Designing creative tools to support practical competencies and research methods
Dr Hannah Moir - Kingston University, London
Haley Justice - Kingston University, London
Rachael Kemp - Kingston University, London
Oriane Le Roy - Kingston University, London
Dr Michelle Richards - Kingston University, London
Alis Szeles - Kingston University, London
Dr Sam Thrower - Kingston University, London
This collaborative project between staff and students at Kingston University, London under the Student Academic Development Research Associate Scheme (SADRAS), established student reflections of e-learning tools for improving resources to aid student progression. The developed e-learning tool was assessed for impact on independent learning and improved competency for employability.
Sport Science and Nutrition at Kingston University, London have achieved 100% student satisfaction in the National Student Survey (NSS), two years in a row (2015, 2016). However, one response below sector average was in learning and resources (-3%). It was envisaged that the use of e-learning tools would improve available resources to aid student progression, as well as employability. Kelly et al. (2009) demonstrated that e-learning through instructional multimedia enabled flexible, self-managed learning by complementing demonstrations and lending support to a Blended model (Collis & van der Wende, 2002) ensuring procedural consistency and reproducibility (Corbally, 2005; Smith et al., 2011).
The project aimed to assess the need for and impact of e-learning materials to support practical competencies and research skills, particularly to help increase association and inclusivity. A secondary aim was to develop an e-learning tool for the improvement of assessment and independent learning for improved progression, and competency for employability. The project was headed by a collaborative team of students and staff under the Kingston University, London, Student Academic Development Research Associate Scheme (SADRAS).
Findings of the student experience and their reflections of developing and using e-learning tools such as a creative video package will be presented. The collaborative development of a creative multimedia tool between students and staff will be presented according to Thakore & McMahon (2006) four phases: Identifying the objective, designing the content, creating the material and reflecting on the e-learning tool. Using similar approaches by previous studies (Kelly et al., 2009; Corbally, 2005) the effectiveness of the e-learning tool, exploring student’s attitudes on aiding the student learning experience and employability will be presented. Improving the student experience and disseminating good practice more widely is of importance; the approach presented may be an effective method to employ by others in fostering student engagement and satisfaction.
Collis, B. & van der Wende, M., (2002). Models of Technology and Change in Higher Education: An International Comparative Survey on The Current and Future Use of ICT in Higher Education, [Report].
Corbally, M.A. (2005). Considering video production? Lessons learned from the production of a blood pressure measurement video. Nurse Education in Practice, 5(6): 375-379.
Kelly, M., Lyng, C., McGrath, M. & Cannon, G. (2009). A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills. Nurse Education Today, 29(30): 292-300.
Smith, A.R., Cavanaugh, C. & Moore, W.A. (2011). Instructional multimedia: An investigation of student and instructor attitudes and student study behavior. BMC medical education, 11(1):1.
Thakore, H. & McMahon T. (2006), Virtually there: e-learning in medical education. The Clinical Teacher, 3(4): 225–228.