Technologies:
Lots of stuff in there... and interesting to see Thom's presentation - though largely I thought still talking to the class with slightly different take on "powerpoint..." To be fair, I don't have a smart phone, and couldn't see links, but hope the others were engaging via the methods about which he spoke.As a point to note... I do believe that there is a place for these fancy-smancy e-learning ideas... but I think in 20 (or 25 or 30...) years time, we will come back to moderation, and as the pendulum that has over swung to "a bit crazy" on the mobile/flexi/www -based world re-settles, having a conversation FACE-TO-FACE will once again be an important tool to have in our tool box. Let's face it - good to be good with IT. But even better to be great with people. Or not???
ePortfolios - getting to the nuts and bolt - I see this as a great opportunity for my learners to put together a "skills video." That is, a portfolio of evidence that they are required to produce anyway (distance students), in a concise, well presented and professional portfolio. Great opportunity at interview, to show off the stuff they have learned.
Learning Activity: Teaching Induction
Because induction is such an issue, this learning activity is going to be a video/multimedia mini production of the induction process.
- Learning Outcomes:
- produce a instructional package (powerpoint/voice over/video/photos) of the process of induction to demonstrate the procedure from patient selection to completion of induction and placement and securing of the ET tube.
- consolidate knowledge of items required AND chronological order of use
- produce a video of this IN REAL TIME as demonstrated on a stuffed toy, to show understanding of time frames around this process
- How to go about this
- chose 2-4 team members.
- research the topic using the resources available (course notes/lecturers/students/clinics/Google etc)
- topics may sections such as (this list is not exhaustive)
- selection of and testing of ET tubes
- selection of rest of equipment required for intubation
- location of and identification of the drugs required for the induction/ET tube placement
- stethoscope(or not) for quick patient checks
- decide HOW you want to present the THEORY and INSTRUCTION of the induction process
- eg bite sized segments and voice over to explain
- flow chart with explanations
- break it process into small bites and provide explanation of each section
- this may be video/photo/powerpoint/voice combos
- collect resources for the procedure
- use tablette/smart phone and apps required to produce the evidence required for instruction of this process, including the real time video
- alternatively, this could be done as an instructional teaching session, and streamed live to another cohort.
- Assessment for this activity
- competency will be acknowledged if the evidence provided demonstrates a clear understanding of
- the equipment required and its use
- chronological order of use
- reasonable time frames are indicated for each step in the process, and demonstrated in the "real time" video
- reflection on quality and competency work is offered.
- produce a instructional package (powerpoint/voice over/video/photos) of the process of induction to demonstrate the procedure from patient selection to completion of induction and placement and securing of the ET tube.
- consolidate knowledge of items required AND chronological order of use
- produce a video of this IN REAL TIME as demonstrated on a stuffed toy, to show understanding of time frames around this process
- chose 2-4 team members.
- research the topic using the resources available (course notes/lecturers/students/clinics/Google etc)
- topics may sections such as (this list is not exhaustive)
- selection of and testing of ET tubes
- selection of rest of equipment required for intubation
- location of and identification of the drugs required for the induction/ET tube placement
- stethoscope(or not) for quick patient checks
- decide HOW you want to present the THEORY and INSTRUCTION of the induction process
- eg bite sized segments and voice over to explain
- flow chart with explanations
- break it process into small bites and provide explanation of each section
- this may be video/photo/powerpoint/voice combos
- collect resources for the procedure
- use tablette/smart phone and apps required to produce the evidence required for instruction of this process, including the real time video
- alternatively, this could be done as an instructional teaching session, and streamed live to another cohort.
- competency will be acknowledged if the evidence provided demonstrates a clear understanding of
- the equipment required and its use
- chronological order of use
- reasonable time frames are indicated for each step in the process, and demonstrated in the "real time" video
- reflection on quality and competency work is offered.
I'd hope that this will encourage flexible learning as the resources need to be sourced from many different places. Options for information include everything from Moodle, to face-to-face communication, Google, video from youTube, real life in surgery sessions (they could video this)...
In fact I think this is such a good idea, I'm going to implement it next year...
It is a great idea! You could also select some of the best assessed work from students to use as resources.
ReplyDeleteAnother thing to think about is to get students sharing their 'practice' materials to demonstrate their competence and knowledge in the induction for anaesthesia procedure. This would encourage communication and the social aspects of constructivist learning. These materials could be:
1. images with descriptions - Flickr.com or Picassa are good image sharing sites where students could have their work organised in sets. This in itself can make up a visual portfolio. images can be sent directly to these sites from cellphones.
2. video clips uploaded to a class channel to which students can subscribe and give each other feedback.
3. individual blogs - mix of media created as a learning log/portfolio.
Will you also have pics of the equipment so students can learn what everything is for? Perhaps the class could compile this material on a class wiki page on wikieducator with links to their media materials. It is possible to create a feed on a wiki page from different media sites - I can show you how. What do you think of these ideas?