Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 24

Guest Author - Reflection Keynote Interesting, inspiring and messages were clear. The need of developing safe digital spaces in universities for social learning was strongly conveyed. I felt that some more information on the negatives of digital gadgets on social learning and on social wellbeing would have helped to balance the argument, particularly in a background of a high prevalence of loneliness in the UK, estimated to be around 10% of the adult population. Embedding wellbeing in the curriculum This important concept in my opinion got diluted by being kept to the end of a day full of active deliberations. Plus sides: Everyone participated. The moderator introduced the session and explained what is meant by “wellbeing” very clearly. We discussed the topic more generally as there were participants representing different disciplines. I personally felt that it would have been a more efficient if the common gaps in the present curricula have been identified and prioritized before. Having the different groups in different rooms might have enabled a more active participation without distraction by surrounding noises. Overall programme It showed the how committed the Keele University and other Universities in the UK are for the improvement of learning and teaching based on best evidence. The efforts for improving social learning looks sustainable and encouraging for people from different parts of the world. On the whole, it was a great positive experience for me and I learned a lot as a post doc. trainee from Sri Lanka. Dr Prabhath Ranasinghe MBBS, MSc, MD (Community Medicine) Exchange Researcher Research Institute for Primary Care and Health Sciences School of Medicine, Keele University Staffordshire ST5 5BG UK 24  Keele Learning & Teaching Conference Abstracts submitted for consideration with those selected to speak indicated by an * Google Classroom: a communication forum. Does it achieve its intended purpose? * Elizabeth Meakin ([email protected]) Abstract: The purpose of this paper is to consider and evaluate the use of Google Classroom as a new innovation within the Midwifery Pre-Registration Programme, as an alternative communication tool within a learning environment. Data collection involved questionnaire completion, with a range of question styles. A total of 75 students, across the three year groups, were offered the opportunity to take part in the research with consent. A total of 7 members of the midwifery team were asked to complete a separate questionnaire. There was no real difference in the students’ views, irrespective of whether they were on placement or in theory. Those students that held a positive view of GC continued to do so, this was the same for those that held a negative view. The literature considers Google Classroom to be a LMS to facilitate true online learning, or even distance learning, which could be of benefit to us in the future. It provides scope for expansion in regards to accessing teaching; materials, tutors, assessments, whether this be locally or the offer of online courses, which is worth consideration, especially in a market of fierce competition for places and the need for universities to demonstrate alternative options for revenue (Baker, 2017). However, in the current situation until a distinction is made between KLE/ Blackboard versus the use of GC, specifically in regards to the announcements function, there will always be a level of disparity to its use based on the interpretation of the individual members of the teaching team.