Helen some very sound design ideas here for your strategies: Improve underpinning knowledge of wound healing and wound management theory; Improve distance CVNresources for 5160; Encourage interaction and discussion of real cases from work placement. Yes Ted-ed is a very useful resource. Have you found many vids on Youtube that are relevant for your subject?
I am thinking it would be a really good idea to also give the full time students an opportunity to document their wound management practice sessions using video, and then submit the best one for assessment. They could work in groups to practice, video each other, then critique each others technique as part of the learning. This would also be an opportunity for you or other teachers to give them feedback - perhaps if one group presents their video per tutorial and seeks feedback.
The assessment could also include some sort of reflective log from each individual in each group about what they learned during the process of practising the techniques of wound care. It could be peer/group assessed and 'ticked' off by them using specific criteria - this could be done before it is handed in with the video.
The video assessment for the full timers could potentially save you and your teams hours of time watching each person do the wound dressings, and the process of learning the techniques could be included in the assessment, not just the outcome. So they get an enhanced opportunity for formative assessment. What do you think?
Helen some very sound design ideas here for your strategies: Improve underpinning knowledge of wound healing and wound management theory; Improve distance CVNresources for 5160; Encourage interaction and discussion of real cases from work placement. Yes Ted-ed is a very useful resource. Have you found many vids on Youtube that are relevant for your subject?
ReplyDeleteI am thinking it would be a really good idea to also give the full time students an opportunity to document their wound management practice sessions using video, and then submit the best one for assessment. They could work in groups to practice, video each other, then critique each others technique as part of the learning. This would also be an opportunity for you or other teachers to give them feedback - perhaps if one group presents their video per tutorial and seeks feedback.
The assessment could also include some sort of reflective log from each individual in each group about what they learned during the process of practising the techniques of wound care. It could be peer/group assessed and 'ticked' off by them using specific criteria - this could be done before it is handed in with the video.
The video assessment for the full timers could potentially save you and your teams hours of time watching each person do the wound dressings, and the process of learning the techniques could be included in the assessment, not just the outcome. So they get an enhanced opportunity for formative assessment. What do you think?