06 SES 12, Creation of Videos and their Adoption
Optimization of theoretical leaning - auditorium and self independent work combined with the use of informative technologies widens students’ learning experience in formal and informal learning environment, making the studying process more efficient, fascinating and innovating.
Content is very important in organizing and realizing educational environments (Juceviciene et al., 2010). In traditional learning environments content is created, “packed up and given over” to the student. Innovative educational content has some minor differences. It is suggested to look at it in a dynamic way, adapting content to learning goals, students’ needs, the experience that they have. Also, students can use the studying material off their colleagues. The final product is later given to other students, so that they could supplement their insights and use it in practice. Material created by students can later be used as teaching content (Buffingdon, 2008; Juceviciene et al., 2010; Valineviciene, 2013).
To achieve their learning goals, students should be encouraged to use all of their cognitive power, their learning should be based on simulative activity - when active and interactive methods are integrated. The method of project work and completing creative assignments help students to achieve their studying and personal goals. Many authors claim that the main idea of problem-based learning is to look for different ways and measures to develop student’s cognitive activeness, creativeness and independence. Problem-based learning induces students to find a real problem that exists in real life and find its solution by using various resources (Samarawickrema et al., 2010; Valineviciene, 2013).
The growth of informative and communicative technologies (ICT) was rapidly increased throughout the last 20 years. As a result the use of the informative and creative technologies established firm part in people’s lives and higher education systems. Studies based on ICT allow students to achieve flexibility, independence as well as enables students to add a bit of charm to their studies. Researches around the world show the possibilities of applying ICT in clinical education. To incorporate the use of multimedia in the studies of nursing specialist is on the main aim for Higher Education Institutions. The use of multimedia assures that students’ knowledge and skills will be formed by examples based on the evidence of practice. Acquirement of clinical nursing skills based on the concept of “look, listen and feel” is a modern and effective feature of nurses (Brooks, 2010; Wright, 2012; Vivekananda Schmidt, 2014; Everett 2012).
Creating a video is considered to be a simulative activity as creating it helps to combine, interactive methods and constructive processes of knowledge and skills on creating process. Team work is based on , collaboration, independence, responsibility, creativeness and most important – on evidence based practice during the studying process.
Brooks N. et al. Implementing simulated practice learning for nursing students. Nursing Standart, 24 (20): 41-45. 2. Buffington M. Ceating and consuming Web 2.0 in Art Education. Computers in the Schools,2008, 25 (4): 303-313. 3. Jucevičienė P., Gudaitytė D., Karenauskaitė V., Lipinskienė D., Stanikūnienė B., Tautkevičienė G. Universiteto edukacinė galia: XXI amžiaus iššūkiams: mokslo monografija, 2010, Kaunas, Technologija. 4. Samarawickrema G., Benson ., Brack C. Different Spaces: Staff Development for Web 2.0. Australasian Journal of Educational Technology, 26 (1): 44-49. 5. Everett F., Wright W. Using multimedia to teach students essential skills. Innovation Nusing education, 2012, 108 (31):18-19. 6. Valinevičienė G. Universiteto edukacinės aplinkos ir studento asmeninės mokymosi aplinkos sąveikos veiksniai naudojant saityną 2.0. Infomacijos mokslai, 2013 (63): 91-112. 7. Vivekananda-Schmidt P., Hassell A.B., McLean M. The evaluation of multimedia learning packages in the education of health professionals: experience of a musculoskeletal examination package. Nurse Research, 2004, 11 (3): 43-55.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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