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.