D: Multiple presentations

Session reports by Natalia Czuba (Educational Technologist, CAPE)

'Will free open social learning enhance or hinder the effectiveness of ECG analysis learning?' Presenter: Al├ęchia van Wyk (Science & Technology)

To read the abstract which was submitted prior to the conference please click here.



Alechia opened Symposium D with a presentation on the innovative use of a Pulse (http://pulse.mdx.ac.uk) blog and social media tools to enhance learning for BSc Healthcare Science Cardiac Physiology placement students. Alechia designed the blog, which run alongside special Twitter account, to overcome the problems of inconstancy and inefficiency of placement students. The aim of Pulse was to improve students' confidence in the interpretation of electrocardiograms (ECG), and to encourage more cardiac physiologists, student physiologists and exercise physiologists in particular,’ to ‘have-a-go’. She published case studies, engaged in Twitter discussions and composed quizzes every week as part of her learning and teaching strategy based on authentic examples of ECGs. The approach facilitated the exchange of knowledge and experiences, and the impact of these interventions helped students to improve their knowledge application and encouraged deeper learning.

'Lost Luggage' Presenters: Osbert Parker (Art & Design), Gavin Fernandes (Art & Design), Peter Thomas (LSS)  

To read the abstract which was submitted prior to the conference please click here.



The second presentation by Osbert, Peter and Gavin took the audience to a completely different settings. In their energetic presentation they transferred us to an imaginary airport to reflect the “Lost Luggage” project. ‘Lost Luggage’ was a student engagement project that opened up learning dialogues between groups from different disciplinary backgrounds at various stages of their learning. It was a cross-programme workshop, involving several University academic schools, that allowed for diverse and divergent outcomes through collective creative enquiry and convivial learning. During this workshop students were grouped into multidisciplinary teams and guided to collaborate with one another for the first time to create work (designed outcomes) in response to authentic lost luggage and personal effects, and the hidden narratives suggested by them. Osbert highlighted that it was an ambitious and  collaborative project that, though a convivial workshop process, successfully facilitated intelligent play and deep learning. Peter commented that the workshop established an innovative platform for teaching and social learning beyond the curriculum. This encouraged the students to evolve collaborative communities for mutual learning gain, and proved to be an effective means for them to develop confidence and find their artistic voice.