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Doing Education on Screen


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A workshop
Please join us for our half day workshop hosted by CEMP and C&J 'Doing Education on Screen'. The programme for the day is below and on the flyer attached. We plan to record the session and we will also be live note taking here for those who cannot join on the day:

Published in: Education
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Doing Education on Screen

  1. 1. Using technology as a mediator: The Vygotsky 'Zone of Proximal Development' (ZPD) revisited Debbie Holley and John Moran.
  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 Brightspace Email Debbie if you want added
  4. 4. What theories have others drawn upon? Please add into the chat panel
  5. 5. 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
  6. 6. 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)
  7. 7. 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 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….’
  8. 8. Our best practice case study: ‘The Corona Virus teachinar’ Inspired by the creativity of our health students Moving teaching and learning online ‘in a hurry’ – resources: • Visit our ‘Corona Virus Teachinar’ unit, • our tools and techniques podcast is available here, • Our nursing digital literacies Talis-Aspire reading list has been started. Contact Debbie Holley or John Moran for further information