2 Comments

  1. Lorraine Shaiso
    6/15/2020
    Reply

    Very innovative way of teaching. Would be great to know how students are on engaging with the current norm.

  2. Dorcas M
    6/24/2020
    Reply

    The urgency of COVID 19 changes – including Lock-down and change of plans to remote teaching had presented some challenges. Teaching, learning and support plans for the students in this subject had to be sensitively adopted at short notice.
    It was, therefore, a pleasure to note this reflection and evaluation by Fiona Macneill (in her capacity as Education Technologist).
    Just over three months later, and with teaching and learning activities still being delivered remotely – I have had opportunities to utilise both ‘older’ resources as well as new platforms, with priority being given to the mode which delivers the best quality and ease of access for students.
    It has also been a goal to ensure sound pedagogic approaches were maintained and promoted (for example synchronous support and debriefing of students) while they learned asynchronously.
    In relation to the Safeguarding in Acute Health, this subject-specific pedagogy allowed not only the delivery of information, but the actual ‘practice’ of safeguarding where learners may have needed focused and bespoke debriefs (outside the virtual class).
    Another aim was to foster open, flexible, and continuous access to lecturer-support (considering the sudden challenges of being physically separated by lock down).
    Feedback received from students a month on (acquired through the module leader) highlighted what they valued in the day’s approach. Having the day’s sessions ‘expanded’ to 3 days and submitting work over 3 days – as opposed to it being compressed into 1 day was appreciated.
    It had apparently allowed students to manage time, emotional and cognitive resilience. Adult learning (from home or other) using a variety of devices, tending to changing family needs during those critical initial weeks of COVID) allowed a manageable pace. The additional days to submit formative work allowed time to retrieve additional information from remote library resources.
    We are now better prepared to select from the multiplicity of virtual learning resources available. Regardless of whether these have always been present, or newly realised – the aims remain to deliver in an accessible format, choose modes that offer equity of access and maintain sound pedagogic approaches.
    It is my hope that as we settle and adapt to different modes in health-education, we can teach and learn seamless between the Higher Education sectors, as well as Clinical Learning Environments.

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