Digital student-created learning materials

Background: According to the SAMR model, technology has impacted learning and teaching including the redefinition of learning tasks (Schrock, 2013). Such redefinition has been possible through the use of technology in a 2nd... [ view full abstract ]

Background:
According to the SAMR model, technology has impacted learning and teaching including the redefinition of learning tasks (Schrock, 2013). Such redefinition has been possible through the use of technology in a 2nd year occupational therapy course. Students are responsible for the creation of their own learning materials in situ, in contrast to learning materials being provided by a lecturer prior to workshops.
Educational Philosophy or theory:
A social constructivist philosophical stance considers both students and academics to contribute to community of inquiry (Anderson, 2008). Learning and teaching is a dynamic interactive process where the teacher and students construct knowledge together (Garrison & Kanuka, 2004).
Educational approach used:
A blended learning approach requires small groups to create digital learning materials, to then share and merge between groups and to finally create a single collaborative artefact for the entire class. This process occurs in a technology enabled classroom and involves the use of a learning management system and wiki pages.
Evaluation:
Reflection and student feedback identified: a high degree of preparation was required by the academic; student-created learning materials exceeded expectations and although students were challenged by this approach, outcomes surpassed the intended learning objectives.
Application to Education and /or practice:
Occupational therapy education is suited to collaborative learning which can be enabled through the use of technology. Redefinition of learning tasks (creation of digital learning materials) requires higher order cognitive skills (evaluating and creating) supporting Schrock’s (2013) proposed link between the SAMR model and Blooms taxonomy.