In the context of the UoH, a Higher Education Institution in England, this study investigates aca... more In the context of the UoH, a Higher Education Institution in England, this study investigates academic staff’s perceptions of Second Life (SL) as an educational tool within the Faculty of Health and Social Care (FHSC). By looking into lecturers’ perceptions of SL the work explores the benefits and challenges to academic staff in using SL in professional nursing and midwifery training and assesses their potential engagement of this as a teaching resource. The main aim was to identify the knowledge base of staff and whether the application of the SL method could be imbedded into the curriculum to enhance teaching and learning. The results showed that academic staff sometimes confuse SL with other so called web 2.0 technologies. However, they do recognise that SL can be a useful resource to bridge the gap between theory and practice in pre-registration nursing and midwifery training. Other key issues such as online identity, being able to deal with the unpredictable during an in-world class, and information and communication technologies (ICT) skills may also have an impact on academics’ perceptions and adoption of SL. This research brings to light the importance that student nurses and midwives initially need to be able to practise their clinical skills in a safe environment where they are not putting patients or themselves at risk and that although an immersive environment like SL could bridge this gap, implementing such a system is complex.
In this presentation three presenters, all mature MEd students, will discuss the challenges faced... more In this presentation three presenters, all mature MEd students, will discuss the challenges faced in working flexibly in the online medium, across geographical boundaries and timelines. The commonality between the students was the Masters program; we live in different areas and have different professional roles. All students worked full time and juggled personal, professional and educational needs while studying part-time. This Masters program required the students to work collaboratively in most modules with ongoing asynchronous forums and synchronous chats. The presenters will use this experience as a focus for showcasing their sharing and use of techniques – both technical and non-technical, in the drive for obtaining successful outcomes. Therefore such methods, techniques and technologies used will be discussed together with encountered problems and the solutions for such during the course. The famous five wise men, or what Morse and Dey (2000) called the “context awareness approach”, that is the, What, Who, Where, When, Why, and How regarding computer and human interaction* will be used to analyse flexibility in this regard: What do we mean by flexible learning? Is it related to anytime/anywhere learning? But flexibility is not absolute (e.g. we may still have deadlines for assignments) and it can be a double-edged sword. * http://smartech.gatech.edu/handle/1853/3464
In the context of the UoH, a Higher Education Institution in England, this study investigates aca... more In the context of the UoH, a Higher Education Institution in England, this study investigates academic staff’s perceptions of Second Life (SL) as an educational tool within the Faculty of Health and Social Care (FHSC). By looking into lecturers’ perceptions of SL the work explores the benefits and challenges to academic staff in using SL in professional nursing and midwifery training and assesses their potential engagement of this as a teaching resource. The main aim was to identify the knowledge base of staff and whether the application of the SL method could be imbedded into the curriculum to enhance teaching and learning. The results showed that academic staff sometimes confuse SL with other so called web 2.0 technologies. However, they do recognise that SL can be a useful resource to bridge the gap between theory and practice in pre-registration nursing and midwifery training. Other key issues such as online identity, being able to deal with the unpredictable during an in-world class, and information and communication technologies (ICT) skills may also have an impact on academics’ perceptions and adoption of SL. This research brings to light the importance that student nurses and midwives initially need to be able to practise their clinical skills in a safe environment where they are not putting patients or themselves at risk and that although an immersive environment like SL could bridge this gap, implementing such a system is complex.
In this presentation three presenters, all mature MEd students, will discuss the challenges faced... more In this presentation three presenters, all mature MEd students, will discuss the challenges faced in working flexibly in the online medium, across geographical boundaries and timelines. The commonality between the students was the Masters program; we live in different areas and have different professional roles. All students worked full time and juggled personal, professional and educational needs while studying part-time. This Masters program required the students to work collaboratively in most modules with ongoing asynchronous forums and synchronous chats. The presenters will use this experience as a focus for showcasing their sharing and use of techniques – both technical and non-technical, in the drive for obtaining successful outcomes. Therefore such methods, techniques and technologies used will be discussed together with encountered problems and the solutions for such during the course. The famous five wise men, or what Morse and Dey (2000) called the “context awareness approach”, that is the, What, Who, Where, When, Why, and How regarding computer and human interaction* will be used to analyse flexibility in this regard: What do we mean by flexible learning? Is it related to anytime/anywhere learning? But flexibility is not absolute (e.g. we may still have deadlines for assignments) and it can be a double-edged sword. * http://smartech.gatech.edu/handle/1853/3464
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This Masters program required the students to work collaboratively in most modules with ongoing asynchronous forums and synchronous chats. The presenters will use this experience as a focus for showcasing their sharing and use of techniques – both technical and non-technical, in the drive for obtaining successful outcomes.
Therefore such methods, techniques and technologies used will be discussed together with encountered problems and the solutions for such during the course.
The famous five wise men, or what Morse and Dey (2000) called the “context awareness approach”, that is the, What, Who, Where, When, Why, and How regarding computer and human interaction* will be used to analyse flexibility in this regard:
What do we mean by flexible learning? Is it related to anytime/anywhere learning? But flexibility is not absolute (e.g. we may still have deadlines for assignments) and it can be a double-edged sword.
* http://smartech.gatech.edu/handle/1853/3464
This Masters program required the students to work collaboratively in most modules with ongoing asynchronous forums and synchronous chats. The presenters will use this experience as a focus for showcasing their sharing and use of techniques – both technical and non-technical, in the drive for obtaining successful outcomes.
Therefore such methods, techniques and technologies used will be discussed together with encountered problems and the solutions for such during the course.
The famous five wise men, or what Morse and Dey (2000) called the “context awareness approach”, that is the, What, Who, Where, When, Why, and How regarding computer and human interaction* will be used to analyse flexibility in this regard:
What do we mean by flexible learning? Is it related to anytime/anywhere learning? But flexibility is not absolute (e.g. we may still have deadlines for assignments) and it can be a double-edged sword.
* http://smartech.gatech.edu/handle/1853/3464