The student body

Shand, Mark

Abstract

This design was runner-up in the Jisc EdTech Challenge: https://www.jisc.ac.uk/news/could-future-vles-spell-the-end-for-screen-time-25-feb-2019

There is a significant disconnect between different the mediums used in the administration and environments that we learn. We might learn technique, theory and application using one medium, communicated and administrated with using another - and be assessed and receive feedback in yet another. We sought to create a VLE that was particular to the personal experiences of the student. That overcame technical and cultural barriers to engage students of all types.

Our proposal is that all activities take place through the physical form of a patient.

The entire module run, its administration, the setting of assignments, assessment and feedback all use a mannequin interface. Using sensors and wireless networks, they enable the triggering of events such as physical changes (limbs, temperature, position) and media (voice, sound, augmented video). Students experience an augmented overlay (e.g. a wide range of lifelike patient faces, skin tone, age-related skin elasticity, visible wounds) through lightweight AR glasses.

In time, natural language voice operated/delivering chatbot technology would interact with the student. These guided conversations will develop to more organic interactions - moving away from propose/response model to something more free flowing.

This approach treats the VLE as a patient and we suggest that ALL previously digital learning and course administration happens through the physical metaphor of the body. Over time (weeks, months, and years) a relationship develops. The student is brought into the process at the very beginning, to help co-develop the measurement criteria over the run of the module. Perhaps they are concerned with important aspects of palliative care? Then the act of ‘stillness’, of being ‘in the moment’ with the patient, might be something they want captured by the sensors of the VLE.

Students should feel empowered to affect the nature of the VLE, but they should also be challenged by it. By easily changing the augmented physical characteristics of the mannequins, tutors are able to address issues around preconceived perceptions. This interface challenges some of our assumptions and requirements about a modern VLE. Students need to be with the 'patient' to interact with the course of study. They need to be present, talking, checking and testing. They will research away from the patient, talk to colleagues and debate outcomes, but, it is their relationship with the body that matters. Their physical interactions with the virtual identity are the drive of their learning and development of practice.

• Other Type: Design
• Online Publication Date: Feb 25, 2019
• Publication Date: Feb 25, 2019
• Deposit Date: Jan 3, 2020
• Public URL: https://uwe-repository.worktribe.com/output/4945965