Evaluating interactivity design in the context of technology enhanced learning: an overarching case study methodology integrating anecdote circles and surveys as methods of inquiry for nursing curricula

Hayes, Catherine and Graham, Yitka (2018) Evaluating interactivity design in the context of technology enhanced learning: an overarching case study methodology integrating anecdote circles and surveys as methods of inquiry for nursing curricula. In: RCN Education Forum National Conference and Exhibition: Partners in Practice: Nurses Working Together Through Change, 20-21 March 2018, Newcastle Civic Centre, Newcastle upon Tyne, UK. (Unpublished)

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Official URL: https://www.rcn.org.uk/RCNED18

Abstract

Integrating digital technology and interactivity design to drive the co-construction of social knowledge was embedded in a new undergraduate nursing curriculum. Labelled as the ‘Nurse Navigator System’ (NNS) within the context of this new programme, this element of interactivity design is an ideal opportunity to examine where previous experience and the use of learning technology nurse education are aligned and can potentially be shaped to improve a pedagogic development that has relevance to nursing curricula nationally and internationally.

Aim/focus of the innovation: - The Nurse Navigator System was designed for students to iteratively provide feedback on their experiences of bridging the gap between clinical and academic contexts through interactive networks and social knowledge construction (Wu at al, 2016). At its core, and in keeping with social constructivist principles of any inquiry based learning approach, it was designed to ensure students were facilitated in being accountable for their own learning and the identification of their further learning needs (Draper, Clark and Rogers, 2016; Hogaboam et al, 2016). This session provides an insight into the overall implementation of the innovation in practice. The intention of this pedagogic approach was to facilitate and encourage students to become more autonomous in their academic and clinical practice and for them to engage with digital technology as a valuable and recognised part of their reflexive skill set in person centred care.

Methods used to assess the innovation: - Pedagogic evaluation involved the adoption of an overarching case study methodology which subsequently permitted the integration of anecdote circles and semi-structured questionnaires as methods. Data analysis was conducted via Framework Analysis (Ritchie and Spencer, 1994).

Key findings: - The four salient findings from the framework analysis provided an insight into: 1.Learner/People Interactivity, 2. Learner Interface, 3. Learner Content, 4. Situational Context Intended learning outcomes.

Item Type: Conference or Workshop Item (Paper)
Departments: Services > External Relations
Additional Information: Dr Catherine Hayes is Visiting Professor of Higher Education at the University of Cumbria, UK.
Depositing User: Anna Lupton
Date Deposited: 19 Feb 2018 16:19
Last Modified: 24 Jun 2018 17:33
URI: http://insight.cumbria.ac.uk/id/eprint/3633

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