ENGAGING LEARNERS IN THE CURRICULUM Students as producers of learning Iona Campbell, Annalisa Manca, Shona Ogilvie http://www.flickr.com/photos/zoonabar/3371660691

Engaging students in the curriculum: Students as producers of learning

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This is the updated version of a workshop on "Engaging students in the curriculum: Students as producers of learning" which I first ran with Natalie Lafferty in 2013 (original here: http://www.slideshare.net/eLime/engaging-students-in-the-curriuclum-students-as-producers-of-learning). This version was presented at the University of Dundee College of Medicine, Dentistry and Nursing - Learning & Teaching Symposium (21st January 2014) - with Shona Ogilvie and Iona Campbell. #cmdnlts14

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  • 1. ENGAGING LEARNERS IN THE CURRICULUM Students as producers of learninghttp://www.flickr.com/photos/zoonabar/3371660691Iona Campbell, Annalisa Manca, Shona Ogilvie

2. Photo by Tasmanian Archive and Heritage Office - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/79256815@N03Created with Haiku Deck 3. Photo by chris.corwin - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/70872463@N00Created with Haiku Deck 4. Paradigm Shifts in Education Knowledge retentionvs Knowledge creation Curation 5. Paradigm Shifts in Education Learning = Acquisition of knowledge vsLearning =Selection + evaluation of information 6. Paradigm Shifts in Education Instructing/ Teaching = provision of informationvsTeaching =Mentoring Facilitating Coaching 7. Paradigm Shifts in Education BehaviourismvsConstructivism (social + cognitive) 8. learningparticipationpracticeMedical Dentistry Nursing Education 9. focus in the PROCESS communication creativitytime managementplanningengagement self-organisation synthesisCreative learning cycle during resource development Mitch Resnick (MIT Media Lab) 10. Zone of Proximal Development What I learn through and with: connectionstoolsscaffoldingMore Knowledgeable OthersWhat I learn on my ownexperiencepracticemeaning negotiationPLEZPDWe learn by interacting with others Vygotsky 1896-1934 11. The task of creating learning resources not only demonstrate students understanding of the curriculum, but also helps them gaining deep understanding of the subject material as well as pedagogical and linguistic skills(Batchelder, Rodrigues et al, 2010; Liu, 2003; Oldham, 2003) 11 12. Many teachers lackin using technology http://www.flickr.com/photos/glsims99/3508186511/Sandars & Schroter 2007; JISC 2009; Morris & McKimm 2009 13. Students have high engagement with sites such as Facebook & YouTube but less understanding of, and engagement with other tools that can support their learning They also have training needs Sandars & Schroter 2007; JISC 2009; Chu et al 2010 14. JISC 2009 Students should play a role in working with teachers to develop teaching and learning delivery by working in partnership with them. 15. (Siemens 2005; Sandars 2009) http://www.flickr.com/photos/23093930@N04/9041304193/ 16. EMPLOYABILITY SKILLS http://www.flickr.com/photos/naturewise/6219571665/ 17. The doctor as a professional The graduate will be able to behave according to ethical and legal principles. Students need to be made aware of issues surrounding the professional use of social media and technology 18. The doctor as a professional Reflect, learn and teach others (b) Establish the foundations for lifelong learning and continuing professional development, including a professional development portfolio containing reflections, achievements and learning needs. 19. The doctor as a professional Reflect, learn and teach others (f) Function effectively as a mentor and teacher including contributing to the appraisal, assessment and review of colleagues, giving effective feedback, and taking advantage of opportunities to develop these skills. 20. M. Harden & J. R. Crosby. The good teacher is more than a lecturer: the twelve roles of the teacher. Published in Medical Teacher (2000) 22, 4, pp 334-347 21. How do we nurture these skills in our studentsHave you ever involved students in creating learning resources? Share your experience http://www.flickr.com/photos/eleaf/2536358399/ 22. The journey and things weve tried in Medicine 23. Student Feedback Useful links to journals, other sites, embedded video Information easy to find Good revision aid 78% wanted other teaching blocks to do something similar Lack of formative assessment opportunities http://www.flickr.com/photos/nfsa/4580070895/sizes/z/in/photostream/ 24. Impact on Students http://www.flickr.com/photos/spettacolopuro/3891599149/ 25. Students reflections Issues of professionalism, responsibility for content, interprofessional working and effective collaboration have all come to the fore for the group. Overall, we firmly believe that developing studentled e-learning and online professionalism can provide an avenue through which young professionals can develop lifelong learning skills, experience continuing professional development and learn and work in a professionalcommunity. 26. 33 27. Summer vocational projects 28. th 4Year Projects & BMSc Honours Projects 29. Using a variety of tools to support different learning objectives 30. SSCs 31. Stop go animation supporting medical ethics teaching 32. Dont lose focus Dont be dazzled by the technologyhttp://www.flickr.com/photos/toolstop/4546017269/ 33. The dermatology experience (tweak title) 34. Projects to scaffold learninghttp://www.flickr.com/photos/itmpa/2775150416 35. Assessed group work on clinical attachments 36. Video tutorials with supporting formative assessment 37. http://www.flickr.com/photos/dalydose/324264361/Being creative 38. https://mbchb.dundee.ac.uk/vodposts/ 39. Teaching skills/Ability to explain something to othersHelped me to appreciate how well you need to know a subject to make it clear to those you are teaching good learning experience.consider the behind the scenes work of compiling and creating a learning resource Learning to teach is actually a good way of learning for the individual themselves!It was also really good to knowing that we were teaching future medical students Overall, I feel that this was a good way of learning, because in order to teach something, you must know it inside-out yourself. 