Legal Writing Using the Web: Possibilities and Practicalities (Legalwriting.ie) Dr. Eimear Spain
· Empirical and rigid citation styles, underestimation by students into writing styles.
· Writing as part of the hidden curriculum
· Type 1 learner – not given explicitly
· Educators in law, set them essays we are assessing their skills as well as their knowledge. Not just the content.
· Growing awareness of transferable legal skills, internationally and domestically
· Feedback from employers – lack of student skills- not being able to research to find appropriate materials in an efficient manner – true of law students globally
· In an Irish context- market is v. competitive.
· Teaching legal writing – tedious, repetitive and time consuming – frustrating for teachers
· Technicalities of writing, accuracy of law and critical analysis – what they look for examining them and what employers look for
· Authors identified benefits of ICT
o Students practice multiple times
o Make mistakes and not worry
o Human resources are diminished
o Feedback connected to study
o Getting them in first year
o Reduces possibility of human error
· Funding issues around creating a dedicated resource – funding was received from UL,DIT and CELT
· Use of Moodle –
o using MCQs – find those cases
o identify the correct answer
· Outcomes were v expected – lessons done before class, instant feedback etc
· Unexpected outcome – students put more of an importance to these skills
· Issues – site wasn’t intuitive, frustrating, challenging for mature students -
o Problems ironed out with development
· Future developments
o CELT/NDLR funding secured
o Question bank to be expanded
o Material to be made available via the NDLR
Ch8-Developing Digital resources for Undergraduate Health Science Students… How did we do? – Liz Kingston
Theme- student evaluation of digital resources
Attitudes and perceptions
· Background- influencing factors
· Conceptual framework – guided the development – implementation phase and evaluation phase
· Limitations and Acknowledgements
· Background – group collaborated from UL and NUIG and HSE.
· LInCs 2010 award- topic – infection prevention and control – standard precautions (HSE 2009)
o Evidence based clinical work practices – prevent spread of infection
· Influencing factors
o Timely – H1N1 (Swine flu) so relevant publically
o H1QA 2009 national standards
o Limited time frame to teach the session (2hour timeframe)
o Teaching and learning challenges (students coming away confused)
o Constructivism (Yilmaz 2008, Rovai 2004)
o Blended learning (Kelly et al 2009. Caruso & salaway
o Net generation
o Inter professional education
· Conceptual framework
o ADDIE model of digital resource development (this presentation will focus on phase 3 and 4)
o New smart community of practice
o Main resource- online learning resource (1 hour long) video based, opportunities for practice
o Also individual vignettes X 9
o Quiz X 2 (MCQ using articulate, modified the quiz and submitted a new quiz up to the NDLR)
o 12 resources
· Impact on teaching and learning – clinical psychomotor skills, target 1st year, theory, demonstration, supervised practice, reflection on learning (mackway jones and walker 2003 model
· Implementation – new model incorporated the self directed learning prior to instruction, following up with that with face to face time and then a self directed quiz. Take the online learning programme prior to coming to class.
· Recorded using avid pro software and put together using articulate
o With a voice over
· Evaluation was the student perception of the resource
o Student survey, 22 closed question, 1 open free text response question
o Easy to use, easy to navigate, engaging
o 38 responded out of the 90- too close to exams
· While they appreciate an online approach, they do like the online element and value the face to face follow up contact. Reflective practice – it did facilitate reflective practice.
· Revisited the quiz and put up a print version of the quiz
· Digital resources positively impact student learning – welcomed by student
o A blended learning approach is recommended
Ch9 - Using youtube in the classroom. Does it enhance learning?- Colette Murphy AIT
· Oblinger, 2005b students have grown up with technology
· Classrooms that incoportate technology promote a more productive and enriched learning environment – Burke, synder and rager 2009
· Educatiors have become increasingly comfortatble in letting students learn by viewin (duffin, 2010)
· Youtube is at the forefront of student engagement (BarnesmMarateo and ferris 2007, Burke et al 2009, mullen and wewick, 2008, shea and sheerer, 2008.
o Engagement doesn’t always mean learning
o No studies examined youtube effectiveness
§ Burke et al 2009 acknowledged this lack of research
· Research question
o Is a participant’s recall a youtube lesson as accurate as the recall of a traditional lesson/.
o Students who view instructions via youtube etc
o Design procedure
3 different groups (paper, youtube and traditional)
2 questionnaire’s (pre and post) (Did they have any prior knowledge of the area, disallowed this result if they knew the answer before the lesson.)
Follow up (1 week) (did they remember the lesson.)
· Colette prepared materials in youtube and a lesson plan with the use of the classroom and collated the results in SPSS
· Youtube video was prepared with Camtasia using voice overs and uploaded it to youtube
· Lesson plan identified the learning outcomes and these were what the students were questioned on.
· Study suggests that youtube is viable but retention was not significantly better. No significant recall different for either gender. Viable teaching resource to supplement course content.
· Future. Test for effectiveness with different age groups (mature learners) Test postgraduate not undergraduate.
· Could help online education
· Msmc.ia.edu (oblinger 2005 powerpoint slides)
Ch10-Playschool for postgrads: Facilitating creativity and innovation in doctoral education using digital resoruces – Dan rogers – UCD-TCD Innovation academy
· Who we are and what we do
· Course and modules
· The process
· The student experience
· The future
o 2009 innovation alliance à innovation academy
o New breed of Phd graduate, thorough understanding that can create products from the phd
o Certificate in innovation and entrepreneurship
· 2 core modules – worth 30 ECTS – 3 specialised modules – may be taken from year 1-4 – flexible modular structure- lasts 7 weeks – central is the interdisciplinary element
· Delivery is in terms of workshops, moving out of their disciplinary comfort zones, seminars, design challenges, workshops, seminars, industry projects and video pitches--- effectively communicate their research using a video
· Opportunity generation and recognition – 1 week full time- innovation within their thesis research ‘Researcher video pitch’ ‘Reflective report’. – Harness potential or transferable skills
· Video production- little or no knowledge of video production – they learn this in this module – how to produce a finish Innovation academy youtube.
· They are given an exercise and are split into groups and handed it to the person beside them. Evaluation of how effective they are at communicating their research as the person they hand it to have to explain their topic.
· Second exercise – explore if they have anything in common – look for common themes – pick up a camera and start to tell that story – where research might be bridged – mixing students in multidisciplinary teams – cross fertilisation of disciplines – productivity and creativity are harnessed.
· Third exercise – they write a script and a storyboard which would translate into the - science journalist from the irish times to refine the topics – pre production stages are v. important
· Fourth exercise – they go out to record, supervisors, peers, etc and edit them – use of the video is quite novel – students actively engaging with their research and developing educational video about their research, content creators.
· 1 week period – number of guest speakers in that time as well]final videos are presented to staff, supervisors and peers, uploaded to youtube channel