Session 4.1: Student perspectives on co-creation of learning resources and its benefits on learner development
Health
Dr Shuby Puthussery and Mr Jolel Miah University of Bedfordshire
Partnership between students and academics in designing learning experiences is shown to have a range of beneficial outcomes. This paper explores student perspectives about the desirability feasibility and the benefits of co- creation on learner development based on the findings from a mixed methods research study situated within an on-going project to develop and evaluate student co-created learning resources. Forty five students from health science disciplines completed a brief online survey consisting of 13 items relating to three domains about the desirability feasibility and the benefits of co-c creation with response options on a five point scale ranging from strongly disagree to strongly agree. Additionally qualitative interviews were conducted with five students who took part in a co-creation project to develop an online learning resource. The findings indicate high levels of agreement from students about the desirability feasibility and the benefits of co-creation on learner development.
Session 4.2: Border-crossing: Innovative practice in teaching and learning
Interdisciplinary
Dr Tess Maginness Queen's University Belfast
This paper will focus upon how we translate theories of empowering the student/client/patient/carer voice into practice. The paper argues that the educator can adopt the metaphorical position of 'border'crosser. This means travelling into the foreign land of the student/client/patient/carer in order to appreciate their worldview their expertise. The author will draw on 40 years of practice as a teacher encompassing fields such as literature disability community development and mental health.
The paper will look at different levels of border-crossing; (1) analogy making which enables the learner/patient/client/carer to make sense of new information (2) co-constructing the agenda and the knowledge to be collaborative gained with the 'other' valuing the expertise and focusing on what knowledge and skills are most important to the people we interact with (3)strategies for teaching and learning which are metaphorically and sometimes literally also about entering the homeland of the learner/patient/client/carer for example the mental Health home treatment service and education in the community projects and (4) co-constructing research with students/clients/patients/carers.
Arts based and multidisciplinary approaches will also be discussed as will the particular issues for border-crossing with adult learners/experts.
Session 4.3: What to do with a MOOC? Utilising the latest e-learning trend to enhance medical education
Health
Dr Leah Marks Dr Sarah Meek and Dr Maria Jackson University of Glasgow
Massive open online courses (MOOCs) are a fairly recent development in educational world and have attracted much comment both positive and negative. From our point of view however as medical educators who have been heavily involved in MOOC development an important question to ask is how they might influence and contribute to our ‘offline’ teaching in the coming years. We have developed a 3rd year MBChB SSC in conjunction with our MOOC which will run in January 2016. Therefore in this session we will:
- give a brief overview of MOOCs and of our own ‘Cancer MOOC’ specifically;
- address the concept of how MOOCS have the potential for integration into mainstream teaching;
- discuss how we have done this in the context of the MBChB programme at the University of Glasgow;
- evaluate the success of this pilot course and discuss wider implications for education.
Session 4.4: IPE and the 'freshers'
Interdisciplinary
Kirsty Hyndes University of Nottingham"Aims:
To describe and discuss the learning outcomes related to the development of an innovative programme of interprofessional education for year 1 students using the learning set model for 11 professional programmes in health and social care in Nottingham and Malaysia.
Objectives:
- describe the development of the programme and the reasoning for change;
- outline the involvement of service users in the development of the materials for the programme;
- share the lessons learnt from organising and delivering sessions for 1 300 students ;
- discuss some of the themes that emerged from the students’ activities;
- report student feedback received on completion of the programme;
- discuss the possible implications for using this model with other professions.
Session 4.5: Embedding employability starts on the first day of the first week in the first year for Social Work students on the BA(hons) in Social Work degree
Social Work and Social Policy
Dr Dawn Ludick University of East London
- describe the creative and innovative ways I have embedded employability within a level four module (year one) BA (hons) Social Work degree;
- share some of the ways I went about finding my own way as a lecturer to think about employability;
- identifying opportunities which can support the employability prospects for students within teaching (stakeholders and university resources.
I address the concept of employability from the first day of the first week that students begin the programme. The innovative and creative ways I use to embed employability is shaped by the Professional Capabilities Framework (Social Reform Board 2012). The various components addressed in the module support students in developing social work knowledge skills and aptitude practice educators seek when interviewing level 6 (year two) students for a practice placement. Having the necessary employability skills is imperative as students compete for placements with neighbouring HEI’s for a placement.
