Using the Technology

Abstract

The introduction of learning technologies into educational settings continues to grow alongside the emergence of innovative technologies into the healthcare arena. The challenge for health professionals such as medical, nursing, and allied health practitioners is to develop an improved understanding of these technologies and how they may influence practice and contribute to healthcare. For nurse educators to remain contemporary, there is a need to not only embrace current technologies in teaching and learning but to also ensure that students are able to adapt to this changing pedagogy. One recent technological innovation is the use of wearable computing technology, consisting of video recording with the capability of playback analysis. The authors of this article discuss the introduction of the use of wearable Point of View video glasses by a cohort of nursing students in a simulated clinical learning laboratory. Of particular interest was the ease of use of the glasses, also termed the usability of this technology, which is central to its success. Students' reflections were analyzed together with suggestions for future use.

A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0

“…Although beginning to be used within medical professions and science education in higher education (Cardoso et al, 2012;Frøyland, Remmen, Mork, Ødegaard, & Christiansen, 2015;Kelly et al, 2009;Kindt, 2011;Metcalfe, Jonas-Dwyer, Saunders, & Dugmore, 2015;Roshier et al, 2011), there has been little reported use of simulation learning methods for those learning practical PE via online teacher education platforms. It is important for PSTs to have learning experiences based around managing the PE learning environment and development of content knowledge relating to movements skills that imitate the appearances, diverse physical activities and the characteristics of those that are able to attend classes on campus.…”

“…Simulated teaching pedagogy has previously been utilised in higher education through platforms such as:  'Voki' (a talking on-screen figure utilised to simulate instructions) (Anderson, Page, & Wendorf, 2013);  'SecondLife' (a 3D virtual world where users can socialise, connect, create and learn using free voice and text chat) (Warburton, 2009) and;  'Electronic gaming' (use of games to solve complex learning situations) (Liu, Cheng, & Huang, 2011). Despite these platforms to enhance the simulated learning experiences of higher education students across a number of disciplines such as medicine and science education (Cardoso et al, 2012;Frøyland, Remmen, Mork, Ødegaard, & Christiansen, 2015;Kelly et al, 2009;Kindt, 2011;Metcalfe, Jonas-Dwyer, Saunders, & Dugmore, 2015;Roshier et al, 2011), providing simulating experiences that mimic 'authentic' traditional classroom practical experiences in PE has often been overlooked. The practical nature of the discipline and limited access to practical activities for students learning externally, especially from remote locations underscores the importance of simulated pedagogy within practical PE classes.…”