==Simulation in health education==
===Monica Peddle, La Trobe University===
'Mask' education - expert in the room who knows what the student needs to take from the interaction.
Engage learners in simulation activities.
Research now showing increased learning outcomes.
Learning through simulation can:
-Develop foundational skills
-Identify own learning needs
Role Play: Important to have script and planned, well designed activity.
A way of teaching Technical and Non-technical skills rolled into Procedural Skills.
Where might simulation fit in the curriculum ?
Think about simulator and approach to simulation.
Challenges: Labour intensive and high cost in set up ; Only educate in small groups; Spaces and equipment access issues.
Emphasis on validation of learning: certification of competence
Many virtual based resources being developed - very targeted approaches.
Q: Objective Structured Clinical Examinations (OSCES) common in medicine - research on effective role play based learning using students, highly scripted, and students very engaged.
M: Engagement much higher with 'mask' patient as expert and experienced.
==Digital assessment==
===Cathy Gunn, Head of Elearning Group, Centre for Learning and Research in Higher Education, University of Auckland.===
University of Auckland has been innovative in digital space for some time with own LMS - sparked creativity; half learning tools developed in house; some purchased.
Productivity
Large organisation (1500 students), marking workloads huge and students not happy with assessment and feedback, staff also dissatisfied.
How can technology help?
Grademark - Turnitin
Voice comments can be added. Students will pick up on this.
Lecture/tutorial model - not meeting needs.
Peerwise tool - MCQ - students write questions, rate each other.
Item bank of questions generated. Catalyst for learning and modelling standards. Peer feedback productive.
Authentic tasks - write about things but also how information can be used in real situations.
Student generated resources.
Assessment for learning as a catalyst.
Beyond the lone enthusiast - how to find time and take ideas forward.
Shirley Alexander - (fnd link)
Flexible and reuseable ; Networks for sharing learning; tools
New strategy univeristy managament - how much do they realise how that will filter down?
New capabilities and challenges - how to implement and operationalise?
Rules in institutions out of step with how young people operate online - new rules needed ?
Tensions - accreditation and economic models not working.
Students come out of university with huge levels of debt that changes their life choices.
Assessment a catalyst for learning as well as a measure.
Employers encouraged to use authentic tasks rather than paper based testing.
==Student centred rich media assessment==
===Alexander Hayes, INSPIRE Centre, University of Canberra===
TAFE sector uses mobile technologies for students gathering their own evidence and putting into portfolio. Emerging technologies - Google glass. Body worn video and capture for purpose.
Alternatives to traditional approaches : Bring your own device, mapped for assessment.
Strategic engagement - student generated content - gathered, aggregated, distributed on social networks.
Body worn technologies
Inspire Centre
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