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- Undergraduate nursing education (1)
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Articles 1 - 13 of 13
Full-Text Articles in Education
Media Supported Problem-Based Learning And Role-Play In Clinical Nurse Education, Leeann Whitehair, Meg O'Reilly
Media Supported Problem-Based Learning And Role-Play In Clinical Nurse Education, Leeann Whitehair, Meg O'Reilly
Dr Meg O'Reilly
The introduction of a problem-based learning role-play into an undergraduate nursing degree has motivated and inspired students to take an active approach to learning. Practising the role of a registered nurse and working in a simulated patient environment were seen as valid preparation for future practice. Collaborating with peers and tutors provided students with confidence to solve authentic patient problems and motivated them to accept responsibility for preparation and active participation during lab sessions. Inclusion of digital recordings of expert demonstrations of clinical skills significantly enhanced students’ skills development. Students’ future colleagues working in health care, noted their preparedness, high …
A Breath Of Fresh Air: Reflecting On The Changing Practices Of Assessment Online, Meg O'Reilly
A Breath Of Fresh Air: Reflecting On The Changing Practices Of Assessment Online, Meg O'Reilly
Dr Meg O'Reilly
Prior to a flight we are reminded that in an emergency we are to place the oxygen mask on our own faces before we place them on a child to ensure we can assist the child. Unfortunately, with regard to teacher learning. ..we spend a great deal of time placing oxygen masks on other people's faces while we ourselves are suffocating" (Zederayko & Ward, 1999: 36 [28]). To breathe in some new ideas on assessment for learners in the changing online world, academic staff need to have time, energy and will for fresh reflections and collective dialogue upon their innovations. …
Assessing Learners Through The Www, Meg O'Reilly, Karey Patterson
Assessing Learners Through The Www, Meg O'Reilly, Karey Patterson
Dr Meg O'Reilly
This presentation discusses and demonstrates use of the WWW to enhance assessment and flexibility in learning contexts. Case studies from Australian Universities demonstrate emerging practices and reflections. Adopted changes to interaction and assessment illustrate the shift towards flexible learning through WWW technology. Discussion includes instructional design, staff development and media/technology issues.
Assessing Learners Through The Www, Meg O'Reilly, Karey Patterson
Assessing Learners Through The Www, Meg O'Reilly, Karey Patterson
Dr Meg O'Reilly
This presentation discusses and demonstrates use of the WWW to enhance assessment and flexibility in learning contexts. Case studies from Australian Universities demonstrate emerging practices and reflections. Adopted changes to interaction and assessment illustrate the shift towards flexible learning through WWW technology. Discussion includes instructional design, staff development and media/technology issues.
Interaction Online: Above And Beyond The Requirements Of Assessment, Meg O'Reilly, Diane Newton
Interaction Online: Above And Beyond The Requirements Of Assessment, Meg O'Reilly, Diane Newton
Dr Meg O'Reilly
Today’s literature is filled with new paradigms for learning, specifically in relation to the increasing adoption of computer-mediated techniques for interactive learning. In many cases, learning may now be enhanced through the experience of a shared online environment for critical discussion, knowledge building and the establishment of supportive social communities. Research data obtained from social science students at Southern Cross University over two semesters reveals students’ perceptions of the importance of online discussion whether these are assessable or not. This paper presents some findings and explores the impact of the emergence of a student-centred social learning environment.
Using Cross-Disciplinary Action Learning Sets When Designing Online Assessment, Meg O'Reilly
Using Cross-Disciplinary Action Learning Sets When Designing Online Assessment, Meg O'Reilly
Dr Meg O'Reilly
The drive to find appropriate ways to integrate online technologies into assessment has come about within Australian higher education as a consequence of widely held aspirations to remain competitive in the global marketplace. An action research initiative at Southern Cross University reported in this paper suggests both extrinsic and intrinsic reasons why academics considering online assessment may or may not follow through with immediate implementation. More specifically, a crossdisciplinary action learning set in the case study presented has shown benefits in approaching educational design as a cyclical, collegial, creative and reflexive process for planning, implementing and evaluating online assessment.
