DIGITAL TEACHING FORMATS WITH AND FOR TEACHERS IN THE HEALTH CARE SECTOR: IT DOES NOT WORK WITHOUT REAL PARTICIPATION!
1 Berlin School of Economics an Law (GERMANY)
2 TU Berlin (GERMANY)
3 Wannseeschulen für Gesundheitsberufe (GERMANY)
About this paper:
Conference name: 16th International Technology, Education and Development Conference
Dates: 7-8 March, 2022
Location: Online Conference
Abstract:Digital and transformative media are currently the most important key technologies of social developments and innovations in educational contexts. Their almost unlimited application possibilities give the impression of ubiquitous accessibility and participation. In addition to classic (closed) learning environments or learning paths, so-called MOOCs are currently offering students from different countries the opportunity to take a diversity-oriented, individual learning path, especially at large American elite universities. "Massive Open Online Course" (MOOCs for short) can be translated as massive, open online courses that are intended to enable web-based interactive access and the use of course materials for international students at a quantitatively and qualitatively new level.
In the literature review, three forms of MOOCs can be isolated. The term xMOOCs primarily includes short learning videos and learning examples that are in a behavioural way to enable individual learning for all interested parties online. bMOOCs are organised as blended MOOCs, i.e. presence and online phases alternate. They are usually modular in structure in order to guide a learning group that is as consistent as possible towards a learning goal. The idea is that cMOOCs takes all learning types into account. Constructivist learning in particular should enable group and individual work (independent of location). The learning goal is usually (co-)defined by the participants themselves and includes both open and boundless networked learning par excellence. This is certainly an undertaking that is as demanding as it is promising.
The rather low level of digitalisation in nursing/health care education suggests that the digital transformation has not yet reached the nursing schools and health care institutions. Thus, participatory approaches should be used for the development of MOOCs to accelerate the digitisation process in the health care sector.
Which MOOC formats are useful for the health care sector?
Can teachers from the health care sector also effectively develop their own MOOC formats in a participatory way?
The article shows how innovations in this field can be developed and implemented through participatory media design for and with heterogeneous teachers from the health care sector.
Keywords: Transformative technologies& partizipation, MOOC, e-learning, digital media, health care.