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Embedding Digital Pedegogies within the Neonatal Medicine Module - Coggle…

- - - - A Constructivist Approach to Online Learning: The Community of Inquiry Framework - Scientific Figure on ResearchGate. Available from: https://www.researchgate.net/figure/CoI-Framework-Garrison-Anderson-Archer-2000_fig1_285177901 [accessed 28 Jun, 2023]
        
        This model by Garrison, Anderson and Archer attempts to combine the key elements of the educational experience - social presence, teaching presence and cognitive presence. I have tried to have elements from all three embedded in the module design. In the post-covid era, with students who completed much of their early years online, I have concentrated on increasing the social presence by including group work, and including opportuinities for discussion throughout the sessions
      - Bates, A.W. (2019). Teaching in a Digital Age – Third Edition. Vancouver, B.C.: Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev3/ (Chapter 7)
        
        Based on this paper, I have tried to incorporate a range of techniques, technologies and resources within the module (written, pictures, videos, in-person demonstrations, practical classes) to suit a range of learning types that may be represented in the class
        
        I have also tried to balance the teacher and learner control of learning, leaning more towards learner controlled. The students are highly motivated so I find provision of resources before the sessions works well, and then allowing them time in simulated environments to support their learning before they see patients.
  - - - Technology within module at present:
        1.Blackboard to share lecture notes
        
        Email for communication
        
        Images of pathology
        
        Video links to examination findings
- - - - The SAMR model of education can be used to assess each addition I have made to the module
        The addition of pre-lecture MCQ's would be modification/augmentation as I would be using blackboard to create a new task to aid the running of the module
  - - - Regarding SAMR model, this could be seen as augmentation as it is using tech to replace/add to the in person demonstrations in-place at present
        
        Regarding the ABC learning design type, this will be learning by acquisition mainly. It could also be investigation as it will guide the students to access appropriate resources
        
        This resource scores highly on the TUDublin rubrics - 17/25. Its main drawback is that it is not interactive. However it is used as prep for a fully interactive tutorial session and for personal practice on the wards, which brings an interactive element into its use
    - - Created with ChatGPT
    - - Created with ChatGPT
- - - - I am reluctant to add more technology to the session itself. But one area that can improve is feedback. I will design a rubric based on the marking scheme for clinical exams. I can fill this as they perform their examination and answer questions and add it to blackboard during/after the session
        
        Regarding the SAMR model, the addition of feedback using blackboard would be seen as augmentation. It will be moving what was previously unstructured oral feedback to use technology to provide more personalised and structured feedback to each student.
        
        Regarding learning styles, the tutorial involves learning via acquisition, practice, discussion and collaberation.
        
        The TCD TLA survey showed how much students valued feedback, especially when it is personalised. I feel this is a good opportunity to include personalised feedback which will directly relate to the examination they will undergo at the end of the module
        
        This will use the tutorial session itself to provide assessment 'for' learning. The student will receive digital feedback on their performance and can use it to evaluate where they are related to where they need to be to perform well in the examination, 50% of which follows a similar format.
- - - - Lecture 3 - Prematurity and Complications of Prematurity
        
        Addition of VEVOX polling to allow students to 'follow' the journey of a premature baby through the NICU, to give them experience of answering MCQ's that will form part of their assessment and to test understanding of the knowledge they should be gaining
        
        Click for a link to a video demonstrating how this will work
        
        Regarding the SAMR model, this would be seen as redefinition. The addition of VEVOX to create a 'journey' through the lecture with some theory based questions in this way would not be possible without this use of technology.
        
        Regarding learning styles, this activity would use practice, acquisition, and discussion
        
        This is also an example of assessment 'for' learning. It is a formative assessment within lecture, but will remain anonymous and not graded. Students can use it to evaluate their own learning of the material.
        
        Click for link to Vevox polling questions
      - Addition of Vevox MCQ's to increase engagement with the class.
        Embedding videos which demonstrate some of the pathologies into the lecture
        
        Online Medical Video is an OER which has high quality examples of how to perform primitve reflexes on newborns. Students tend to struggle with understanding of how to do these while hearing explanations or looking at pictures.Therefore a video will increase understanding. The series also demonstrates the pathologies that students see in newborns to demonstrate the signs they should look out for. Click for link to OER
        
        Regarding the SAMR model, providing OER would be seen as augmentation, as it will add to the experience students receive on the ward
        
        Regarding learning styles, this would be seen as acquisition mainly
    - - Regarding the SAMR model, this task is redefinition as it will create a new activity that would not be possible without using technology
        
        Regarding learning styles, this activity will require collaberation, discussion, investigation and production
      - Click for a video explaining how the activity will work
- - - - This is learning by practice and acquisiiton