MEE8505 : Utilising Technology in Medical Education
- Offered for Year: 2024/25
- Module Leader(s): Dr Gwyndaf Roberts
- Lecturer: Mr Mike Cameron, Ms Poongothai Shanmugaraja, Dr Emma Black, Dr Sonia Bussey, Dr Anusia Sivaratnam, Dr Kye Mon Min Swe, Dr Bryan Burford, Dr David Thewlis, Dr Fiona Clarke
- Deputy Module Leader: Dr Sophie Hill
- Owning School: School of Medical Education
- Teaching Location: Off Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
• To raise critical awareness concerning the utility of technology enhanced learning in health care education
• To provide the opportunity for students to explore and apply technology enhanced learning in their own context
Summary:
This module aims to raise students’ awareness of how technology enhanced learning is currently used in health care education and can be further embedded. It is expected that students will develop an ability to critically appraise current practices and initiatives. Students will have the opportunity to explore technologies, investigate theoretical underpinnings and draw conclusions from their own practice.
Outline Of Syllabus
The syllabus is flexible, in response to students’ areas of individual interest. The following will be addressed regardless of context: -
• Principles and philosophy or educational stance of technology enhanced learning – planning, design, delivery, support, communication, assessment, evaluation and improvement.
• Introduction to technology enhanced teaching materials or resources –these will be regularly updated
• Introduction to delivery and management of teaching using technology –these will be regularly updated
• Technology enhanced assessment tools to document experiences or outcomes of education
The syllabus will include on-line discussion to allow synthesis and sharing of experience and theory whilst allowing practical application of technology enhanced learning in the students’ own contexts.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 50:00 | 50:00 | Supported by an online discussion forum |
| Guided Independent Study | Independent study | 1 | 123:00 | 123:00 | Contribution to module, reading and all completion of activities |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 3 | 8:00 | 24:00 | 3 blocks of asynchronous delivery |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 1 | 2:00 | 2:00 | Virtual Classroom – 2 groups |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 1 | 1:00 | 1:00 | Phone surgeries providing one on one support |
| Total | 200:00 |
Teaching Rationale And Relationship
All outcomes are addressed by activities in the three, time released 'strands', followed up by independent field work incorporating students’ individual experiences of teaching or learning using technology. Their learning is supported through tutor moderation and online facilitation, collaborative online activities with peers, online tutor and peer feedback and private reading. One-to-one telephone surgeries and a group virtual classroom are provided for help towards assignment submission. The teaching and learning methods chosen are appropriate to adults learning in a professional context and at a distance. The rationale of the methods employed includes the overall goal: to create an online community of inquiry by ensuring that autonomy of learners, structure of activities and ongoing dialogue are addressed. The module, offered totally at a distance, provides a mixture of expert input; self-directed learning; peer group learning; and critical reflection.
Optional present-in-person study day (repeated and recorded online) will be offered. Although this is an online programme, there may be additional opportunities to attend optional on campus events. For any on campus opportunity an online equivalent session will also be offered.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Portfolio | 2 | M | 100 | Portfolio-based assessment (2000 words) |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 2 | M | Student Performance on the online discussion forum |
Assessment Rationale And Relationship
The assessment is designed to be flexible and responsive to the student’s educational context. It will take the form of a portfolio of activities and outputs and will demonstrate the successful completion of the learning outcomes of the module, by:
• Participation in or delivery of an educational experience using technology enhanced learning
• Personal reflection and critique of the experience
• Participation in an online moderated discussion forum
• Engaging in constructive and critical evaluation of a TEL experience
• Concrete evidence of the application of theoretical models to the experience of technology enhanced learning
• Supporting other learners with suggestions for development of their work
The portfolio may contain examples of the technology used and/or written dissertations as appropriate to the choice of assessment.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MEE8505's Timetable