Contents
Presenters
James Brailey – Educational Technologist, LEaD
Thomas Hanley – Senior Educational Technologist, LEaD
Paper
LEaD’s Digital Education team worked with the Nursing programme to re-design three modules to increase the number of hours of clinical skills delivered as online learning. This transformation involved designing engaging and interactive online learning activities to support skill acquisition, critical thinking, and confidence before placement. We also implemented innovative analytics with the help of colleagues. This allowed us to monitor student engagement and to highlight particular areas that needed immediate attention. By aligning with the theme of learning and teaching approaches that engage students, this presentation will highlight how innovative online learning methods, interactive content, and collaboration with academic staff enhanced online student engagement.
The Nursing and Midwifery Council (NMC) expanded the required simulated practice learning hours for nursing students, necessitating this shift towards online learning. In response, LEaD’s Digital Education team collaborated with the Nursing team to develop a comprehensive digital approach, integrating interactive and engaging activities within Moodle to enhance students’ learning experiences. We are hoping that the use of a Moodle template, the use of analytics, and some of the H5P templates can be utilised and shared with other departments and Schools at the University.
Our presentation will explore:
- Designing engaging online simulated learning: Using a mix of interactive H5P activities, quizzes, case-based learning, and guided reflection tasks, we sought to replicate the depth of in-person practice in an accessible online format.
- Module learner experience: Online learning requires careful consideration of design and structure to engage students. Synchronous scheduled sessions delivered through Microsoft Teams were supplemented with asynchronous guided activities, ensuring a balance between independent learning and opportunities for lecturer interaction and feedback. We improved the learner journey by customising the timetable to support students in planning their learning.
- Student and staff collaboration: Close consultation with the Nursing team allowed us to align learning resources and activities with practical competencies. Gathering student feedback on the first module helped us to understand students’ learning experience and refine delivery on subsequent modules.
- Measuring effectiveness: We will discuss insights from learning analytics and student feedback
By the end of this session, attendees will:
1. Understand key design principles for creating engaging online simulated learning experiences.
2. Explore how structured digital learning resources and activities can enhance student motivation and preparedness for clinical practice.
3. Discuss challenges and solutions in re-designing a module to deliver a significant increase in online learning hours.
References
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Holla, M., van den Berg, M. (2022), ‘Virtual reality techniques for trauma education’. DOI: https://doi.org/10.1016/j.injury.2022.08.067
Lodge, Jason M. (2020). Online Education by Design: Using Evidence and Course Analytics to Achieve Best Online Teaching and Learning Practice. Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. Singapore: Springer.3-11.https://doi.org/10.1007/978-981-15-8928-7_1
