Using digital technology to enhance learning: Raising awareness, building knowledge and addressing stereotypes through filmed accounts of real-life experiences

Authors: Baron, S., Pretty, K., Warren, A. and Ross, H.

Start date: 6 May 2018

Using digital technology to enhance learning: raising awareness, building knowledge and addressing stereotypes through filmed accounts of real-life experiences.

Introduction This presentation discusses the production of digital resources using a co-creation approach which has involved academics, students and service users. It will consider how this collaborative approach to the development of educational materials contributes to the integrated care agenda which also aims to enhance learning and improve healthcare outcomes by working together (Goodwin et al, 2012). Method Filmed scenarios based on real life experiences which aim to enhance learning. In Project 1, three films were produced as a consequence of a nurse academic involving and working three service users with different long-term conditions (LTC), and five under-graduate students studying media and communication. These films were developed to raise awareness of varying ways in which digital technology is used by people to manage life with different LTCs, and enable students to consider the potential impact of this on nurse-patient relationships (NHS England, 2014, 2015).

In Project 2, filmed scenarios of interactions between a nurse (a former nursing student) and patient with cerebral palsy will be integrated into a digital blended learning resource that will primarily follow a Student Managed Learning model. The aims for this resource are 1) raise awareness of common issues faced when everyday communication presents a challenge, 2) through guided reflection and knowledge development to challenge pre-existing stereotypical views of people with cerebral palsy; 3) develop learner knowledge of augmentative and alternative communication (AAC) strategies; and 4) address recommendations detailed in the Accessible Information Standard (NHS England, 2017).

Results Although the impact of these films on learning has not yet been formally evaluated, feedback and requests from local practitioners to use the films is suggestive that these are making a positive contribution to learning. Expressions of interest in project 2 resulting expansion of the project team suggest this further resource also has the potential to make a positive contribution to learning that may extend beyond the university setting. Discussion Film is a readily accessible and transportable digital resource that has the potential to enhance the learning of learners beyond a targeted audience. Outputs from and interest in these projects has indicated that films which enable insights into healthcare experiences, particularly those that might otherwise be challenging to capture or share, attract considerable interest. What is not so clear is the way in which these particular films enhance learning and development, for which peer review and evaluation is required.

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