Gavin's role as e-Learning Adviser includes supporting staff/students in the use of e-learning technology such as Moodle, ePortfolio, multi-media and Blackboard Collaborate. In addition, he also creates interactive online learning materials using Articulate Storyline and Adobe Creative Suite.
The school has been busy over the winter months with two large e-Learning projects, one of which has been digitising the paper based placement documentation (OAR Scotland). The OAR is a nationally agreed document and as it has been validated by the Nursing And Midwifery Council, the content cannot be changed. The Electronic Clinical Assessment Tool project lead was Senior Lecturer e-Learning and Innovation Dr Fiona Work with the digitisation work led by e-Learning Adviser Gavin Innes, working closely with Senior Lecturer Practice Learning Alison Brown and the wider Practice Education team.
In late 2015, the school purchased a system called Myprogress from MyKnowledgeMap®, a UK based company developing e-portfolio and online assessment tools. Myprogress differs from its competitors having an off-line facility using a mobile app.
The challenge was how to learn how to use this new system quickly and create something that would be used by hundreds of students and mentors (i.e. getting it right!).
Student view of the online system
The OAR has around 300 pages of information and forms with many of these transferred quite easily into online web pages and forms. The most fundamental issue we came across was how do we develop a secure system for mentors that the identities of which we do not yet know? Our solution was to deploy all the online forms to the students, just as we did with the paper copy. Therefore, like the paper copy, the mentor would sign the forms. However, this time they would be signing the documentation electronically using their e-mail address, which in turn sends them a secure password – one of the features that was not present on the paper OAR.
The continued expansion of the system and on-going task of administration is in the process of being handed over to Clare Smith, a Senior Clerical Assistant, who has risen to the challenge and embraced the new system. The first small cohort of students are currently out on practice now. So we eagerly await their feedback to see what they and their mentors think of our new creation.
As norovirus season is now with us. As a student nurse you need to be aware that there has been an increase in the levels of norovirus reported to Health Protection Scotland by NHS boards and that NHS boards are now implementin their active norovirus plans.
In 2016 the school is planning to launch an online version of the Scottish OAR based on a product called Myprogress from My Knowledge Map. This new system will replace the paper based placement documentation currently in use. Find out more and see a preview on our web page.
Following a successful capital bid in July 2015, the School of Nursing and Midwifery, Robert Gordon is fortunate enough to be currently developing with MyKnowledgeMap®, ECATs (Electronic Clinical Assessment Tools). All the pre-registration midwifery and post-registration competency based courses will be introduced to the ECATs by September, 2016. Currently, the school is digitalising our recently validated pre-registration nursing Scottish Ongoing Achievement Record (S-OAR) (NMC 2008) and a MyKnowledgeMap® User Engagement Event was held on the 18th of September, as part of this developmental work. Highlights of the day included; Sian Shaw from Anglia Ruskin shared lessons learned from her innovative development work using ECATs within nursing and midwifery; Dr Karen Strickland shared guidelines for evidence-based practice from her recent literature review; and Steve Sidaway from MyKnowledgeMap® demonstrated the capacity and potential of using electronic assessment tools.
Success of this project will indicate the school will hopefully become a paper-free assessment environment (clinical and written) by Sept 2016. ECATs have the potential to benefit students by improving the timeliness, accessibility, consistency and quality of feedback from clinical placements (NMC 2008). Although ECATs provides innovative, technologically enhanced, learning environments and experiences supported by skilled teams of learning technologists, academics, practice educators and clinical practitioners, it can also quickly help identify and proactively support students who are struggling in clinical placements.
However, the real challenge for the School of Nursing and Midwifery will be working alongside our partners in practice with the diversity of digital literacy of both students and registered nurses and midwives in practice. Many mentors who support our students report already feeling challenged by the speed and increased use of technology in assessing student clinical competency and this event explored how the School of Nursing and Midwifery can address this.
Please see attached videos for an overview of the event.
Steve Sidaway, Business Development Manager, My Knowledge Map.
This September will see the 2015 intake of Nursing and Midwifery students taking part in a new interactive induction to e-Learning. The online tool has been designed to encourage engagement with the university’s Virtual Learning Environment (VLE). It is hoped the CampusMoodle Murder Mystery will bring a consistently high quality student experience as they navigage the VLE looking for clues.
The new online material includes pre-recorded screencasts, voiceovers and knowledge check quiz questions. The induction has been designed by School e-Learning Adviser Gavin Innes to work on tablet devices as well as desktop computers enabling the resource to be used for online distance learning as well as face to face teaching. However, an additional option will also be included for a quick induction with no gimmicks – for the more business minded student.
In 2015, the School of Nursing and Midwifery adopted a new e-Learning strategy which included the adoption of the 3E Framework (Smyth 2011). The 3E Framework based on an Enhance-Extend-Empower continuum was developed, with “illustrative simple-but-effective examples that might be incorporated as a minimum (Enhance), through to uses of technology that give students more responsibility for key aspects of their learning (Extend), and to underpin more sophisticated, authentic activities that reflect the professional environments for which they are preparing (Empower)” (Smyth 2011 p1).
The three broad stages within the 3 E framework continuum are:
Enhance: Adopting technology in simple and effective ways to actively support students and increase their activity and self-responsibility.
Extend: Further use of technology that facilitates key aspects of student’s individual and collaborative learning and assessment through increasing their choice and control.
Empower: Developed use of technology that requires higher order individual and collaborative learning that reflect how knowledge is created and used in professional environments. (Smyth 2011)
Throughout the pre-registration curriculum, in creating the blended learning modules, academic staff will be considering the 3E Framework, and what it generally indicates about the kinds of changes to learning, teaching and assessment practice that can be effectively supported through technology.
In a recent visit, author Keith Smyth gave the school an overview of the framework. The video is available below.
SMYTH et al., 2011. Benchmark for the use of technology in modules:3E framework designed and developed by Keith Smyth. Edinburgh: Edinburgh Napier University.