Peer learning and knowledge sharing for distance learning students in the majority world
Presentation from Centre for Distance Education RIDE conference (19 October 2012). Niall Winters, London Knowledge Lab, Institute of Education. Mobile phones, including smartphones, are becoming ubiquitous even in resource poor countries. Their size and portability make them ideal for many clinical applications, but there are as yet very few mobile phone applications specifically designed for medical education. This project involves the design and implementation of a mobile knowledge sharing application in nurse education in Kenya. This application, MyNCP (or “My Nursing Care Plan”), developed using HTML5, allows trainee nurses working in remote areas to collect data and helps them in making diagnoses. This data can be recorded and/or shared with tutors and fellow trainees. E-learning materials can be made available to the students through the phones, and nursing tutors can use the submitted data and plans to tailor their support and develop further resources. Initial evaluation of the tool has shown it to have been implemented successfully.
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Peer learning and knowledge sharing for distance learning students in the majority world
- 1. Peer learning and knowledge sharing for distance learning students in the majority world Niall Winters London Knowledge Lab Institute of Education University of London Research in Distance Education Conference 2012 October 19th 2012
- 3. Team • Niall Winters and Olajide Jolugbo, London Knowledge Lab (LKL) • Micah Matiangi and Caroline Mbindyo, African Medical Research Foundation (AMREF) • Chris Joynes, London International Development Centre (LIDC) • Funded by the Centre for Distance Education, University of London
- 4. Katito health centre Image Credit: AMREF HQ
- 5. Nurse Health Centre Mentor Image Credit: AMREF HQ
- 7. What did we do?
- 8. Niall Winters and Olajide Jolugbo (MSc in Learning Technologies)
- 9. Student view
- 13. Tutor view
- 16. How did we do it?
- 17. How? • A participatory approach to design and implementation
- 18. Participatory design at AMREF Back row (L to R): Mugure Kiambati, Eliphas Gitonga, Niall Winters, Ruth Nyansikera, Nargis Kaka, Alvin Namisi, Scholastica Kibathi, Mercy Ndung’u. Front row (L to R): Ruth Miathya, Susan Wanja, Catherine Wangongu, Anne Boraya, Faith Muriithi, Felarmine Muiruri
- 20. How? • A strong underpinning learning theory – Conversational Framework
- 22. The mobile design should support students to: • Access theory (on the nursing process) • Ask questions of mentors and tutors/peers • Offer their own ideas to tutors/peers • Use their understanding to achieve the task goal • Repeat their practice and improve via feedback • Share/Debate their practice outputs with peers • Reflect
- 23. How? • Use of appropriate technologies: mobile phone and HTML5
- 24. HTML5 – offline use, ‘device-independent’
- 25. How? • On-going support and sustainability – Works on phones that trainees and tutors have access to – Can easily be updated without much investment in technical expertise – Is aligned to AMREF’s elearning curriculum and the context in which they work
- 26. References • Laurillard, D. (2002) Rethinking university teaching: a conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge • Joynes, C. (2011) Distance Learning for Health, London International Development Centre
- 27. Thank you! • n.winters@ioe.ac.uk • http://www.lkl.ac.uk/niall • @nwin • http://mlearningafrica.blogspot.com
Notas del editor
- Bangladeshi photographer Shahidul Alam coined the term majority world to refer to what had been called the ‘Global South’ or ‘developing world’. Majority world “defines the community in terms of what it is, rather than what it lacks.” See: http://www.appropedia.org/Majority_world