R. Gurbutt, J. Lay, K. Stevenson

Leeds University (UNITED KINGDOM)
This paper reports on a learning resource production model that was developed to facilitate academic and technical collaboration to create ‘on-time’ resources that were fit for purpose and promoted an excellent student learning experience. An institutional strategic requirement for blended learning development provided the working context. However the staff group had differing technical skill levels and finite time available for development work, thus posing a barrier to translating innovative ideas into deliverable learning packages. A solution was devised to facilitate outcome achievement embedding pedagogic design, content quality and an engaging student learning experience without requiring academic staff to be software package technicians. This production line model commenced with a project planning stage to determine what was required and when it had to be available to students. Next, the desired student learning experience was discussed and different pathway options explored prior to a draft sequence being produced. This clarified how students would develop their learning. The development stage required staff to identify required content (e.g. text, video, audio, images) and generate a content inventory including agreement on how this would be created or provided. On-site clinical videos and audio files were created using staff as actors with editing undertaken by ‘e-learning’ staff. The combined resources were added to a software package and posted online in a development area for team feedback and revision.

Two virtual leaning environment hosted learning resources (illustrated in this presentation – (i) managing violence and aggression training and (ii) Cardiac resuscitation techniques) were created using Articulate Presenter and Engage software. Data from an online student feedback tool indicated that the resource enhanced individual learning. The learning resources also standardised the content quality that was delivered to cohorts of over 200 students and provided a reference point for discussing any student questions. Their use as preparation for practical skills sessions reduced the curriculum time required for theoretical classroom based teaching, and allowed skills lab sessions to focus more on skill performance rather than theory. Future development will focus on embedding authentic service user experiences within learning pathways and closer involvement of students as co-producers of the learning experience.