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Health Sciences and Practice Subject Centre

Health Sciences and Practice Subject Centre. eLearning Special Interest Group meeting Revisiting Learning Design 01/03/2011 Marion Hall Faculty of Health and Social Care, Open University Teaching ICT skills within a subject context. www.health.heacademy.ac.uk.

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Health Sciences and Practice Subject Centre

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  1. Health Sciences and Practice Subject Centre eLearning Special Interest Group meeting Revisiting Learning Design 01/03/2011 Marion Hall Faculty of Health and Social Care, Open University Teaching ICT skills within a subject context www.health.heacademy.ac.uk

  2. Graduates expected to be digitally literate to comply with e.g. benchmark statements to meet demands of employers for own life skills and personal development One definition: Confident and critical use of ICT for work, leisure, learning and communication (European Commission) Underpinned by basic ICT skills e.g. ability to: find, evaluate, store, produce, present, and exchange information communicate and collaborate online Digital literacy

  3. Most HE students from ‘Net Generation’ May appear comfortable with technology but may not have all basic ICT skills May have been little engagement in school May not have had computer at home University entrants wide spectrum abilities “cannot assume … the ‘Net Generation’ is synonymous with knowing how to employ technology … to optimize learning experiences in university settings.” (Kumar, 2010) The Net Generation?

  4. Many new Health & Social Care students: are older cf traditional university students have low earnings are female are uncomfortable with/averse to computers some never used a computer before on average have low level ICT skills need lot of encouragement and support HSC students at OU

  5. Variety of approaches in HE/FE: compulsory generic module set of optional resources course-specific but separate module embedded in subject context within module Teaching ICT skills

  6. If taught in isolation, students find irrelevant and difficult to learn If fully integrated into subject teaching, more meaningful for students but: for teachers, ‘competes’ with subject – using ICT in activities OK but not teaching ICT per se lack of teaching staff expertise frequent updating a burden on teachers frustrating for students who already have skills Teaching ICT skills – problems

  7. Distance learning Core Level 2 course H&SC degree 60 points over 9 months Presented twice yearly, Oct and Feb First students October 2010 Blended learning: website with activities and forums printed texts audio and video K217 Adult health, social care and wellbeing

  8. ICT skills taught via activities/assessment find, evaluate, use and reference information e.g. how to search internet effectively word processing work with images and diagrams spreadsheets presentation software K217 – ICT skills

  9. If new ICT skill needed to complete module activity: link to skills activity at point of need only study skills activity if necessary benefits of skill to student emphasised Skills activities in centrally-maintained faculty repository (HSC Resource Bank) accessible all students ‘generic’ (usable by any module in faculty) where possible, designed to use task set in module so no duplication of effort Structure of activities

  10. ‘Light touch’ assessment outcomes not skills per se concentrates on ‘essential’ skills not ‘tools’ Examples: assess use of relevant information in essay, not ability to search internet or access journal articles online assess ability to produce accurate reference list, not ability to use tool (bibliographic software) to do so Assessment

  11. February 2011 presentation of K217: Explore student experiences/perceptions Questionnaire towards end of module Interviews after module ends Observations in ambient labs of students accessing and working through activities online October 2011 presentation of K217 Add questionnaire at start of module Measure ICT competency at start vs end Track no. students accessing skills activities Longitudinal data from questionnaires Evaluation

  12. Reference Kumar, S. (2010) The Net Generation’s informal and educational use of new technologies Technology & Social Media (Special Issue, Part 2),16(1). Online at http://ineducation.ca/article/net-generation-s-informal-and-educational-use-new-technologies [accessed Sept 2010]

  13. Dr Marion HallFaculty of Health and Social CareOpen UniversityMilton Keynes, MK7 6AA m.j.hall@open.ac.uk Contact details

  14. Contact Us Health Sciences and Practice Subject Centre info-hsap@kcl.ac.uk Enhancing Learning through Technology http://www.health.heacademy.ac.uk/focus/elearning www.health.heacademy.ac.uk

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