The waiting game

Well, so far none of the students have commented on the prototype blog. So I will keep on waiting....

I realise that I may be a bit impatient - they have just finished their final practical exams and may still be celebrating that. But then, this is a new experience for me - and all the questions that start going through my head - Will anybody write anything? Do they know how to do it? Should I have given more instruction - although I doubt that, but who knows? I suppose this is the reality of e-learning. Wait and see what happens.

Development: Addie and the 5 Rules of Zen

I found this interesting article at http://bdld.blogspot.com/2010/03/addie-and-5-rules-of-zen.html  . It states (among other things) that one should remember not to add too much content in your e-learning designs, as you  can easily overwhelm learners with too much information. We should also not try and create the perfect learning platform - leave some blanks to draw the learner in and let them fill in the blanks. Definitely something for me to think about.

Prototype

I have designed a prototype for my blog, but will only inform the students tomorrow regarding the web address, as they are still doing their practical exams today and tomorrow. My goal with this prototype is:

•  to get feedback from the students regarding their use of the blog;
• to see how they interact on the blog (hopefully they will);
• to find out how much instruction they need in the use thereof; and
• to experience the use of a survey.

You can all find this prototype at http://otwhatnow.blogspot.com/2011/10/new-beginnings.html

 Please let me know what you think. 

Learning tools

I have just found this website that I think will be of value http://c4lpt.co.uk/directory-of-learning-performance-tools/

I hope I have now put it in correctly - this is a first attempt.

Maybe it can help someone else too.

Design phase

Trying to understand the Design phase made me realise that, in my mind,  I have this very broad plan for e-learning, but that I will have to consider each aspect in much more detail if want to ensure any measure of success.

My main goal will be to facilitate the process of collaborative learning among the students during their fieldwork experience and to enhance their clinical reasoning through a process of reflection and discussion. Learning objectives will be written accordingly.

I am still unsure about the way in which I will measure some of the objectives, especially the type/depth of reflection/s by students. Our students are evaluated in many different ways during their clinical block and I am just worried that another possible 'evaluation' may have a negative effect on their participation and their motivation. In my survey with the students they emphasized that students should enjoy using the blog. On the other hand, this blog must facilitate learning and how will I know whether they have learnt. I will have to think about this one.

The students' feedback regarding the blog (at the end of the clinical block) will be essential to keep the ADDIE process going. Any suggestions for that?

In a more personal/affective sense I have to confess that I feel a bit overwhelmed by this module. Just as I think that things are starting to make sense,  I realise that that is actually not the fact and that I am on a very steep learning curve. I keep climbing!

Student survey

My discussion with the students regarding the use of a blog during their fieldwork experiences indicated the the following:

• All the students were of the opinion that a blog would have added value during their fieldwork experiences in the past, especially during their 3rd year of study when they often had to ask for assistance from fourth year students. According to them a blog can act as an 'easy connection' to other students, especially for students who do not stay in the residences on campus, and as a way in which collaborative learning can be facilitated.  It can also assist students in formulating their opinions in the written form; they can share interesting literature and case studies; and it can possibly act as a source of information for newly qualified OTs during their Compserve year.
• Some of the students appeared to be more computer literate than others. One student stated that she grew up in a small town where she did not use any computers before coming to SU, and still does not use it when she goes home. Only one of the four students was familiar with blogs and read them on a regular basis. I found this very interesting as I just assumed that the younger, educated generation would be more computer literate. Even these young students spoke about the 'younger generation' of OT students who were more computer literate than them, and who would possibly be more actively involved in blogging (This made me feel like a old digital immigrant). However, these four students all had access to the internet and made use of 3G cards and cellphones. They also believed that they will get better at blogging through the use thereof.
• It was recommended that the lecturer should  preferably email the blog address to the students before the start of the clinical block, so that students could read all the previous comments and adequately prepare for the block. 
• The students  were furthermore of the opinion that a certain amount of structure would assist in the students' participation in blogging. Some stated that they did not like to be told to do something (eg the amount of blogs/week or blogs/clinical block), while others preferred the opposite. The possibility of allocating marks according to their participation rate was discussed. According to them it was also essential that the blog should be user-friendly and that the students should enjoy using it.

Although this was an informal discussion with only a few students, it resulted in some interesting thoughts by the students regarding the possible use of a blog to facilitate the process of collaborative learning during the students' fieldwork experiences. However, it is important to take certain aspects into account, for instance the computer literacy of students, and the time available for blogging, during the design phase of the intervention.

Needs assessment

I am currently supervising 4 fourth-year students at Western Cape Rehab Clinic. Today I got the idea to do a small survey in order to find out from them what exactly they would expect from the proposed blog, and their specific needs in this regard. I realise that this is a small sample, but I only supervised 12 students during 2011 and can at least get some valuable input from them.

