Abstract
Objective: This presentation describes the implementation of a Future Facing
Learning (FFL) toolkit initiative, how it has been used to support our hybrid
2 J Chiropr Educ 2021 Vol. 00 No. 0 DOI 10.7899/JCE-21-39 www.journalchiroed.com
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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 (n¼6), 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, N¼13). 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 is a conference presentation abstract and not a full work that has been
published.)
Learning (FFL) toolkit initiative, how it has been used to support our hybrid
2 J Chiropr Educ 2021 Vol. 00 No. 0 DOI 10.7899/JCE-21-39 www.journalchiroed.com
Downloaded from http://meridian.allenpress.com/jce/article-pdf/doi/10.7899/JCE-21-39/2923207/10.7899_jce-21-39.pdf by guest on 25 October 2021
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 (n¼6), 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, N¼13). 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 is a conference presentation abstract and not a full work that has been
published.)
| Original language | English |
|---|---|
| Pages (from-to) | 2-3 |
| Journal | Journal of Chiropractic Education |
| DOIs | |
| Publication status | Published - 1 Oct 2021 |