Abstract
Objective
This presentation describes the implementation of a Future Facing Learning (FFL) toolkit initiative, how it has been used to support our hybrid teaching and assessment model and the infrastructure required to deliver this initiative.
Method
The FFL toolkit was developed to digitally empower students by supplying an Apple iPad to all full-time students and staff. The iPad was loaded with useful app’s as well as direct access to a Virtual Learning Environment (VLE). Assessment models were implemented using a VLE for remote summative tests in customisable formats. The VLE was also used for asynchronous formative assessment. Third-party app’s such as Kahoot and Padlet were used for remote formative assessments.
Results
The FFL initiative reduced digital barriers to student engagement, such as digital poverty. In module evaluations conducted during the coronavirus pandemic (n=6), overall module satisfaction did not identify concerns regarding implementation of online assessments with a score of 1.2 on average (1 strongly agree, 5 strongly disagree, N=13). On average, students rated the opportunity they had to use digital tools or technology to enhance their modules as 1.5. This was a positive indication digital tools likely enhanced their learning and assessment experience.
Conclusion
Students’ digital readiness created through the FFL initiative supported the required transition to online learning and assessment.
This presentation describes the implementation of a Future Facing Learning (FFL) toolkit initiative, how it has been used to support our hybrid teaching and assessment model and the infrastructure required to deliver this initiative.
Method
The FFL toolkit was developed to digitally empower students by supplying an Apple iPad to all full-time students and staff. The iPad was loaded with useful app’s as well as direct access to a Virtual Learning Environment (VLE). Assessment models were implemented using a VLE for remote summative tests in customisable formats. The VLE was also used for asynchronous formative assessment. Third-party app’s such as Kahoot and Padlet were used for remote formative assessments.
Results
The FFL initiative reduced digital barriers to student engagement, such as digital poverty. In module evaluations conducted during the coronavirus pandemic (n=6), overall module satisfaction did not identify concerns regarding implementation of online assessments with a score of 1.2 on average (1 strongly agree, 5 strongly disagree, N=13). On average, students rated the opportunity they had to use digital tools or technology to enhance their modules as 1.5. This was a positive indication digital tools likely enhanced their learning and assessment experience.
Conclusion
Students’ digital readiness created through the FFL initiative supported the required transition to online learning and assessment.
| Original language | English |
|---|---|
| Publication status | Published - 26 Jun 2021 |
| Event | Chiropractic Education Research Forum 2021: Beyond Grades: Online Learning Assessment. - Online Webinar. Duration: 26 Jun 2021 → 26 Jun 2021 |
Conference
| Conference | Chiropractic Education Research Forum 2021 |
|---|---|
| Period | 26/06/21 → 26/06/21 |