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A humansing response to scaling at speed

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The 18th Annual APT conference UCL/LSE/Imperial
The critical challenge for health faculty has been to scale at speed as their students were mobilised into the NHS to respond to Covid-19. For many, there has been a big push to utilising online tools, and technology, rather than pedagogy, has been foregrounded. What theorists can we draw upon to inform our practice as we seek to offer our learners an excellent online experience? This case study critically reflects on the challenges and opportunites working with teams which share ‘humanisation’ values; and considers Vygotskys’ ‘Zone of Proximal Development’(ZPD). The complexity of ‘leading teams as they lead their students’ where both sets of learners required a personalised and point of contact support for their own learning, was responded to by the ‘Corona Virus Teachinar’ initiative. Designed to offer a blend of synchronous and asynchronous peer support, it draw upon Cook et al (2010) work on augmented and mediated learning spaces.

The 18th Annual APT conference UCL/LSE/Imperial
The critical challenge for health faculty has been to scale at speed as their students were mobilised into the NHS to respond to Covid-19. For many, there has been a big push to utilising online tools, and technology, rather than pedagogy, has been foregrounded. What theorists can we draw upon to inform our practice as we seek to offer our learners an excellent online experience? This case study critically reflects on the challenges and opportunites working with teams which share ‘humanisation’ values; and considers Vygotskys’ ‘Zone of Proximal Development’(ZPD). The complexity of ‘leading teams as they lead their students’ where both sets of learners required a personalised and point of contact support for their own learning, was responded to by the ‘Corona Virus Teachinar’ initiative. Designed to offer a blend of synchronous and asynchronous peer support, it draw upon Cook et al (2010) work on augmented and mediated learning spaces.

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A humansing response to scaling at speed

  1. 1. A humanising response to scaling at speed John Moran Ian Donaldson Debbie Holley (Professor of Learning Innovation
  2. 2. Nursing students (and staff) Had to move online even faster The Professional body changed the regulations (NMC) Our third year students called up Easter 2020 to complete their degrees in practice They all moved to the NHS to work on the wards But had a body of work to complete fully online No expertise in online learning – most staff come from practice Depiction of the Covid-19 virus from a Nursing Student
  3. 3. The Corona Virus Teachinar Unit on our VLE Brightspace
  4. 4. Developing theory: Vygotsky Lev S Vygotsky (1896-1934) writing a period of social, cultural, historic change in both his location and discipline – he was unique in seeking a comprehensive approach that would make possible description and explanation of the higher psychological functions in terms of acceptance to natural science – did not achieve this objective, but did provide a critique of theories which claim adult intellectual functions arise from maturation alone; and suggested the mechanisms by which culture becomes a part of each persons nature And by claiming that all of the above should be understood in terms of a Marxist theory of the history of human society and by this laid the foundations for a unified behavioural science
  5. 5. Definition: Zone of Proximal development It is a useful concept because the actual developmental level defines functions that have already matured. The ZPD offer us a way exploring functions that will mature ‘tomorrow’ – Vygotsky defines these as ‘buds or ‘flowers’ of development rather than ‘fruits’ of development…the prospective mental development – and this can offer us insights for education, as our learners are on a journey to acquiring the knowledge of their discipline. In terms of technology and scaffolding, Vygotskys idea on ‘imitation’ are relevant (p88) as learners can only imitate what is within their developmental levels – hence modern tools as the ability for us to ‘scaffold’ assists learners to assess the knowledge and understanding It is the distance between the actual developmental level as determined by independent problem solving and the level of potential problem solving under adult guidance or in collaboration with more capable peers (Vygotsky 1930/1978 p86)
  6. 6. Definition: temporality “… context as a core construct that enables collaborative, location-based, mobile device mediated problem solving where learners generate their own ‘temporal context for development’ within the wider frame of Augmented Contexts for Development (ACD).” Cook, J (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development, IJMBL. Link to paper http://goo.gl/NFWnSZ In addition to reorganising the visual-spatial field, the child, with the help of speech, creates a time field …he can act in the present from the viewpoint of the future (p36) The ACD ..appears to act as part of the substitute for what Vygotsky calls ‘the more capable peer….’
  7. 7. The student experience• A benefit is its easier to plan your life around online lectures • Allows us to work around the lectures and earn some money! • But you don’t get the same experience (online) • Found it useful to be able to watch lectures back if they are uploaded to Brightspace • Initially I found it hard to adapt but now I got used to it and I quite like it ;) . Still missing the actual physical connection with the tutors I also miss the fuss and crowds at the cafeteria in the campus. • The group work has been really helpful, I feel like I have a bigger circle of friends now in my class, which I didn't before. It has been a great confidence boost.
  8. 8. What theories have others drawn upon? Please add into the chat panel, and get in touch with Debbie if you are interested in a syndicated set of blog posts We can reach out nationally through the National Teaching Fellow (NTF) blog
  9. 9. Selected References Biggins, D., Holley, D. and Zezulkova, M., 2017. Digital Competence and Capability Frameworks in Higher Education: Importance of Life-long Learning, Self-Development and Well-being. EAI Endorsed Transactions on e-Learning, 4 (13). Cook, J. (2010) Mobile Phones as Mediating Tools within Augmented Contexts for development. International Journal of Mobile and Blended Learning, 2(3), 1-12, July-September 2010 Todres, L., Galvin, K. T., & Holloway, I. (2009). The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and Well-being, 4(2), 68-77. Vygotsky, L. (1978). Mind in Society. In: Cole, M., (Ed.) The development of higher psychological processes. Cambridge MA: Harvard University Press. Waight, S. and Holley, D. (forthcoming 2020) 'Digital Competence Frameworks: their role in enhancing digital wellbeing in Nursing Curricula' Humanising Higher Education: A positive approach to enhancing wellbeing (Clarke, S and Devis-Rozental, C eds) Palgrave 2020 Wenger, E., 1999. Communities of practice: Learning, meaning, and identity. Cambridge university press.

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