10. So many missed opportunities
for learning
• Sharing experiences
‘Assessment for learning,
not of learning’
• Ongoing reflection, to
turn experiences in
learning
11. Community of Practice
• ‘Communities of practice are
groups of people who share a
concern or a passion for something
they do and learn how to do it
better as they interact regularly’
Wenger 2006
12. Fostering a COP when there is no
personal contact
• In education, embedding online
discussions
Engage students in collaborative
learning
Encourage deeper analysis and
critical thinking
For reflection
To support a community of practice
To uncover the hidden curriculum
13. The blog groups
• Blogging groups of 3 - 5
• Mixed (community and hospital)
• Mostly self-assigned
14. Blog contents
• Private to class
• Individual blog
• 400 word (approx) on 4
prescribed dates about 2
months into most
placements
• Instructions:
describe
reflect
relate
comment and respond
16. • Tutor feedback after first post
encouraging description, reflection, and relating
experiences to theory
not on the student’s performance in the
workplace as described by the blog
All students could see all tutor comments
First post not included in mark
• Peer feedback
17. Evaluation
• N=33
• Four point Likert rating
scale [Strongly agree,
Agree, Disagree,
Strongly disagree]
18. Results: Using the software
Agree Disagree
95 92
59
41
5 8
Using the I was given sufficient My classmates
Webcourses blog training to be able to helped me to use the
software was easy to use the software software
use
19. Results: Feelings towards blog
posting
Agree Disagree
97
76 78
59
41
24 22
3
Enjoyed writing Anxious (peer Anxious Comfortable
blog first blog) (lecturer first posting by the
blog) end
20. Results: Feedback to improve
blog
Agree Disagree
97
80
69
64
36
31
20
3
Lecturer Lecturer Peer comments Reading peer
feedback on feedback on on my blog blogs
own blog peer blogs
21. Results: Community of Practice
Agree Disagree
100
84
74
26
16
0
Blog is useful for Felt connected to Read the blogs of
sharing experiences class students outside of
while on placement group
22. Results: Learning and
Performance
Agree Disagree
88
68
63
37
32
12
learned a lot from Performance Performance
other students improved through inproved through self-
experiences through reading the blog reflection
the blog
23. Preliminary Blog Statistics
Number of Total number Instructor Average Most active Least active
student of blog posts comments number of group group
participants comments per (comments/ (comments/
student
students) student)
37 704 37 19 29 7
24. Comment quality
• Perception that comments less important than
blogs
• Some were trivial and lacking empathy or
reflection
• A rubric and more training and discussion
required
25. Conclusion
• Blogs are very successful for
fostering a Community of
Practice for students on
Work placement
• Mature students don’t have
difficulty with this technology
• Students believed blogs
should be retained for
assessment of placement
26. More to do...
• More training so students develop
and appreciate the power of
reflection for learning and
professional development
• A tailored rubric (highlighting
commenting) for instruction and
assessment
27. Acknowledgements
• DIT LTTC
PD Dip team
Fionnughla Kelly
• DIT E-Learning Summer School
Taking the pain and fear out of
technology for education
• Dr. Barry Ryan (@cbs_lecturer)
(Fellowship partner and L&T soundboard)
28. Link to Webcourses
• https://dit.blackboard.com/webct/urw/lc5122011
.tp0/cobaltMainFrame.dowebct
Hinweis der Redaktion
(6 months: 30 ECTS: Hospital or Community Pharmacy) Reading prescriptions, answering the phone, dispensing drugs
Counselling patients, smoking cessations, safety in the sun, methadone services
Ward top-up, put in Clozapine Clinics
Extemp preps
Surprised to read Cocaine dispensed for for nasal surgery. More surprised to hear about Thalidomide dispensed in community for a man with cancer
Students commonly nervous during oral presentation. Even if a controversial or unusual case was discussed, often other students were quiet. Too long after the incident to get peer or tutor support. Aim to develope communication and presentation skills. Not detailed enough or in-depth enough to get proper peer or tutor support.
Black hole.
Sharing experiences,Peer support/isolation
Define blog: online personal journal, reverse chronological order (most recent first), can be open access or invite only, can be open for comments.
All students in the class had access to read (and comment on) the complete set of blogs.
Get better screen shot
utilised the same commenting feature within the discussion forum as students used to comment on each other’s blog posting
Comment: No problem for mature students. Most didn’t need peer help as could use software
Comment: No problem for mature students. Most didn’t need peer help as could use software. Most posted by date required. Blog software records all this!
Feedback from lecturer aimed to promote reflection.
Feeling connected to class very important in distance learning, and placement is a similar situation. That they read beyond that required for the assessment is a measure of the perceived usefullness of reading peer blogs.
Most learning from reading peer experiences. Perhaps more support and training required to help them put into practice the learning. Possib;y they don’t identify with, or can’t appreciate the learning by reflection. However many blogs, and particularly comments were not reflective, adn this needs to be addressed.