Ceramics Studio to Podiatry Clinic: The Impact of Multimedia Resources in the Teaching of Practical Skills across Diverse Disciplines

Autor/inn/en	Matheson, Ruth; Mathieson, Ian
Titel	Ceramics Studio to Podiatry Clinic: The Impact of Multimedia Resources in the Teaching of Practical Skills across Diverse Disciplines
Quelle	In: Innovations in Education and Teaching International, 53 (2016) 3, S.349-359 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2014.960438
Schlagwörter	Multimedia Materials; Skill Development; Student Attitudes; Student Experience; Qualitative Research; Ceramics; Studio Art; Podiatry; Medical Education; Multimedia Instruction; Instructional Effectiveness; Focus Groups; Foreign Countries; Undergraduate Students; Self Esteem; Reinforcement; Reflection; Access to Education; Grounded Theory; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Studienerfahrung; Qualitative Forschung; Keramik; Kunstwerkstatt; Medizinische Ausbildung; Multimediales Lernen; Unterrichtserfolg; Ausland; Self-esteem; Selbstaufmerksamkeit; Positive Verstärkung; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	This paper draws on the experiences of students from two vastly different disciplines to both explore the theoretical background supporting the use of multimedia resources to teach practical skills and provide a qualitative evaluation of student perceptions and experiences of using bespoke resources. Within ceramics and podiatry, practical skills are traditionally taught via an apprenticeship model within small groups. We explore the practical and pedagogic benefits of developing bespoke multimedia resources to teach practical skills, identifying common themes from these disparate discipline areas. Student focus groups revealed that, practically, the opportunity for repeated viewing at convenient times promoted less reliance on lecturers and better preparation prior to practical demonstrations. Pedagogically, time for reflection and sense making underpinned an increase in confidence which in turn led to increased creativity. The student voice was also used to identify recommendations and challenges driving future change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01