ICT Role in 21st Century Education & its Challenges.pptx
A blended learning approach for study days mdh thinktank
1. A blended learning approach for
study days:
Enhancing the learning experience
Mr James Little (Learning Technologist)
2. Background
• Administering intra-muscular injections:
Updating staff on IM injection technique, appropriate equipment, patient
preparation, pre- and post-assessment, and infection control issues.
• One full study day
• Variable delivery locations
• Repeated many times a year
• Resource intensive
• Combination of theoretical knowledge and practical skills
3. General Considerations
„External‟ pressures Pedagogical
• Allow more effective • Allow student-led
use of time learning
• Allow more study days vs. • Self-identification of
to be run learning needs
• External pressures can be used as an opportunity to
reconsider current educational methods/pedgagogy
• Any changes should be appropriate, pedagogically
sound and advantage (or at least not disadvantage) the
student experience.
4. Rationale for blended learning
External Pressures
• Staff time commitments reduced once online
learning created
• Allows more study days to run
• Enables students to attend more easily (half day
vs. full day of leave from work)
5. Rationale for blended learning
Pedagogical
Study day split into:
Theoretical knowledge Practical skills
• Online self-directed learning • Classroom based tutor-led
• Work through learning at their • More effective use of the
own pace time as already prepared
• Test their own working
knowledge prior to attendance
• Self-identify further learning
needs.
6. Creating blended learning
Pedagogical
• Study resources already
written
• Re-evaluated for online
learning
• Course Notes
• MCQs (self-test)
• Links to further reading
• Specific break-up of topic
areas
7. Creating blended learning
Technical
• Created in MOODLE
• Lots of options/future flexibility
• Students self-enrol to access,
bypassing central registrations
issues
11. Student Feedback
January - May 2011, 251 students
Much needed update/refresher provided in a relaxed and supportive
atmosphere.
Further reading could be easily accessed via online course.
Evidence-based content, linking theory to practice.
Online component was excellent preparation for classroom session.
Information on how to give IM injections in different sites seen as
extremely valuable.
Content of study days was relevant to students‟ current practice and
increased their confidence in performing IM injections.
12. Summary
• It is possible to respond to a „changing environment‟ and
deliver an improvement to the student experience
• Pedagogical considerations need to be central, if not the
main driver of change
• External pressures can be used as an opportunity to
rejuvenate currently in-place educational
methods/pedagogy
13. Summary
• It is possible to “do more with less”. After an initial
investment of time to create the online component
tutor-led teaching time has been reduced by half.
BUT:
• This is not at the expense of the overall amount of learning being
reduced.
• On longer courses and tutor-led online activity this may not be
the case
• Freed-up time could either be used for further enriching teaching
or organisational needs
• Most importantly, the student experience and outcomes
have been improved
14. The future…
• Re-appraising all existing study days within department
• Need ability to be flexible
• Delivery
• Technology choices
(non-standard student access to MOLE?)
