Thursday, 24 May 2012

Activity Five – Design and describe flexible learning strategies for your context.

Hi all some reading I have been thinkingt about in regards to designing strategies:-
“Interaction Equivalency Theorem: Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience. High levels of more than one of these three modes will likely provide a more satisfying educational experience, though these experiences may not be as cost or time effective as less interactive learning sequences. (Anderson, 2003) (Rhode 2009, p.4)”.
Rhode, J. (2009). Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences. The International Review Of Research In Open And Distance Learning, 10(1), Article 10.1.6. Retrieved from

In my experience midwives love to talk (and eat) I anticipate return to practice midwives will need a high degree of interraction with each other and lecturers.

I am really interested in the conversation I have had with lecturers about video learning and integrating technology such as ipad recording of skills such as in carpentry. This is being trialed for some of our undergraduate midwifery practice skills this year and I think it is a very exciting innovation which may remove some performance anxiety in front of 'examiners'.
Video LearningWell-designed video learning can have the potential to take students beyond surface into deeper learning as it “capitalizes on
1) It’s distinctive customizability of tapes,
2) High visual impact,
3) Student control of pace of learning, and
4) The ability to direct student tasks from the screen, or the accompanying materials(Lookwood&Gooley, p.196, 2001).”
The ability to suspend time means that lecturers can collect their thoughts as they make the video producing a more polished product. Students can reflect and pursue relevant learning activities returning to the video as needed (Lookwood&Gooley, 2001).

I'm not sure how this would go for return to pratice midwives but I am mulling over how to pull them into the world of I.T and midwifery and am sure that innovations used in the undergraduate programme will be worth keeping a close eye on.
Regards Fiona


  1. Yes these do sound like very exciting developments. Once the students create the video what then? Do they do this in groups, and give each other feedback on technique or is it just the lecturer giving feedback? I can see that if used well the video learning would be an ideal opportunity for the three forms of interaction that you describe.

    How do you see that this method of learning enhances skills for critical thinking and reflective learning?

  2. Hi at the moment the students colloborate in making the videos but it is submitted for marking to a lecturer. The students get to self critique until they feel they have made a polished product ready for submission. Being able to grade yourself against a criteria and see your own 'bedside' behaviour is interesting for students to reflect on. Having the ablitity to practice over and over seems great but I wonder a little about the ability to perform essential emergency skills 'cold' and how far we will take this into the cirriculum for those particular activities. For graduate midwives they may feel happier recording a reflection that writing one. Simulating discussion topics for a standards review in this manner may be interesting use of this technology and giving each other feedback could enhance critical thinking and reflection.
    Regards Fi

  3. Hi Fiona, I think the idea of videos is a good idea esp. for students who have a learning style that suits that method of ax or learning. I am just looking into the use of Ipads as a tool (activity nine). We currently use the Ipads in the classroom for students to see themselves in communication skills class- and it is amazing to see the critique and changes that students make. Yes, I agree that although students can practice, what may happen in a situation that has not been practiced? We can only but hope that the learning has empowered them to draw on skills to do 'right'! Do you place the videos on line for other students to watch (graduates) and add to discussion or is it just for the assessment?

  4. Hi Jayne
    Thanks for your commentary. We do not currently place the videos on line for viewing but that is an interesting suggestion, peer and self critique will be an interesting pathway to investigate with this technology. Yes let hope all our practice and theory integration helps students 'do right' when needed out there in real practice as you suggest.
    Regards Fi