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Deborah oconnor engage, reflect and revise – melsig 2014


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Deborah oconnor engage, reflect and revise – melsig 2014

  1. 1. ENGAGE, REFLECTAND REVISE – USE OF IPADS IN HEALTHCARE EDUCATION Deborah O’Connor Faculty of Health, Psychology and Social Care
  2. 2. Is there a Grand Plan?
  3. 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. 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. 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. 6. Common themes Staff Perspectives Processes Purpose Accessibility Engagement Student Staff Standardisation Student experience Teaching and learning Added value Reflection Time Feedback
  7. 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. 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. 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. 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. 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. 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. 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. 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