Participating in ONL was not what I thought it was going to be. I did not have allot of information before and entered with an open mind. One reflection is that everyone in my group in our recent meetings when we talk about what we learnt had different different perspectives on there leranign journy. I also noticed when I look at the other groups’ work that they have taken different perspectives on the same scenarios we have been given. This reflects the type of learning I want to take with me in the future: Students should find their one way into a professional life where education should be the base. They should then take this with them into their profession and be a part of educating / developing oneself and educating others = Responsibility for their own delveopment as well as their profession’s development.

Ignorance Is Bliss

I also reflect that the work as a teacher becomes ”more difficult” after a course like ONL. This may sound strange but let me explain… How do you organize your teaching as a new teacher? You take over a course designed by a previously teachers. You will probably teach like the previously teacher. Alternatively, you will use methods that you as a student yourself have been ”exposed” to (perhaps lecture and then some form of application of what you have lectured about). The thoughts I have received from ONL as well as conversations with colleges and other pedagogical courses gives me a toolbox of theories / methods that I have the opportunity to use. The conclusion is that now that I have scratched the surface, I have a more complex but also more interesting job to do. It has opened the Pandora’s box! I want to further educate myself with the risk that I see my pedagogical mission as even more complex (and confusing)!

My teaching future: collaboration is the key

I have many ideas for developing the courses I work in. My challenge in the future will be to take my different thoughts and create something that isn’t just fragments of theorys and methods. In several courses I have already created collaborative environments where students are connected in groups with students from different contexts. The focus has been on discussing different scenarios from different perspectives, where the ”end product” isn’t defined by me as a teacher. Furthermore, I have worked actively with both synchronous and asynchronous question-based tasks where students write questions that form the base for discussed. I will develop more collaborative elements. I will also remove and clean the digital environment. This under the slogan: ”no more content dumping!”.

Furthermore, I have reflected on my own profession (ambulance nurse) and the pedagogy (or lack of) that exist in the clinical context. Ambulance staff are constantly undergoing training off several skills like CPR, trauma, triage etc. Often with a traditional pedagogical approach: lectures followed by specific skill training under the supervsion of the ” a allmighty instructor” I don’t really like the term “instructor” anymore. I just think of this guy:

(good movie…. bad pedagogy)

The profession of ambulance nursing is complex. I am convinced that new pedagogical methods are needed to support both individuals and the profession in general. The “instructor-based” training is not in line with how we educate ambulance nurses. The EMS-organizations don’t get the full potential that is basis one the university level education. Simply put, there is a risk of regression of the profession. This is something I would like to change fundamentally.

My teaching future: interaction/active learning

I will continue to work on my projects of creating interactive 360 video-based trauma simulations that promotes active learning for nurses/firefighters/police officers. Trailer:

You can learn more from my colleges article; Herault et al. (2018) based on a precisely project.

Today’s article

Schwartzstein & Roberts (2017) describe how traditional lessons have been replaced by more collaborative forms. It is worth reading. One quote: ”60 slides in 45 minutes may seem like an efficient way to teach, but it is unlikely to be an effective way to learn”. I have been guilty of it. Can also recommend a lecture with one of the authors of the article (23 minutes into the presentation):

The Future is Now: Medical education for the 21st century – YouTube

Today’s Youtube!

Here is a good lecture that concerns teaching / pedagogy with a focus on collaboration:

Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette – YouTube

Schwartzstein, R. M., & Roberts, D. H. (2017). Saying goodbye to lectures in medical school—paradigm shift or passing fad. N Engl J Med377(7), 605-607.

Herault, R. C., Lincke, A., Milrad, M., Forsgärde, E. S., & Elmqvist, C. (2018). Using 360-degrees interactive videos in patient trauma treatment education: design, development and evaluation aspects. Smart Learning Environments, 5(1), 1-15.

Lessons learned – future practice