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E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
E- Communicator systems to deliver PBL radiotherapy programmes
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E- Communicator systems to deliver PBL radiotherapy programmes

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At the University of Liverpool (UoL), there are a range of methods used to encourage and empower students, and to change the didactic role of the lecturer. Such methods move from a focus on teaching …

At the University of Liverpool (UoL), there are a range of methods used to encourage and empower students, and to change the didactic role of the lecturer. Such methods move from a focus on teaching to a focus on supporting learning. Both staff and students in radiotherapy, embrace the e-learning / e-supporting culture and are constantly reviewing different working methods to help maximise the student experience. In order to add to the blended supportive learning systems in place it was decided to pilot a project using electronic communicator systems to support PBL and group work. It was recognised that Year 3 students have financial constraints and are only in the University for limited periods therefore, having the opportunity to participate in PBL from home could save money and travel time. In addition the lecturers can also access the system remotely. Adobe Communicator is supported by UoL and it was decided to pilot the system with Year 3 U/G students. The presentation will cover the project from idea to fruition and demonstrate how the key features of such a system help facilitate learning across both radiotherapy programmes. It will include student perspectives and a summary of the work and evaluations so far as well as areas for further development.

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  • E-comminucator systems e.g. SKYPE etc or MSN / Facebook
  • Link to outlook , calendar and click on calendar invite for further link
  • Transcript

    • 1. WEB-BASED CONFERENCINGSYSTEMS TO SUPPORT PBL ANDGROUP WORK IN RADIOTHERAPY Bev Ball, Holly Davenport and Matthew Redfern Directorate of Medical Imaging and Radiotherapy
    • 2. Overview of Talk• Blended T&L approaches• PBL and group work – integral to delivery on both PG and UG programmes• Retaining student interest and participation• Response to evaluations• Convenience for students and staff• ADOBE demo
    • 3. Blended Teaching and LearningApproaches• All of our programmes embrace a variety of methods to deliver the curriculum• Include • Group work • PBL • Lectures • Tutorials / seminars • SDL • DPS (Reece and Walker, 2007)
    • 4. PBL and Group Work• To encourage independent learning• Team working• Self motivated learners• Ownership for learning• Professionalism
    • 5. Retaining Student Interest andParticipation• Students familiar with e-communicator systems• Something comfortable for our generation of learners• Lecturer experience• Centre for Life-Long Learning at Liverpool• Adobe communicator suggested
    • 6. Pilot Project Development• Classroom demonstration to use with PBL• Sent invites and web link via outlook• Students all made sure they could access the system and their PCs supported the software• Chat / upload documents• Planned a pilot with yr 3 UG for a PBL session
    • 7. Meeting Screen
    • 8. Demo• http://communicator.liv.ac.uk• Sends invites via outlook• Link to adobe via outlook• Log on remotely• Access the chat room• Pods – layouts / sizes / function – can alter to
    • 9. Pilot Outcomes• Positive response on the whole• Efficient and user friendly• Planned for other PBL sessions• Evaluations highlighted weaknesses in accessing the system• Not for all PBL sessions – still prefer to have at least 1 face-to-face• Screen layouts commented on
    • 10. Practice• Timetabling issues – dont like Adobe if other sessions scheduled on same day at University• Used for group work with UG• PGDip students for PBL – very successfully• Carry on using and integrating• Mindful of numbers in groups and to gain optimum benefit
    • 11. The Student View – Positives• Students were keen, especially those travelling long distances to the university.• Great tool to share resources.• Once familiar, easy to use.• Shy students more able to contribute.• More flexibility and good to see alternative teaching methods being embraced.
    • 12. The Student View – Points to Work On• More training initially would be beneficial.• Only useful if no other sessions in university that day.• Scribing – key points must be noted as full conversation history is not saved.• Large groups can be hard to manage.• They also allow for people to keep quiet and escape making any contribution.
    • 13. The Student View – Overall• Good, alternative learning.• Flexibility was valuable.• Simple to use system.• Had to take care with group sizes.• Overall, very positive experience.• Students feel that with our feedback, use of this tool can be streamlined and used more widely.• Students feel that e-learning will be valuable for vocational courses such as Radiotherapy.
    • 14. Future• Continue to integrate but evaluate and monitor use• Encourage other staff to use• Maybe use web-cam and audio
    • 15. Any Questions????

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