40. Learning/application of knowledge/skills in other settingscan now apply this knowledge when taking a history from a dermatology patient much better understanding of when steroids are used and their side effect profiles. It has also improved my team working and communication skills.I feel that despite producing a very good educational video there are numerous areas that both myself and the team could have worked on to produce an even better final product. If I was to carry out a similar task in the future I would ensure I carried out enough work in advance to ensure the smoother running of the production. On a positive note I felt the group dynamic and teamwork skills on display in the making of this video were excellent and I will ensure I carry these forward into future group tasks. I can also imagine that a skin rash history will be remembered by all of us quite well as this interactive session was something a little bit different. I felt that the group work video was an effective way of learning and was a new assessment exercise that I had not done before. Shouldnt be afraid to throw myself in at the deep end when I feel ill experiencedI know now you will achieve much more in terms of personal development 41. Reflection on Team work/group dynamics/ problem solving learnt that I need to delegate more good opportunity to continue to improve teamwork + communication skills I will take with me the idea that everyone must have a clear idea what his/her role is. If you are in a position of leadership, then you should be approachable and sensitive to all members of the group in order to recognise if there are any difficulties arising. If you are a team member it is important to pull your own weight and voice any concerns.If the same thing happened again I would be much more optimistic about working as a group of females as I would know that one way or another we would work out how to use the IT equipment. I believe this will influence my future practice as I will be more confident in utilising the skills of others members of the multidisciplinary team and understand the doctor may not always be the most suitable person to carry out a specific role. I felt hat this task gave me the opportunity to practice and acquire new transferable skills: team work, development of educational materials, which will help me in my future career changed my view of group work as I really enjoyed working with every member of the group 42. The activity didnt fit all I felt the whole experience time consuming and a waste really. It was not beneficial to my learning and just gave us something else to get done. I contributed by acting and editing, others contributed []. Filming went fine as did editing. We probably didnt give enough thought into what we would gain from creating the video and could have picked a subject that may have been more beneficial for our own learning of dermatology. Instead, we chose a topic that we felt that we could easily film and had a clear idea of what the final video would look like. At some points it did feel that this exercise was more about doing a task to be able to reflect on rather than the content of the work produced itself. considering that working as a part of a group is always an objective of every block this exercise undeniably achieved that. 43. Fun, enjoyable activityHaving the chance to create a teaching resource was something I really enjoyed making a potentially dull group work exercise into something interesting hope to use this video for my own revision, and am contemplating doing similar work for other areas as learning & revision resources This task was a great learning experience for me The thought of doing the work was much worse than actually doing it. It seemed more of a hassle than it was worth but it turned out to be very good fun 44. Tell me and I forget. Teach me and remember. Involve me and I learn. -Benjamin Franklinhttp://www.flickr.com/photos/heycoach/1197947341/ 45. The student view 46. Photo by WarzauWynn - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/94246031@N00Created with Haiku Deck 47. Photo by jillmotts - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/48496790@N00Created with Haiku Deck 48. Photo by Stuck in Customs - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/95572727@N00Created with Haiku Deck 49. Photo by Ross2085 - Creative Commons Attribution License http://www.flickr.com/photos/9610484@N05Created with Haiku Deck 50. Photo by dmountain.com - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/44124275041@N01Created with Haiku Deck 51. Photo by Nina Matthews Photography - Creative Commons Attribution License http://www.flickr.com/photos/21560098@N06Created with Haiku Deck 52. Photo by Debasisphotography - Creative Commons Attribution License http://www.flickr.com/photos/21180599@N06Created with Haiku Deck 53. 20 minute group task Working in groups of 4 Read the activity cards Consider the following points: Affordability - time and resources How will you ensure participation? What resources and technology are needed to complete the activity? How will they be used? How will you capture and assess the processes of learning? 54. affordability 55. Questions Iona CampbellAnnalisa MancaShona [email protected]@[email protected]@sepiaxtoned@annalisamanca