REFLECTION 3: EVALUATION

In the online session last week it was questioned whether a blog will be the best “tool” to meet the teaching and learning needs for me and my students. Currently my prototype is still a blog under review, but I am at a cross road on the most effective prototype for mobile learning. I do however lean towards the notion that as long as a mobile device can access google it can access blogger. The question is should I continue with the blog or reconsider and see if I should use wiki mobile, facebook , Whats App, blackboard mobile or a combination of these.

Where am coming from and hoping to go to?????

I currently teach third year students how to do a health assessment, diagnose common conditions of a specific system and how to manage those conditions (including drug and non-drug treatment). I am trying to an effective, easily accessible prototype to assist students the bridge the gap between academic literature and their clinical experience. Somehow they can't make the link while in clinical practice. The fact that they don't carry notes and textbooks into clinical practice takes away the opportunity to do research on the conditions they encounter.

The need!

·         A review of the normal anatomy and physiology of a specific organ or system to be done (covered in human biology in the first and second year of the program) before a class session.

·         The class session is focussed on common conditions (deviation from the norm) of a specific organ or system, including the drug and non-drug management.

·         Support in clinical practice to reinforce the relationship between the normal and abnormal and how to manage common conditions effectively.

The journey!

During a review and discussion of the current blog with colleagues on Friday a colleague suggested setting up a pre and post test to allow students to review anatomy and physiology prior of a specific organ or system to every class session

Based on the survey results we discussed having lecturers and clinical facilitators available as a source of reference available while students are in clinical practice.  We would love to explore using Whats App to answer queries students may have on conditions encountered between 08H30 to 16H00 on the days of clinical practice.

Theoretical Framework   

To achieve our aim in this project there is an inclination to explore using Koole’s (2009) Framework for the Rational Analysis of Mobile Education (FRAME) as a theoretical model to “describe mobile learning as a process resulting from the convergence of mobile technologies, human learning capacities and social interaction” (Kenny, Van Neste-Kenny, Park, Burton & Meiers, 2009: 75). Koole’s (2009) FRAME model addresses contemporary pedagogical inquiries such as information overload, knowledge navigation and collaborative learning (Koole & Ally, 2006).                                                   Or

Design-Based Research

Wang and Hannafin (2005:6) defines design based research as “a systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories”.

Reference List

Kenny, R.F., Park, C.L, Van Neste-Kenny, J.M.C., Burton, P.A., and Meiers, J. (2009). Mobile Learning in Nursing Practice Education: Applying Koole's FRAME model. Journal of Distance Education, 23(3), 75 – 96.

Koole, M. & Ally, M.  (2006). Framework for the rational analysis of mobile education (FRAME) model: Revising the ABCs of educational practices.

Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.