This is the updated version of a workshop on "Engaging students in the curriculum: Students as producers of learning" which I first ran with Natalie Lafferty in 2013 (original here: http://www.slideshare.net/eLime/engaging-students-in-the-curriuclum-students-as-producers-of-learning). This version was presented at the University of Dundee College of Medicine, Dentistry and Nursing - Learning & Teaching Symposium (21st January 2014) - with Shona Ogilvie and Iona Campbell. #cmdnlts14

1. ENGAGING LEARNERS IN THE CURRICULUM
Students as producers of learning
http://www.flickr.com/photos/zoonabar/3371660691
Iona Campbell, Annalisa Manca, Shona Ogilvie

2. Photo by Tasmanian Archive and Heritage Office - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/79256815@N03
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3. Photo by chris.corwin - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/70872463@N00
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4. Paradigm Shifts in Education
Knowledge retention
vs
Knowledge creation
Curation

5. Paradigm Shifts in Education
Learning = Acquisition of
knowledge
vs
Learning =
Selection +
evaluation of
information

6. Paradigm Shifts in Education
Instructing/
Teaching = provision of
information
vs
Teaching =
Mentoring
Facilitating
Coaching

7. Paradigm Shifts in Education
Behaviourism
vs
Constructivism
(social + cognitive)

8. learning
participation
practice
Medical – Dentistry – Nursing Education

9. focus in the PROCESS
communication
creativity
time management
planning
engagement
self-organisation
synthesis
Creative learning cycle during resource development
Mitch Resnick (MIT Media Lab)

10. Zone of Proximal Development
What I learn
through and with:
connections
tools
scaffolding
More Knowledgeable Others
What I learn
on my own
experience
practice
meaning
negotiation
PLE
ZPD
“We learn by interacting
with others”
Vygotsky 1896-1934

11. The task of creating learning resources not only
demonstrate students’ understanding of the
curriculum, but also helps them gaining deep
understanding of the subject material as well as
pedagogical and linguistic skills
(Batchelder, Rodrigues et al, 2010; Liu, 2003;
Oldham, 2003)
11

12. Many teachers lack
in using technology
http://www.flickr.com/photos/glsims99/3508186511/
Sandars & Schroter 2007;
JISC 2009;
Morris & McKimm 2009

13. Students have high engagement
with sites such as Facebook &
YouTube but less understanding
of, and engagement with other tools
that can support their learning …
They also have training needs
Sandars & Schroter 2007;
JISC 2009;
Chu et al 2010

14. JISC 2009 …
Students should play a role in working with
teachers to develop teaching and learning
delivery by working in partnership with them.

15. (Siemens 2005; Sandars 2009)
http://www.flickr.com/photos/23093930@N04/9041304193/

16. EMPLOYABILITY SKILLS
http://www.flickr.com/photos/naturewise/6219571665/

17. The doctor as a professional
The graduate will be able to behave according to
ethical and legal principles.
• Students need to be made aware of issues
surrounding the professional use of social
media and technology

18. The doctor as a professional
Reflect, learn and teach others
(b) Establish the foundations for lifelong learning
and continuing professional
development, including a professional
development portfolio containing
reflections, achievements and learning needs.

19. The doctor as a professional
Reflect, learn and teach others
(f) Function effectively as a mentor and teacher
including contributing to the
appraisal, assessment and review of
colleagues, giving effective feedback, and taking
advantage of opportunities to develop these
skills.

20. M. Harden & J. R. Crosby. The good teacher is more than a lecturer: the twelve roles of the
teacher. Published in Medical Teacher (2000) 22, 4, pp 334-347

21. How do we
nurture these
skills in our
students
Have you ever involved
students in creating
learning resources?
Share your
experience
http://www.flickr.com/photos/eleaf/2536358399/

22. The journey and things we’ve
tried in Medicine

25. Student Feedback
Useful links to journals, other
sites, embedded video
Information easy to find
Good revision aid
78% wanted other teaching
blocks to do something similar
Lack of formative assessment
opportunities
http://www.flickr.com/photos/nfsa/4580070895/sizes/z/in/photostream/

26. Impact on Students
http://www.flickr.com/photos/spettacolopuro/3891599149/

30. Students’ reflections
Issues of professionalism, responsibility for
content, interprofessional working and effective
collaboration have all come to the fore for the group.
Overall, we firmly believe that developing studentled e-learning and online professionalism can
provide an avenue through which young
professionals can develop lifelong learning
skills, experience continuing professional
development and learn and work in a professional
community.

