Week 2
Engagement Activity: Reflection on current practice as an educator
Past practice
Education and training in the health milieu has historically focussed on f2f presentations and workshops especially in the areas of clinical education and upskilling. This type of engagement was often followed up with some type of assessment of the skill or activity/competency. To some extent, courses were also delivered via distance mode through hard copy study guides and student work books. The work books required completion and return to the facilitator for grading. This was often used with the clinical assessment to provide a final grade for the student.
Knowledge and student outcomes expected were a mix of written and competency assessments at a required level to meet pre-ordained course objectives.
Current and future practice
There is quite a demand now for simulation training and other types of delivery using web based technology. This is driven by the increased availability of electronic devices and the ubiquity of the internet. Other drivers include the prospective students themselves who are looking at ways and means other than the f2f type of delivery to provide their learning experiences. The lack of time available is often mooted as the reason for training delivery requests of this nature.
Knowledge in this context seems to be across 2 domains. Perhaps the most important is the clinical skill acquired as a result of the education experience. The second domain is the ability to apply the technology - simulation or web based for example, in such a way as to allow the learning experience to be informative and value - adding.
Regarding my attributes and skills for current and future practice, the biggest challenge will be to keep up to date with new technologies and applications. Further to this, understanding the technology and having the ability to use it to the fullest potential all seem a little daunting at present.
On reflection I wonder if the many types of social media available and used, will dilute the meaning in the message/road map/learning opportunity one is trying to share or provide?
Generic attributes and skills (In this context: tech savvy, computer literacy, confidence in using the various electronic technologies and devices)
The development of generic attributes and skills from pre-school and school education and into higher education and the workforce are aligned. I see evidence for this in the last 10 years or so especially with regards to the acceptance and use of the internet, computers and other connecting devices from pre-school to post grads.
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Hi Cheryl, you have identified the way that competencies and skills are examined in both your past and future practice. And they are the core of what you do. There are a number of brilliant simulations and sites available, and a quick Google search turned up very rich resources. You make a valid query about the role of social media in diluting your core messages that you are sharing with students - and I really appreciate the selection of wording with no reference to delivery! My mind swings to participatory verbs as well, such as negotiation, analysis, decision-making. Simulations are brilliant at delivering the core skills, and may also be scaffolded with problems to solve.
ReplyDeleteI would imagine, in your health context, that other attributes and skills are potentially important, such as collaborative problem-solving, ethical dilemmas, understanding the perspectives of others etc. How is this currently tackled in online or distance learning? Is it an important focus area in your context? And if so, how do you think e-learning positions itself