I really enjoyed having the opportunity to apply ADDIE. It is great to have a model that guides you through a step-by-step process, mainly as we were all very unsure at the start of the module. Use of ADDIE also ensures that you slow down, and think about the multiple elements affected, before just rushing toward an Implementation phase.
Therefore I really enjoyed reading the article by Keiller and Jassiem-Inglis (2015). Firstly, this experience took place within my local context. Sometimes we can easily find information, but it's within a different discipline and within a different country. I think this article is an eye-opener for anyone keen to implement technology and again to me proves the importnace of a good solid analysis phase. It also reiterates the importance of the student within the student-centered approach that we are striving for.
The reference list was also helpful and I enjoyed reading more about implementation of change by Quin et al (2012).
Thank you Lianne for giving us some tools to start exploring this concept of elearning.
Monday 31 October 2016
Sunday 30 October 2016
Implementation and Evaluation
I like the suggestion of Quin, Amer, Lonie et al (2012) who recommend the use of change management principles when implementing a new learning strategy. And this makes complete sense. You have to expect that there might be resistance to the suggested change(s) that you are proposing. Can you pre-empt this resistance and thus pre-plan for it? I think this will be a key element to address before implementation of the new learning strategy. In relation to my project, this will entail a discussion with the student group to clarify the outcome of the module, and help them understand how this specific learning activity will contribute towards the bigger outcome. Also, by ensuring that I include multiple stakeholder views within my Analysis phase, hopefully this will enable a bigger buy-in from all groups affected.
A survey is certainly the easiest to get feedback from all concerned about the pertinent elements following the implementation. I also wonder if focus group discussions would be useful especially with specific student groups to unpack information in more detail if themes are identified.
But I also think that perhaps until it is actually implemented, the discussions can only be theoretical, and perhaps you will learn the most by actually doing it!
A survey is certainly the easiest to get feedback from all concerned about the pertinent elements following the implementation. I also wonder if focus group discussions would be useful especially with specific student groups to unpack information in more detail if themes are identified.
But I also think that perhaps until it is actually implemented, the discussions can only be theoretical, and perhaps you will learn the most by actually doing it!
Developing a prototype
So, this stage requires you to actually develop the e-learning tool that you will be requiring your students to use. In my case, I would need a link for students to upload their videos and the accompanying instructions to ensure a smooth process for all students.
Here, I acknowledge my own shortcomings. Having moved from a clinician to an educator, I think it is best to know your own competencies and accessing the relevant resources to assist when needed. Thus I was able to ask an acquintance to assist with developing my link. Similarly, perhaps others have access to an IT Department to help with this component of the project?
Here, I acknowledge my own shortcomings. Having moved from a clinician to an educator, I think it is best to know your own competencies and accessing the relevant resources to assist when needed. Thus I was able to ask an acquintance to assist with developing my link. Similarly, perhaps others have access to an IT Department to help with this component of the project?
Sunday 9 October 2016
From Analysis toward Design...
Ok guys, so for further analysis, I spoke to the previous module co-ordinator to hear her thoughts and a colleague from the learning technologies department, about this idea. It was very positively received and they felt comfortable with the following:
1) Second year students will upload a video of themslves performing a subjective interview with a classmate.
2) Paper based clinical scenarios will be given to aid the discussion
3) Students are provided a link to upload videos to a Google account
4) Final year students can access a particular video using the "Workshop tool" on Sunlearn
5) Final year students are provided with a marking template
6) A postgraduate student (most likely Masters level) can be asked to be moderator. Thus reviewing all scripts for fairness, etc.
7) The module co-ordinator randomly selects (I will review policy to see if number stipulated) as a final quality control process
What I must still do as part of the Design and working toward Development phase:
- Look specifically at literature about practising interviews outside the clinical area, whether this is indeed transferable when the student enters the clinical area. Any recommendations from these studies that I can incorporate?
- Discuss the formative versus summative assessment options with the Undergraduate Chair
- Look at the logistics of the timing of this component within the timeline when the module is operational
- Speak to the current module co-ordinator to gain her views
- I am still missing the student voice. How to best incorporate this?
1) Second year students will upload a video of themslves performing a subjective interview with a classmate.
2) Paper based clinical scenarios will be given to aid the discussion
3) Students are provided a link to upload videos to a Google account
4) Final year students can access a particular video using the "Workshop tool" on Sunlearn
5) Final year students are provided with a marking template
6) A postgraduate student (most likely Masters level) can be asked to be moderator. Thus reviewing all scripts for fairness, etc.
