Emerging technology presentation juliana


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Dear All. Thank you for an enlighting technological experience.

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Emerging technology presentation juliana

  1. 1. Theoretical FrameworkThe presentation of this proposed project andintervention will be guided using the IntegrativeLearning Design Framework (ILDF) of Dabbagh &Bannan-Ritland (2005: 113) as adapted.At this stage a blended learning approach has beendeemed as most appropriate to meet the objectivesidentified.It is defined as a flexible, instructional learningresource that combines face to face teaching withonline resources, supported by virtual learningenvironments that include using mobile devices (Bersin, 2004: 2).  
  2. 2.  To demonstrate prior knowledge on the normal anatomy and physiology of the body systems To systematically examine the systems of the body To identify any abnormality in a specific system To diagnose common conditions managed at a primary level of care To initiate the drug and non-drug management of the condition diagnosed under direct supervision
  3. 3.  Concerns raised during a clinical review meeting: “Students are unable to the bridge the “gap” between theory and clinical practice”. The request: To identify an innovative, affordable, effective & easily accessible “method” to assist students to bridge the “gap”. This request spiralled towards looking at mobile technology with the increased use to enhance teaching and learning (Gupta & Koo, 2010).
  4. 4.  For our students there is a need to have resources available at any time or at any place to do research on conditions or procedures (Cook, Pachler & Bradley, 2008: 16; Bennett in Roberts, 2004: 4; Liu, Wang, Liang, Chan, Ko & Yang, 2003: 371). The fact that they dont carry notes and textbooks into clinical practice takes away the opportunity to do research on the common conditions encountered in clinical practice. During class sessions students are divided into small groups to work on case scenarios on various conditions. It had been seen over and over again that students effectively use the different applications on their mobile devices for social networking and research.
  5. 5. During a meeting with lecturers the following was identified as the need:A review of the normal anatomy and physiology of asystem before a class session.Theclass session is focussed on common conditionsmanaged at a primary level of careSupport while in clinical practice to reinforce therelationship between the normal and abnormalGuidance and support in how to manage commonconditions effectively.
  6. 6. Results from an online survey with students:They have connectivity off campusThey are prepared to use their devices for researchrelated to their moduleThe don’t use their devices to read emails off campusThey mostly use Facebook and Whatsapp for socialnetworking
  7. 7.  A blog and Facebook page was created The information needed to be communicated to students was imbedded in the blog A Facebook group was created with a direct link to the blog Pre-test and a post-test is to be completed to review of anatomy and physiology of a system After the pre-test they are referred to resources to review and complete the post- test before the class session. Availability of lecturers and clinical facilitators on What’s App to answer queries from 08H30 to 16H00. It was suggested that every lecturer and clinical facilitator are assigned a group to manage during this session.
  8. 8. Suggestions received during a review of the blog:Setting up a pre and post testHaving a formative assessment structure in place to“reward” students for their participationHaving lecturers and clinical facilitators available as asource of reference while students are in clinicalpracticeTo explore using Whatsapp to answer queriesThe evaluation was important to determine if the toolsselected is user friendly and relevant in addressing theteaching and learning challenges initially identifiedAlso evaluating the affordances and the pedagogicalvalue of the tools identified
  9. 9. This phase will include:  a formative evaluation of the design model  reviews of an expert reviews of the reflective online diaries of students, lecturers and clinical facilitators, including the case studies, to view lessons learnt to inform the possible application of the ICT tool or tools selected andthe formulation of guidelines on how to integrate mobile learning into the undergraduate nursingcurriculum at the University of the Western Cape.
  10. 10.  Bersin, J. (2004). The Blended Learning Book. Best Practices, Proven Methodologies, and Lessons Learned. San Francisco: John Wiley & Sons Inc. Cook, J., Pachler, N. & Bradley, C. (2008). Bridging the Gap? Mobile Phones at the Interface Between Informal and Formal Learning. Journal of the Research Center for Educational Technology, 4 (1), 3-18. Dabbagh, N. & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies and application. Upper Saddle River, New Jersey: Pearson. Liu, T.C., Wang, H.Y., Liang, J.K., Chan, T.W., Ko, H.W. & Yang, J.C. (2003). Wireless and mobile technologies to enhance teaching and learning. Journal of Computer Assisted Learning, 19, 371-382. Roberts, T.S. (2004). Online Collaborative Learning: Theory and Practice. USA: Information Science Publishing.