Co-production of learning resources: a mixed methods study with student midwives
Dr Ellinor Olander - Senior Lecturer | School of Health Sciences
Jamie Hanson - Lecturer | School of Health Sciences
Dr Val Thurtle - Senior Lecturer | School of Health Sciences
This paper relates to this sub-theme of learning and teaching approaches - through presenting the co-production of teaching material with midwifery students. To ensure the material was appropriate for the students learning needs, we interviewed students about the content and delivery of the material and then assessed their interaction with the online material on Moodle. The presentation will discuss the findings from this study, as well as the strengths and limitations of this approach to developing learning material.
Midwives are the primary caregiver for women during pregnancy. Approximately 10 days after birth, they hand over care to health visitors. It is thus imperative that midwives understand the role and remit of health visitors to provide a good handover of care as well as be able to tell women about their postnatal care (Brook et al, 2018; Olander et al, 2018). Currently, in the BSc Midwifery programme there is no formal teaching about the health visiting service. The aim of the current study was to develop learning materials for the midwifery students about the health visiting service. This was done through two phases; first, interviews with students and second, assessing student interaction with the online material. In total, 21 students participated in focus groups or one-to-one interviews about their understanding of health visiting as well as how they wanted to be taught about health visiting. Findings were analysed thematically. The students reported little understanding of the health visiting service, identifying how they wanted to know what health visitors do and where their role overlaps with the role of the midwife. The students also discussed how this knowledge would help them as future midwives but also help them prepare the women in their care about their postnatal care. Finally, the students reported how they would prefer face-to-face teaching by a health visitor.
In the second study phase, online learning material regarding the health visiting service was developed for the students. This was done to make sure all students have this information available, and was seen as preparatory work for the students before face-to-face teaching. A Moodle webpage has been created and 12 students have provided feedback on this webpage through a survey. Findings from this phase suggest that the learning material was found helpful to the students, however some sections provided too much information.
Learning outcomes for the audience are
- Understanding the potential strengths of co-producing learning material with students, for both lecturer and student. This includes the development of new resources and revising current resources.
- Understanding the potential limitations of co-producing learning material with students, including delivering what students want within one very full BSc programme.
Brook, J., Rayment, J., Bryar, R. M., & Olander, E. (2018). Midwifery students' experiences in a health visiting placement: An interview study. Journal of Health Visiting, 6(11), 552-559. doi: 10.12968/johv.2018.6.11.552
Olander, E. K., Rayment, J., Bryar, R., & Brook, J. (2018). Midwifery students in health visitor placements: the importance of student-mentor relationships. Midwifery, 62, 49-51. doi: 10.1016/j.midw.2018.03.014
Using Learning Analytics to support student success: perspectives from City students and staff
Ethan Henry - Project Officer | LEaD
Jo Richardson - Head of Digital Learning | Cass Business School
City’s Learning Analytics Project (LeAP) aims to maximise the potential of all students. In particular, the use of analytics can help identify students who may be at risk of withdrawing from their studies, enabling personal tutors and other support staff to focus their efforts where most needed.
Learning Analytics has been defined as “the measurement, collection, analysis and reporting of data about learners and their context, for the purposes of understanding and optimising learning and the environments in which it occurs.” (LAK, 2011). There is increasing interest in the use of learning analytics in higher education, with many proponents suggesting that developments in this area could be beneficial in addressing a number of challenges that the sector is currently facing. The potential use cases are wide and varied, including gaining greater insights into how learning takes place, identifying students at risk of withdrawing, improving pass rates and delivering more personalised learning (Sclater, 2017).
At City, University of London, the Learning Analytics project (LeAP) has been taking a learner-centred approach to the development of policy and best practice around the use of analytics. Consultation activity has taken place with over 40 students from across all levels of University study and a range of disciplines. Focus groups and interviews have also been carried out with approximately 15 members of academic staff to identify where the opportunities and challenges may lie when introducing a learning analytics system and using data to make decisions about student support, and teaching and learning. Although these consultations took place in Cass, MCSE, and SHS, this project is highly relevant to all schools because, if implemented, all academics from all schools would have access to the system. Professional services staff are also likely to be affected by the implementation of learning analytics.
This session will share key findings from the consultation activities, providing valuable insights into students and staff expectations of learning analytics. It will outline the main benefits that participants perceived, as well as summarising some of the risks to be considered if this data-based strategy was to be adopted by the University.
- An understanding of how learning analytics can be used to support students
- Insight into the views of City students and staff about the use of learning analytics to support teaching and learning.
- An overview of the main opportunities and risks when implementing a learning analytics approach.
- LAK11: 1st International Conference on Learning Analytics and Knowledge. Retrieved from https://tekri.athabascau.ca/analytics/
- Sclater, N., 2017. Learning analytics explained. Routledge.