For our allied health students, the opportunity to see and touch another person’s body – be it a patient or a classmate – in a clinical setting is a crucial part of their educational and professional development. Students fully understand the benefits of clinical practice and are concerned that they might lose important skills in this period of extended lockdown. So, teams are under great pressure to discover what can be done in the online environment to replace or simulate clinical practice experiences and help students develop their confidence without access to patient or peer volunteers.
In this session, Amanda Kimpton (SHBS) explains how the Chiropractic team have been using visual resources (videos and images) to help students develop their clinical assessment and treatment skills. She shows how they have adapted their existing collection of video demonstrations to create shorter ‘chunked’ clips which can be integrated much more effectively into live (synchronous) sessions and asynchronous learning activities like quizzes and tests. She reflected on how this approach has transformed their classes in Collaborate Ultra and improved students’ engagement with the formative feedback opportunities in Canvas. She also showed examples of the visual resources developed, shared the feedback from students and highlighted some of the practical challenges encountered by the team. As we move into Semester 2, Amanda and her team will be exploring further the use of student-generated visual resources.
The video below is an edited version of the webinar Amanda conducted, technical glitches and Q&A removed.
- Creating Microlectures (key concept videos)
- Formula for making sense of your online course content
- How to make pencast videos
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the First ACM Conference on Learning @ Scale Conference – L@S ’14, 41–50. https://doi.org/10.1145/2556325.2566239
- Mayer, R.E., Fiorella, L. & Stull, A. Five ways to increase the effectiveness of instructional video. Education Tech Research Dev 68, 837–852 (2020). https://doi-org.ezproxy.lib.rmit.edu.au/10.1007/s11423-020-09749-6
Brame, C. J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE—Life Sciences Education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125
- From Passive Viewing to Active Learning: Simple Techniques for Applying Active Learning Strategies to Online Course Videos – Faculty Focus, Emily A. Moore 20/5/2013.
- Videos won’t kill the uni lecture, but they will improve student learning and their marks – The Conversation retrieved 13/8/2020