Welcome aboard Mosomelt,
Welcome aboard Mosomelt,
Welcome, Susan. Great to have you on board. May the Mosomelt tide be with you!
The team was talking about optimum conditions for research. Some folks find flights productive and some see the joys of a long train ride. So we are investigating the scenic train route to Wellington for a mobile research regret.
Theme songs that occur to us:
-Slow training comin
-Leaving on a jet train
-Nine to five
-Chattanooga chew chew
This may mean non-digital activity during the journey but the notion was inspired by mosomelt sessions.
Today the Health Ethics and Law team discussed
ETVTO free clips for class
Using authentic scenarios for preview prior to block course on health law course
Make these available so students can blog the legal issues that arose
Survey monkey potential
Place ETV clip on ask ask students to blog critique eg medical malpractice outcomes abroad (clip) and ask them to blog whether NZ’ s medico legal system is preferable ( and why)
Making great leaps forward
Dear AUT Team
This a communication to reflect upon the learnings from AUT mosomelt trainings this semester.
The digital programme had three major benefits.
First it reduced my anxiety regarding all things technical, electronic and digital. The expert team managed this through weekly, low key workshops. No questions were too simple or too complex. All progress, and I do mean all progress (including locating the password), was celebrated.
Secondly, being invited to co-author a publication with Digital Tom and my tutor, Amanda, was very affirming. That is indicative of the team’s generous spirit.
Thirdly, there is a great deal to be said for playfulness. We all learned better through laughter. Please don’t view the early cyclone of Vyclone films. Suffice it to say they were comical and great learning exercises.
The benefits are enduring. Today Amanda, my colleague, said that she discovered Oxford 20 minute blogs by leading philosophers on fundamental concepts and universal philosophical questions. She sees the potential to insert them in lectures, with pauses for group discussion. This seems to be a combination of MOOG learning plus “flip” teaching. That is, there are means to engage students through multiple academic voices and dynamic discussion embedded during the weekly sessions.
That could be a wonderful system for teaching health law to undergraduates and postgraduates, too. Students could simply be prepared to pre-view and then collectively view brief digital lectures or other Clips or lectures by authorities, followed by interactive debate.
Some items I discovered — Hangout, Vyclone and WordPress. Although I’m signing off for sabbatical, Amanda and I hope to embed some of the creative methods we discovered, through CfLAT’s vision and Digital Tom’s great training. We anticipate that there will many more recruits.
Thank you and best wishes,
Simply thrilling to be part of the mesomelt team. Great article and I hope my suggestions (in capital letters) registered. Very fine publication. Go team mesomelt. And best wishes for dissemination of the project at the conference. Kate
Amanda Lees and I are approaching end of semester mesomelt graduation!
Armanda Lees and I were tutored on wiki rude and vyclone. We just created our own independent vyclone on the potential of wiki tide for teaching health ethics and law.
Admittedly amateur but humourous and we hope inspiring.
Thom’s tutorial on Vyclone inspired some notions on how it could be applied to invigorate teaching.
1 Four students could video one patient (a student acting as a patient). Each could demonstrate how their video demonstrates their disciplinary perspective, for collaborative discussion and reflection. This promotes and demonstrates the Faculty’s commitment to interdiscplinarity.
2 One mock disaster event could be viewed from the perspective of four students. From the roof, the overall perspective on how well the strands were managed. From the ground level, the view of the patient, paramedic and other intervenors. Again, this contributes to interdisciplinary teaching and understanding.
Another inspiring tutorial.
New developments include attempt to use hangout last night for a class we stream from the north to the south campus. Students were shy and didn’t raise any questions. Thom and I discussed techniques to bridge that shyness e.g. Reverse camera so students can see who is in the other classroom and having the small group introduce themselves. That breaks the ice.
I discovered that Skype can be used to beam guest lecturers find from afar. Today we set up my Skype account. Thank you team AUT.
Tomorrow I’ll attend a webinar on ageing so that colleagues here can get the benefit of long distance delivery. Will report back on the potential of that system for future teaching.