This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott Kendall and Satoko Orihashi. The abstract for our session read: With the growing use of technology in learning and 24/7 access to information, there is growing interest in ensuring students develop 21st-century learning skills such as enquiry, participation, creativity and digital literacy. One way of nurturing these skills in students is to involve them in developing learning resources. In the School of Medicine students have identified that student-led eLearning development can evolve lifelong learning skills and encourage interprofessional and collaborative working. Furthermore, creating learning resources and peer-led teaching activities not only demonstrate students’ understanding of the curriculum, but also helps them gain a deeper understanding of the subject material, as well as pedagogical skills.

1. ENGAGING
LEARNERS
IN
THE
CURRICULUM
Students
as
producers
of
learning
Elizabeth
Ferris,
ScoC
Kendall,
Natalie
Lafferty
Annalisa
Manca
&
Satoko
Orihashi
hCp://www.flickr.com/photos/zoonabar/3371660691/

2. hCp://www.flickr.com/photos/adesigna/8378990781/in/photostream/

3. Many
teachers
lack
in
using
technology
hCp://www.flickr.com/photos/glsims99/3508186511/
Sandars
&
Schroter
2007;
JISC
2009;
Morris
&
McKimm
2009

4. Students
have
high
engagement
with
sites
such
as
Facebook
&
YouTube
but
less
understanding
of,
and
engagement
with
other
tools
that
can
support
their
learning
…
They
also
have
training
needs
Sandars
&
Schroter
2007;
JISC
2009;
Chu
et
al
2010

5. 5
JISC
2009
…
Students
should
play
a
role
in
working
with
teachers
to
develop
teaching
and
learning
delivery
by
working
in
partnership
with
them.

6. (Siemens
2005;
Sandars
2009)

7. EMPLOYABILITY
SKILLS
hCp://www.flickr.com/photos/naturewise/6219571665/

8. The doctor as a professional!
The
graduate
will
be
able
to
behave
according
to
ethical
and
legal
principles.
• Students
need
to
be
made
aware
of
issues
surrounding
the
professional
use
of
social
media
and
technology

9. The doctor as a professional!
Reflect,
learn
and
teach
others
(b)
Establish
the
foundabons
for
lifelong
learning
and
conbnuing
professional
development,
including
a
professional
development
porcolio
containing
reflecbons,
achievements
and
learning
needs.

10. The doctor as a professional!
Reflect,
learn
and
teach
others
(f)
Funcbon
effecbvely
as
a
mentor
and
teacher
including
contribubng
to
the
appraisal,
assessment
and
review
of
colleagues,
giving
effecbve
feedback,
and
taking
advantage
of
opportunibes
to
develop
these
skills.

12. How do we !
nurture these
skills in our
students!
hCp://www.flickr.com/photos/eleaf/2536358399/

13. The journey and things we’ve
tried in Medicine

16. Student Feedback
Useful links to journals, other
sites, embedded video
Information easy to find
Good revision aid
78% wanted other teaching
blocks to do something similar
Lack of formative assessment
opportunities
http://www.flickr.com/photos/nfsa/4580070895/sizes/z/in/photostream/

17. Impact on Students
hCp://www.flickr.com/photos/speCacolopuro/3891599149/

21. Issues
of
professionalism,
responsibility
for
content,
interprofessional
working
and
effecbve
collaborabon
have
all
come
to
the
fore
for
the
group.
Overall,
we
firmly
believe
that
developing
student-­‐led
e-­‐learning
and
online
professionalism
can
provide
an
avenue
through
which
young
professionals
can
develop
lifelong
learning
skills,
experience
conbnuing
professional
development
and
learn
and
work
in
a
professional
community.
Students’
reflecbons

24. 24

25. Summer
vocabonal
projects

27. 4th
Year
Projects
&
BMSc
Honours
Projects

28. Using
a
variety
of
tools
to
support
different
learning
objecbves

29. Assessed
group
work
on
clinical
aCachments

31. Video
tutorials
with
supporbng
formabve
assessment

32. SSCs

36. The
student
view

37. Focussed
on
a
difficult
topic

41. Creabve
learning
cycle
during
resource
development

42. 42
The
task
of
creabng
learning
resources
not
only
demonstrate
students’
understanding
of
the
curriculum,
but
also
helps
them
gaining
deep
understanding
of
the
subject
material
as
well
as
pedagogical
and
linguisbc
skills
(Batchelder,
Rodrigues
et
al,
2010;
Liu,
2003;
Oldham,
2003)

43. Another
difficult
concept

48. Another
project
to
scaffold
learning
hCp://www.flickr.com/photos/commercial-­‐use/5828237531/in/photostream/

49. Stop
go
animabon
supporbng
medical
ethics
teaching

50. Personal
interest

51. Being
creabve
hCp://www.flickr.com/photos/dalydose/324264361/

58. 20
minute
group
task
•
Working
in
groups
of
4
•
Read
the
acbvity
card
Consider
the
following
points:
•
Affordability
-­‐
bme
and
resources
•
How
will
you
ensure
parbcipabon?
•
What
resources
and
technology
are
needed
to
complete
the
acbvity?
How
will
they
be
used?
•
How
will
you
capture
and
assess
the
processes
of
learning?

60. TwiCer
@nlafferty
&
@annalisamanca
Ques2ons