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Deborah oconnor engage, reflect and revise – melsig 2014
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Deborah oconnor engage, reflect and revise – melsig 2014

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  • 1. ENGAGE, REFLECTAND REVISE – USE OF IPADS IN HEALTHCARE EDUCATION Deborah O’Connor Faculty of Health, Psychology and Social Care
  • 2. Is there a Grand Plan?
  • 3. Staff Support • All staff issued with an iPad • All staff encouraged to experiment, explore and engage… • All staff given training to support the use of the iPad in teaching and learning • Basic office needs • Apps for the classroom • Marking and feedback via Turnitin • Video capture and feedback
  • 4. What do the staff say? Used iPads in a variety of ways over a 2 year period: • Video of skills • Assessment feedback • Practical assessments • Apps in teaching sessions Staff focus groups • What? • How? • Why? • Reflection
  • 5. iPad video app study • Used video in practical skills classes over 2 consecutive years • 6 iPads per group of 24 students • Encouraged to video each other, reflect and give feedback • Encouraged to seek tutor feedback and evaluation Student interviews (year 1) Student questionnaires (year 2) Staff focus group (year 2)
  • 6. Common themes Staff Perspectives Processes Purpose Accessibility Engagement Student Staff Standardisation Student experience Teaching and learning Added value Reflection Time Feedback
  • 7. Processes ‘I was surprised at how easy it was to use the iPad during an examination… advantage of timely and legible feedback’ • ‘My typing skills meant it was slower than using paper… in an examination, time is of the essence’ • ‘It’s instant, it’s easy and it’s user friendly… does it change my practice? It makes elements easier’
  • 8. Engagement • ‘It was stress that I don’t need! Time consuming to set up initially and it was a disaster’ • ‘I found that student enthusiasm waned over time… students like something when it is new and novel but it has to have sustainability’
  • 9. Standardisation • ‘It’s almost like having another pair of hands… video captures practice that we can reflect and review in a timely manner’ • ‘Students don’t always share… it seems easier with a small cohort but students are not very coherent in a larger group’
  • 10. Added value • ‘Instant feedback to the student – promotes the reflective process’ • ‘I feel it gives me more time in the classroom, moreover, my time is spent more efficiently…’
  • 11. Evaluation There needs to be a clear purpose, added value and sustainability. Staff need support to engage in any change – technology is no different. Staff and student experience needs to be in tandem – are the students ahead of us?
  • 12. What will you do? Some questions to consider: • How do you use technology/iPads/video in the classroom? • Does it have ‘added value’? • Does this value outweigh the ‘issues’? • What are the issues and can these be overcome? • Where do we go from here?
  • 13. In summary… • Technology is here to stay! Students are engaged and motivated, how do we support staff to become the same? • How do we meet the challenge of continually moving forward with innovative teaching and learning? • How do we balance this with other demands and pressures? • Be selective… add value where it is needed, not because you feel you have to!
  • 14. Acknowledgements Claire Hamshire and Hannah Crumbleholme Staff and students in the Faculty of Health, Psychology and Social Care Professor Vince Ramprogus Campus ICTS team