7) The module co-ordinator randomly selects (I will review policy to see if number stipulated) as a final quality control process
What I must still do as part of the Design and working toward Development phase:
- Look specifically at literature about practising interviews outside the clinical area, whether this is indeed transferable when the student enters the clinical area. Any recommendations from these studies that I can incorporate?
- Discuss the formative versus summative assessment options with the Undergraduate Chair
- Look at the logistics of the timing of this component within the timeline when the module is operational
- Speak to the current module co-ordinator to gain her views
- I am still missing the student voice. How to best incorporate this?
Monday 3 October 2016
A....DDIE time
As I mainly work with my students in the clinical environment, I am drawn to my e-learning project being incorporated as part of the challenges within clinical based modules. I am thinking of a situation which currently requires extensive input from staff in terms of time, and finances.
Our physiotherapy students start their clinical module in second year and go to various clinical sites to practise subjective/ interviewing skills. Quite a huge amount of administration time is required from the module co-ordinator to arrange these multiple clinical visits to multiple sites for a class of 60 students. Transport is also provided, thus requiring finance. Would it be feasible to investigate an e-learning mode for students to practice interviewing skills? In the same class? With students in third and fourth year? Could peer assessment and self-assessment be utilized? Could the use of final year students formatively assessing and providing feedback to second year students be done as part of developing mentoring skills and leadership development for these students in their final year?
Thus if instead of four visits in total, can an e-learning mode be more cost-effective, but still support the overall main learning outcome. At the end of the module:
- The second year student must be able to competently complete a subjective interview within a clinical situation.
Our physiotherapy students start their clinical module in second year and go to various clinical sites to practise subjective/ interviewing skills. Quite a huge amount of administration time is required from the module co-ordinator to arrange these multiple clinical visits to multiple sites for a class of 60 students. Transport is also provided, thus requiring finance. Would it be feasible to investigate an e-learning mode for students to practice interviewing skills? In the same class? With students in third and fourth year? Could peer assessment and self-assessment be utilized? Could the use of final year students formatively assessing and providing feedback to second year students be done as part of developing mentoring skills and leadership development for these students in their final year?
Thus if instead of four visits in total, can an e-learning mode be more cost-effective, but still support the overall main learning outcome. At the end of the module:
- The second year student must be able to competently complete a subjective interview within a clinical situation.
Tuesday 27 September 2016
week 1 - expectations
Good day everyone, and so this new journey has started, pushing all of us to learn more about how, when and why to incorporate e-learning technologies into our teaching.
My expectations of this module:
1) understand the ADDIE model better and be able to use it in future as a tool
2) verify what I understand e-learning to be
My expectations of my classmates:
1) interact and regularly post their thoughts and ideas, thus creating a social learning environment. I'm hoping to also learn from their ideas of how to incorporate e-learning.
My expectations of the facilitators:
1) guide our discussions
2) provide meaningful tips which can stimulate further discussion
I look forward to sharing this journey with you all!
Kind Regards.
Petula
My expectations of this module:
1) understand the ADDIE model better and be able to use it in future as a tool
2) verify what I understand e-learning to be
My expectations of my classmates:
1) interact and regularly post their thoughts and ideas, thus creating a social learning environment. I'm hoping to also learn from their ideas of how to incorporate e-learning.
My expectations of the facilitators:
1) guide our discussions
2) provide meaningful tips which can stimulate further discussion
I look forward to sharing this journey with you all!
Kind Regards.
Petula
Friday 5 February 2016
Starting the e-learning adventure
Lots of trepidation at the moment as I enter the world of the somewhat unknown. Although fully aware of the concept of e-learning, it is certainly always easier to stay within my own comfort zone which doesn't necessarily include the optimal use of technology. The morning has been a good introduction though at reiterating that the technology needs to complement the teaching in reaching the learning outcome and not just introducing it for the sake of ticking a box.
Looking at possible situations and where e-learning might be of use, I'm thinking of the clinical rotations of my students, and the teaching sessions I'm facilitating to improve their clinical reasoning. Could students use their SWOT to identify specific clinical learning needs at the halfway mark of their clinical block. Asking a colleague to record them (use of mobile phone) and perhaps use peer assessment to give them feedback on their performance. And subsequent reflection by the student who can use the video for self-assessment?
Looking at possible situations and where e-learning might be of use, I'm thinking of the clinical rotations of my students, and the teaching sessions I'm facilitating to improve their clinical reasoning. Could students use their SWOT to identify specific clinical learning needs at the halfway mark of their clinical block. Asking a colleague to record them (use of mobile phone) and perhaps use peer assessment to give them feedback on their performance. And subsequent reflection by the student who can use the video for self-assessment?
Subscribe to:
Posts (Atom)