Educational Design As Transdisciplinary Partnership: Supporting Assessment Design For Online, Meg O'Reilly
Educational Design As Transdisciplinary Partnership: Supporting Assessment Design For Online, Meg O'Reilly
Dr Meg O'Reilly
The design of student assessment for the online context can be a disquieting experience without the support of colleagues and a group of peers from across a range of disciplines with whom to share ideas. This paper reports on interviews conducted with academic “peak performers” as well as some educational design practitioners about the current practices of designing for online assessment. A transdisciplinary approach to educational design is proposed for further exploration.
Case Studies Of Online Assessment, Meg O'Reilly, Sue Bennett, Michael J. Keppell
Case Studies Of Online Assessment, Meg O'Reilly, Sue Bennett, Michael J. Keppell
Dr Meg O'Reilly
This paper outlines the progress to date of a project to compile, analyse and share examples of innovative online assessment activities using; online testing; teamwork and collaboration; simulations and role plays, and dialogue with experts and across cultures. The aim of this research is to provide teaching academics and educational developers with examples of assessment strategies that have been successfully applied in higher education, and to derive a number of key principles about online assessment that will be useful for future research. The project involves case studies from two Australian universities, which have been used to develop an initial set …
Staff Development Responses To The Demand For Online Teaching And Learning, Allan Ellis, Meg O'Reilly, Roger Debreceny
Staff Development Responses To The Demand For Online Teaching And Learning, Allan Ellis, Meg O'Reilly, Roger Debreceny
Dr Meg O'Reilly
Australian universities are coming under increasing demand to deliver online courses. This demand is driven by four main factors; 1) the increasing availability of multimedia capable computers, fast modems and Internet access; 2) the emergence of online technologies such as the WWW that provides a crossplatform, non-proprietary multimedia delivery system; 3) the promise of enhancements to the quality of the teaching and learning experience; and 4) being part of the global education market. The academic who teaches successfully online now needs a knowledge of both pedagogy as it applies to the online environment and a knowledge of current appropriate software, …
Resource Directory For Assessing Learners Online, Meg O'Reilly
Resource Directory For Assessing Learners Online, Meg O'Reilly
Dr Meg O'Reilly
To address the need for critical research, and to target access to the wide range of resources in the field of online assessment practices in higher education now published on the Internet itself, a research project has recently commenced at Southern Cross University. This project aims to improve the online assessment practices of academic staff through reflective practice and action research. An accompanying website is under development to provide a directory of resources including examples of the practices and theories pertaining to assessment online, as well as links to published literature. The poster presentation will provide access to this resource …
Educational Design As Transdisciplinary Partnership: Supporting Assessment Design For Online, Meg O'Reilly
Educational Design As Transdisciplinary Partnership: Supporting Assessment Design For Online, Meg O'Reilly
Dr Meg O'Reilly
The design of student assessment for the online context can be a disquieting experience without the support of colleagues and a group of peers from across a range of disciplines with whom to share ideas. This paper reports on interviews conducted with academic “peak performers” as well as some educational design practitioners about the current practices of designing for online assessment. A transdisciplinary approach to educational design is proposed for further exploration.
Interaction Online: Above And Beyond The Requirements Of Assessment, Meg O'Reilly, Diane Newton
Interaction Online: Above And Beyond The Requirements Of Assessment, Meg O'Reilly, Diane Newton
Dr Meg O'Reilly
Today’s literature is filled with new paradigms for learning, specifically in relation to the increasing adoption of computer-mediated techniques for interactive learning. In many cases, learning may now be enhanced through the experience of a shared online environment for critical discussion, knowledge building and the establishment of supportive social communities. Research data obtained from social science students at Southern Cross University over two semesters reveals students’ perceptions of the importance of online discussion whether these are assessable or not. This paper presents some findings and explores the impact of the emergence of a student-centred social learning environment.
Using Cross-Disciplinary Action Learning Sets When Designing Online Assessment, Meg O'Reilly
Using Cross-Disciplinary Action Learning Sets When Designing Online Assessment, Meg O'Reilly
Dr Meg O'Reilly
The drive to find appropriate ways to integrate online technologies into assessment has come about within Australian higher education as a consequence of widely held aspirations to remain competitive in the global marketplace. An action research initiative at Southern Cross University reported in this paper suggests both extrinsic and intrinsic reasons why academics considering online assessment may or may not follow through with immediate implementation. More specifically, a crossdisciplinary action learning set in the case study presented has shown benefits in approaching educational design as a cyclical, collegial, creative and reflexive process for planning, implementing and evaluating online assessment.