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Engaging students in the curriuclum: Students as producers of learning
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Engaging students in the curriuclum: Students as producers of learning

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This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott …

This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott Kendall and Satoko Orihashi. The abstract for our session read:
With the growing use of technology in learning and 24/7 access to information, there is growing interest in ensuring students develop 21st-century learning skills such as enquiry, participation, creativity and digital literacy. One way of nurturing these skills in students is to involve them in developing learning resources. In the School of Medicine students have identified that student-led eLearning development can evolve lifelong learning skills and encourage interprofessional and collaborative working. Furthermore, creating learning resources and peer-led teaching activities not only demonstrate students’ understanding of the curriculum, but also helps them gain a deeper understanding of the subject material, as well as pedagogical skills.

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  • 1. ENGAGING  LEARNERS  IN  THE  CURRICULUM  Students  as  producers  of  learning  Elizabeth  Ferris,  ScoC  Kendall,  Natalie  Lafferty  Annalisa  Manca  &  Satoko  Orihashi  hCp://www.flickr.com/photos/zoonabar/3371660691/  
  • 2. hCp://www.flickr.com/photos/adesigna/8378990781/in/photostream/  
  • 3. Many  teachers  lack    in  using  technology  hCp://www.flickr.com/photos/glsims99/3508186511/  Sandars  &  Schroter  2007;    JISC  2009;    Morris  &  McKimm  2009  
  • 4. Students  have  high  engagement  with  sites  such  as  Facebook  &  YouTube  but  less  understanding  of,  and  engagement  with  other  tools  that  can  support  their  learning  …    They  also  have  training  needs  Sandars  &  Schroter  2007;    JISC  2009;    Chu  et  al  2010  
  • 5. 5  JISC  2009  …    Students  should  play  a  role  in  working  with  teachers  to  develop  teaching  and  learning  delivery  by  working  in  partnership  with  them.    
  • 6. (Siemens  2005;  Sandars  2009)      
  • 7. EMPLOYABILITY  SKILLS  hCp://www.flickr.com/photos/naturewise/6219571665/  
  • 8. The doctor as a professional!The  graduate  will  be  able  to  behave  according  to  ethical  and  legal  principles.  •  Students  need  to  be  made  aware  of  issues  surrounding  the  professional  use  of  social  media  and  technology  
  • 9. The doctor as a professional!Reflect,  learn  and  teach  others    (b)  Establish  the  foundabons  for  lifelong  learning  and  conbnuing  professional  development,  including  a  professional  development  porcolio  containing  reflecbons,  achievements  and  learning  needs.  
  • 10. The doctor as a professional!Reflect,  learn  and  teach  others    (f)  Funcbon  effecbvely  as  a  mentor  and  teacher  including  contribubng  to  the  appraisal,  assessment  and  review  of  colleagues,  giving  effecbve  feedback,  and  taking  advantage  of  opportunibes  to  develop  these  skills.  
  • 11. How do we !nurture theseskills in ourstudents!hCp://www.flickr.com/photos/eleaf/2536358399/  
  • 12. The journey and things we’vetried in Medicine
  • 13. Student FeedbackUseful links to journals, othersites, embedded videoInformation easy to findGood revision aid78% wanted other teachingblocks to do something similarLack of formative assessmentopportunities    http://www.flickr.com/photos/nfsa/4580070895/sizes/z/in/photostream/
  • 14. Impact on StudentshCp://www.flickr.com/photos/speCacolopuro/3891599149/  
  • 15. Issues  of  professionalism,  responsibility  for  content,  interprofessional  working  and  effecbve  collaborabon  have  all  come  to  the  fore  for  the  group.  Overall,  we  firmly  believe  that  developing  student-­‐led  e-­‐learning  and  online  professionalism  can  provide  an  avenue  through  which  young  professionals  can  develop  lifelong  learning  skills,  experience  conbnuing  professional  development  and  learn  and  work  in  a  professional  community.  Students’  reflecbons  
  • 16. 24  
  • 17. Summer  vocabonal  projects  
  • 18. 4th  Year  Projects  &    BMSc  Honours  Projects  
  • 19. Using  a  variety  of  tools  to  support    different  learning  objecbves  
  • 20. Assessed  group  work  on  clinical  aCachments  
  • 21. Video  tutorials  with  supporbng  formabve  assessment    
  • 22. SSCs  
  • 23. The  student  view  
  • 24. Focussed  on  a  difficult  topic  
  • 25. Creabve  learning  cycle  during  resource  development  
  • 26. 42    The  task  of  creabng  learning  resources  not  only  demonstrate  students’  understanding  of  the  curriculum,  but  also  helps  them  gaining  deep  understanding  of  the  subject  material  as  well  as  pedagogical  and  linguisbc  skills          (Batchelder,  Rodrigues  et  al,  2010;  Liu,  2003;  Oldham,  2003)      
  • 27. Another  difficult  concept  
  • 28.  Another  project  to  scaffold  learning  hCp://www.flickr.com/photos/commercial-­‐use/5828237531/in/photostream/  
  • 29. Stop  go  animabon  supporbng  medical  ethics  teaching  
  • 30. Personal  interest  
  • 31. Being  creabve  hCp://www.flickr.com/photos/dalydose/324264361/  
  • 32. 20  minute  group  task    •  Working  in  groups  of  4  •  Read  the  acbvity  card    Consider  the  following  points:  •  Affordability  -­‐  bme  and  resources  •  How  will  you  ensure  parbcipabon?  •  What  resources  and  technology  are  needed  to        complete  the  acbvity?  How  will  they  be  used?  •  How  will  you  capture  and  assess  the  processes        of  learning?  
  • 33. TwiCer    @nlafferty  &  @annalisamanca          Ques2ons