33. 33

34. Summer vocational projects

36. th
4
Year Projects &
BMSc Honours Projects

37. Using a variety of tools to support
different learning objectives

38. SSCs

41. Stop go animation supporting medical ethics teaching

42. Don’t lose focus …
Don’t be dazzled by the technology
http://www.flickr.com/photos/toolstop/4546017269/

43. The dermatology
experience
(tweak title)

44. Projects to scaffold learning
http://www.flickr.com/photos/itmpa/2775150416

46. Assessed group work on clinical attachments

48. Video tutorials with supporting
formative assessment

49. http://www.flickr.com/photos/dalydose/324264361/
Being creative

50. https://mbchb.dundee.ac.uk/vodposts/

51. Teaching skills/Ability to explain something to others
“Helped me to appreciate how well you need to know a subject to make it
clear to those you are teaching”
“good learning experience….consider the behind the scenes work of
compiling and creating a learning resource”
“Learning to teach is actually a good way of learning for the individual
themselves!”
“It was also really good to knowing that we were teaching future medical
students…”
“Overall, I feel that this was a good way of learning, because in order to
teach something, you must know it inside-out yourself.”

52. Learning/application of knowledge/skills in other settings
“can now apply this knowledge when taking a history from a dermatology patient”
“much better understanding of when steroids are used and their side effect profiles. It has
also improved my team working and communication skills.”
“I feel that despite producing a very good educational video there are numerous areas that
both myself and the team could have worked on to produce an even better final product. If I
was to carry out a similar task in the future I would ensure I carried out enough work in
advance to ensure the smoother running of the production. On a positive note I felt the
group dynamic and teamwork skills on display in the making of this video were excellent and
I will ensure I carry these forward into future group tasks.”
“I can also imagine that a skin rash history will be remembered by all of us quite well as this
interactive session was something a little bit different.”
“I felt that the group work video was an effective way of learning and was a new assessment
exercise that I had not done before.”
“Shouldn’t be afraid to throw myself in at the deep end when I feel ill experienced…I know
now you will achieve much more in terms of personal development”

53. Reflection on Team work/group dynamics/ problem solving
“learnt that I need to delegate more”
“good opportunity to continue to improve teamwork + communication skills”
“I will take with me the idea that everyone must have a clear idea what his/her role is. If you
are in a position of leadership, then you should be approachable and sensitive to all members
of the group in order to recognise if there are any difficulties arising. If you are a team
member it is important to pull your own weight and voice any concerns.”
“If the same thing happened again I would be much more optimistic about working as a group
of females as I would know that one way or another we would work out how to use the IT
equipment.”
“I believe this will influence my future practice as I will be more confident in utilising the skills
of others members of the multidisciplinary team and understand the doctor may not always
be the most suitable person to carry out a specific role.”
“I felt hat this task gave me the opportunity to practice and acquire new transferable skills:
team work, development of educational materials, which will help me in my future career”
“changed my view of group work as I really enjoyed working with every member of the
group”

54. The activity didn’t fit all…
“I felt the whole experience time consuming and a waste really.
It was not beneficial to my learning and just gave us something else to get
done. I contributed by acting and editing, others contributed […].
Filming went fine as did editing.
“We probably didn’t give enough thought into what we would gain from
creating the video and could have picked a subject that may have been more
beneficial for our own learning of dermatology. Instead, we chose a topic that
we felt that we could easily film and had a clear idea of what the final video
would look like.”
“At some points it did feel that this exercise was more about doing a task to
be able to reflect on rather than the content of the work produced itself.”
“…considering that working as a part of a group is always an objective of
every block this exercise undeniably achieved that.”

55. Fun, enjoyable activity
“Having the chance to create a teaching resource was something I really
enjoyed”
“…making a potentially dull group work exercise into something interesting”
“hope to use this video for my own revision, and am contemplating doing
similar work for other areas as learning & revision resources”
“This task was a great learning experience for me”
“The thought of doing the work was much worse than actually doing it. It
seemed more of a hassle than it was worth but it turned out to be very good
fun “

56. Tell me and I forget.
Teach me and remember.
Involve me and I learn.
-Benjamin Franklin
http://www.flickr.com/photos/heycoach/1197947341/

57. The student view

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59. Photo by jillmotts - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/48496790@N00
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60. Photo by Stuck in Customs - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/95572727@N00
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61. Photo by Ross2085 - Creative Commons Attribution License http://www.flickr.com/photos/9610484@N05
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62. Photo by dmountain.com - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/44124275041@N01
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63. Photo by Nina Matthews Photography - Creative Commons Attribution License http://www.flickr.com/photos/21560098@N06
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65. Photo by Debasisphotography - Creative Commons Attribution License http://www.flickr.com/photos/21180599@N06
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66. 20 minute group task
• Working in groups of 4
• Read the activity cards
Consider the following points:
• Affordability - time and resources
• How will you ensure participation?
• What resources and technology are needed to
complete the activity? How will they be used?
• How will you capture and assess the processes
of learning?

67. affordability

68. Questions
Iona Campbell
Annalisa Manca
Shona Ogilvie
i.z.campbell@dundee.ac.uk
a.manca@dundee.ac.uk
s.ogilvie@dundee.ac.uk
@sepiaxtoned
@annalisamanca