More ideas on my assignment

At this stage I have decided to use the E-learning Resources (available at http://www.grayharriman.com/ADDIE.htm) to guide me through the planning process. As far as Analysis is concerned my current thoughts are as follows:

• Needs assessment was discussed in the previous posting.
• Audience analysis - This will consist of B.OT III & IV students whom I will supervise during clinical work. It is expected that the senior students will have a broader knowledge base and more advanced clinical reasoning due to previous (although still limited) experience in fieldwork. All the students always mention that they are very busy during their clinical blocks and it must therefore be accepted that they will not be able to spend too much time on e-learning - which will probably only take place after work - unless they are allowed to work on computers during work hours (These rules are different in areas of fieldwork).
• In one article (and I suppose there are many other views) that I read (Ladyshewsky & Gardner, 2008) it was recommended that blog 'group sizes should be larger than 5 but less than 10 to maximise social constructivist discourse, to compensate for lurkers and those who reflect poorly or contribute little, and to keep reading volume to an acceptable load'. The groups that I usually supervise vary between 3-4. There are other areas that are very similar to those where I supervise students and I wonder whether it would be feasible to try and get the other supervisor on board and in that way have a bigger blog group. I realise that this will mean good communication and organisation between the different supervisors.
• Content analysis - I foresee that this will mostly be discussions regarding certain topics, posting of interesting videos and references to literature. One thing that I am wondering about is whether one is allowed to post any video or interesting website on your own blog, etc? How does copyright work on the internet?
• Technical analysis - All the students that I work with have access to the internet. I currently expect them to email reports to me and there does not seem to be a problem with that. However, I am unsure about their knowledge and skill in using a blog (at the moment I think that is what I will use). My own knowledge and skill in facilitating learning by means of a blog is also limited and instruction and practice will be needed.
• Structural analysis - The structure of the course/learning will have to take into account that the students have limited time at hand, but I still think it will be necessary to expect at least one posting per student per week. Time for instruction in the use of the block will also have to be scheduled - I think the best time will during my first meeting with the students in their first week of the block. Information can also be emailed to them beforehand so that they can practice and maybe make one posting.
• Resource assessment - Will I be able to get help from SU IT dept?

I would really appreciate any feedback to know whether I am on the right track or not.

Reference

Ladyshewsky, R.K., Gardner, P. 2008. Peer assisted learning and blogging: A strategy to promote reflective practice during clinical fieldwork. Australasian Journal of Educational Technology, 24(3), 241-257. Available at:  http://ascilite.org.au/ajet/ajet24/ladyshewsky.html

My idea for this assignment

When I started this module I had an idea of designing and e-learning tool whereby I could instruct and assist students with regard to their assessment of, and recommendations for, accessibility in their patients' homes. (These patients are mostly in wheelchairs - CVA and spinal cord injuries). Through the years I have found this a neglected area in the students' assessments and planning of intervention.

But then I started to read more about e-learning - and specifically about e-learning in OT. Just for some background: I work as a part-time lecturer and supervise students during their clinical blocks at various hospitals. I am responsible for certain teaching activities as prescribed by the SU OT division and examples of my work include the refinement of skills, application and integration of theory and practice, feedback and clinical assessments. At these various hospitals the students also work under the direct supervision of clinical OTs who act as role models with regard to treatment, teamwork, etc. They also supply regular feedback to the students. I only meet with the students once of twice a week and have often felt frustrated by this limited contact as I can not always deal with the students' problems and needs timeously. Due to the frequent clinical assessments expected by SU OT division, the teaching opportunities are also limited. So there is a need from my side, and from the students' side, to have more regular contact. I would also like to be able to supply them with learning material according to their needs and to be able to discuss this with them (at the moment this learning material is sent via email, and discussion thereof is limited).

Findings from studies by Scanlan and Hancock (2010) and  Thomas and Storr (2005), indicate that a tool for online discussion during fieldwork (clinical work) can :

• assist in problem-solving; 
• facilitate reflection and self-directed learning; 
• can support students (to a degree) in engaging in higher-order elements of reasoning;
• facilitate peer collaboration and the exchange of ideas among peers.

Scanlan and Hancock (2010) recommend that more senior students can also act as mentors for junior students during online discussions.

After reading this I have decided that I would rather design an e-learning tool whereby I can facilitate discussion and facilitate learning by the students that I supervise during clinical blocks. They are usually not at the same hospitals and are in third- and fourth year. Online discussions will address the current need for more regular contact, and the students will be able to discuss problems with me, but also among themselves (improved collaboration). I will also be able to supply them with additional learning material, for instance information regarding home assessments (as per my original thought).

What do you think? Any feedback on this proposal will be appreciated.

References

Scanlan, J., Hancock, N. 2010. Online discussions develop students' clinical reasoning skills during fieldwork. Australian Occupational Therapy Journal, 57, 401-408.

Thomas, A., Storr, C. 2005. WebCT in occupational therapy clinical education: Implementing and evaluation a tool for peer learning and interaction. Occupational Therapy International, 12(3), 162-179.

Soundcloud

Well, how I struggled to get it done! And as with everything else, once you have done it successfully, it is hard to understand why you struggled so much with it in the  first place. I suppose it has something to do with the fact that I lack  knowledge and expertise regarding certain aspects of computer use. Anyway, I am prepared to learn as I can really appreciate the use of e-learning in our students' education (and mine).

Now the next step is to make sure that I understand the ADDIE model and that I can apply it during this assignment. Well, let me start on that.

Soundcloud

I am really struggling to use soundcloud. I think technology is winning here and it is rather frustrating. Anyway I suppose I will work it out some or other way