Worldwide, there has been a rapid increase in both the use of mobile technologies as a conduit for student learning and the use of wearable cameras to record sporting and recreational activities. The Expert in My Pocket project (EiMP) has combined these two technologies to produce a repository of freely available short videos and supporting materials to enhance student development of psychomotor clinical skills. These are presented from a first person point of view (1PPOV) with expert health professionals ‘thinking aloud’ as they demonstrate selected skills. (expertinmypocket.com.au)
Research indicates that students and educators overwhelmingly support the concept of EiMP videos and more importantly value the 1PPOV as an authentic view (Lynch, 2010). The use of EiMP videos when coupled with a simulated clinical environment and reflection on practice can support the development of clinical skills competence and confidence (Lynch et al, 2012). Additionally it has been demonstrated that students who have access to videos following initial clinical skill training maintain higher levels of competence (Hansen et al 2012) and value the use of multimedia and the ability to download videos on demand (Everett 2012). By using technology to support pedagogically sound learning activities, students may be able to faster acquire and master specialised information (Duke et al 2013).
The session will demonstrate the equipment and techniques used by the “Expert in my Pocket” project team to produce these videos and how QR codes of the videos placed on equipment assists with “just in time” learning.
A brief overview of the “Expert in my Pocket” project will be given and a sample video shown. The presenter will then demonstrate how the videos were created using a chest mounted GoPro camera operated via an iPad (connected to the venue projector via a VGA cable) to record a short instructional video. The video will be uploaded to an online video site and the URL of the video converted to a QR code which will be projected on the screen for participants to test with their own mobile devices.
The goals of the session are to:
- Increase the confidence of participants new to these technologies
- Promote the use of first person point of view videos to provide a rich and authentic learning experience
- Inspire participants to envision how this process may be used to create educational videos in their field or discipline
Peter Bright1, Bill Lord2, Helen Forbes1, Florin Oprescu2, Nigel Barr2, Terri Downer2, Nicole M Phillips1, Lauren McTier1, Vilma Simbag2 and Kristel Alla2
1Deakin University and 2University of the Sunshine Coast
Lynch, K., Downer, T and Hitchen-Holmes, D. (2010). Learning in the first-person: an initial investigation. In C.H. Steel, M.J. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010 (pp.570-575). http://ascilite.org.au/conferences/sydney10/procs/Lynch-concise.pdf
Everett, F (2012). Using multimedia to teach students essential skills. Nursing Times, 108(30), 18-19.
Hansen, M, Oosthuizen, G, Windsor, J et al (2011). Enhancement of medical interns’ levels of clinical skills competence and self-confidence levels via video iPods: pilot randomized controlled trial. Journal of Medical Internet Research, 13(1).
Lynch K, Barr N. & Oprescu F. (2012) Learning Paramedic Science Skills From a First Person Point of View. Electronic Journal of e-Learning. 2012;10(4):pp.396-40
Duke, B., Harper, G., & Johnston, M. (2013). Connectivism as a digital age learning theory. The International HETL Review. Special Issue 2013 (pp. 4-13)