Exploring the use of research and interactive digital technology to enhance and inform teaching and learning.

1. S O L E N T L E A R N I N G A N D T E A C H I N G C O N F E R E N C E 2 0 1 7
THE USE OF RESEARCH AND
INTERACTIVE DIGITAL TECHNOLOGY
TO INFORM TEACHING AND
LEARNING
D R H U M A I R A H U S S A I N
S C H O O L O F S P O RT S , H E A LT H A N D
C O M M U N I T Y S T U D I E S

2.  Lecturers incorporating their research
into their teaching and investigating
pedagogic innovations and creativities
through action research
 Leads to learning and teaching activities
that are fully informed by pedagogic
research.
 Leads to a Curriculum with embedded
research experiences for the learners.
P R E S E N T A T I O N T I T L E – G O T O I N S E R T > H E A D E R & F O O T E R T O E D I T T H I S T E X T 2
WHAT DOES RESEARCH
INFORMED TEACHING MEAN?

3. What are IDIs?
IDIs are interactive digital interventions including
mobile phone apps, internet healthcare packages
and other digital devices. With the increase and use
of digital technologies by all ages particularly the
young, IDIs have been developed to combine health
information with decision support to help inform
behaviour change. Well-designed IDIs can change
patient health-related behaviour, improve knowledge
and increase confidence for self-management of
health problems (Murray et al 2005).

4. CAN INTERACTIVE DIGITAL
INTERVENTIONS (VIRTUAL BABY
DOLLS) WORK TO REDUCE THE
TEENAGE PREGNANCY RATE?
Evidence Based Research to
inform teaching at Level 6 at
Solent University.

5. Can IDIs (virtual baby dolls) work to reduce the
teenage pregnancy rate?
My research: Virtual baby project impact evaluation
Partnership:
Aims: To evaluate the effectiveness of VB simulation as an effective tool in
helping to modify unrealistic and idealized teen views of adolescent pregnancy
and parenting.
Link to Teaching: Topic of Sexual Health, Health Promotion
Methodology: Dewey’s theory of experiential learning. The ‘concrete
experience can be a valuable tool in that the experience often continues to
affect the participant even after the experience is complete’ (Dewey, 1938).
Why? Young people are confident users of digital technology and the virtual baby
offers innovative possibilities for sexual health education.

6. R e q u i r e f e e d i n g , b u r p i n g , r o c k i n g a n d
n a p p y c h a n g e s
M o n i t o r s h o w l o n g i t h a s b e e n l e f t i n a
c a r s e a t o r p r a m .
E a c h B a b y r e s p o n d s t o a w i r e l e s s I D
a t t a c h e d t o t h e s t u d e n t ’ s w r i s t w i t h a
t a m p e r p r o o f w r i s t b a n d
T h e s t u d e n t h a s 2 m i n u t e s t o g e t t h e I D
t o t h e B a b y a n d a f u r t h e r 2 m i n u t e s t o
g i v e t h e c o r r e c t c a r e t o t h e B a b y,
o t h e r w i s e a n e g l e c t w i l l b e r e c o r d e d o n
t h e C a r e R e p o r t
D o w n l o a d a b l e i n f o r m a t i o n d i r e c t l y f r o m
t h e b a b y ’ s c o m p u t e r p r o v i d i n g
q u a n t i t a t i v e a n a l y s i s o f h a n d l i n g a n d
m i s h a n d l i n g c a r e .
P R E S E N T A T I O N T I T L E – G O T O I N S E R T > H E A D E R & F O O T E R T O E D I T T H I S T E X T 6
• 1 5 s c h e d u l e s b a s e d o n r e a l b a b i e s
a g e d f r o m 8 d a y s t o 8 w e e k s o l d +
d i a r i e s k e p t b y r e a l p a r e n t s
• S e v e n e t h n i c g r o u p s , s i x s k i n
t o n e s
• H a s c o n t o u r e d b a c k a n d w e i g h t e d
b o d y o f 7 l b s ( 3 k g s ) a n d 2 1 ”
( 5 2 c m ) l o n g , i s r e a l i s t i c i n
a p p e a r a n c e a n d u s e s a b o t t l e o r
b r e a s t f e e d i n g d e v i s e
• A s m a l l c o m p u t e r i n s i d e t h e b a b y
i s p r o g r a m m e d t o f o l l o w a c t u a l
s c h e d u l e s o f a n e w b o r n b a b y

7. 7
 Technology can be used to enable great teaching and improve student
outcomes eg: Portal, TEL, Interactive Whiteboards, portable devices,
Electronic Voting Systems (EVS), lecture capture software
 Digital technology is enabling lecturers to create more interactive,
engaging, flexible learning materials which means being able to alter
the place, the pace and the mode of learning.
 Allows students to see themselves as partners in the co-construction,
problem identification and practical application of knowledge and
skills so they can take responsibility for their own learning.
SO WHY SHOULD WE USE DIGITAL
TECHNOLOGY IN TEACHING?
But digital technology is the end point of the
chain, the real change lies in the enablers
(lecturers) putting real structure into learning
designs, course objectives and learning outcomes

8. 1 . I n c r e a s e d s t u d e n t u n d e r s t a n d i n g o f
t h e n e e d f o r s e x u a l h e a l t h
i n t e r v e n t i o n s f o r t e e n a g e r s .
2 . I m p r o v e d u n d e r s t a n d i n g o f h o w
d i g i t a l t e c h n o l o g y c a n b e u s e d t o
e n h a n c e m e t a - c o g n i t i v e g r o w t h .
3 . G a v e s t u d e n t s i n s i g h t i n t o h e a l t h
p r o m o t i o n i n t e r v e n t i o n s f o r t h e
g r o u p p r o j e c t .
4 . S t u d e n t s s a w t h e p o t e n t i a l o f m y
r e s e a r c h a n d u n d e r s t o o d t h e
a p p l i c a t i o n s o f i t i n d i f f e r e n t
c o n t e x t s .
5 . M y r e s e a r c h c o u l d b e u s e d t o
s t r u c t u r e s t u d e n t p r o j e c t s , t h e s e s ,
g r a d u a t e r e s e a r c h o r w r i t i n g p a p e r s .
So has my research informed
my teaching practice?