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Making pedagogy explicit - a Virtual University for Orthopaedics

Making pedagogy explicit - a Virtual University for Orthopaedics
Making pedagogy explicit - a Virtual University for Orthopaedics
Continuing Professional Development (CPD) is an essential part of the healthcare professions at all levels of experience. This paper describes the way in which ICT can be used within this context. Surgeons are mobile and well educated, whose work demands timely, up-to-date material focused to their particular learning situation. This paper describes the Virtual Orthopaedic University (VOU), which for the first time provides an infrastructure for clinicians to use computer-assisted surgical tools, linking the learning object resources to clinical data collection from ongoing trials in orthopaedics. The project builds upon current thinking in terms of learning being situated and authentic, with learners adopting an active/constructive approach. In particular, it builds upon the problem-based learning, constructivism, and situated learning. The project aims to create an environment, which allows these pedagogical approaches to be made explicit. The architecture can be used in a variety of ways to support different types and levels of users and syllabi. The rationale behind system, the architecture, and the pedagogical strategy will be described. The system includes: • Multimedia Educational Modules - Providing the declarative base of material • A Virtual Classroom - For exchange of views and monitoring of individual progress • A Virtual Observatory - For collecting data from simulation systems and intra-operative data collection. • A Dynamic Review Journal (DRJ) – An archive of peer-reviewed medical/technical material, which allows students and tutors to analyse data from journals, investigate hypotheses, comment on articles, prepare and submit articles for review. In addition, tutors are able to capitalise upon these reviews to include the corresponding declarative and procedural knowledge in the educational modules. • Novel Simulation - Emulating surgical procedures for training and experimentation, focusing upon both surgical planning and the interventions. The presentation will include a live demonstration of the system and the features described above.
Conole, Grainne
fa25d715-d791-4fe5-9ada-21ceacd4cc25
Wills, Gary
3a594558-6921-4e82-8098-38cd8d4e8aa0
Carr, Les
0572b10e-039d-46c6-bf05-57cce71d3936
Hall, Wendy
11f7f8db-854c-4481-b1ae-721a51d8790c
Grange, Simon
964762ac-15ed-4c0b-8193-9f9824fc7cbc
Conole, Grainne
fa25d715-d791-4fe5-9ada-21ceacd4cc25
Wills, Gary
3a594558-6921-4e82-8098-38cd8d4e8aa0
Carr, Les
0572b10e-039d-46c6-bf05-57cce71d3936
Hall, Wendy
11f7f8db-854c-4481-b1ae-721a51d8790c
Grange, Simon
964762ac-15ed-4c0b-8193-9f9824fc7cbc

Conole, Grainne, Wills, Gary, Carr, Les, Hall, Wendy and Grange, Simon (2003) Making pedagogy explicit - a Virtual University for Orthopaedics. At ALT-C ALT-C, United Kingdom. 08 - 10 Sep 2003.

Record type: Conference or Workshop Item (Paper)

Abstract

Continuing Professional Development (CPD) is an essential part of the healthcare professions at all levels of experience. This paper describes the way in which ICT can be used within this context. Surgeons are mobile and well educated, whose work demands timely, up-to-date material focused to their particular learning situation. This paper describes the Virtual Orthopaedic University (VOU), which for the first time provides an infrastructure for clinicians to use computer-assisted surgical tools, linking the learning object resources to clinical data collection from ongoing trials in orthopaedics. The project builds upon current thinking in terms of learning being situated and authentic, with learners adopting an active/constructive approach. In particular, it builds upon the problem-based learning, constructivism, and situated learning. The project aims to create an environment, which allows these pedagogical approaches to be made explicit. The architecture can be used in a variety of ways to support different types and levels of users and syllabi. The rationale behind system, the architecture, and the pedagogical strategy will be described. The system includes: • Multimedia Educational Modules - Providing the declarative base of material • A Virtual Classroom - For exchange of views and monitoring of individual progress • A Virtual Observatory - For collecting data from simulation systems and intra-operative data collection. • A Dynamic Review Journal (DRJ) – An archive of peer-reviewed medical/technical material, which allows students and tutors to analyse data from journals, investigate hypotheses, comment on articles, prepare and submit articles for review. In addition, tutors are able to capitalise upon these reviews to include the corresponding declarative and procedural knowledge in the educational modules. • Novel Simulation - Emulating surgical procedures for training and experimentation, focusing upon both surgical planning and the interventions. The presentation will include a live demonstration of the system and the features described above.

Full text not available from this repository.

More information

Published date: 2003
Additional Information: Event Dates: 8-10 September 2003
Venue - Dates: ALT-C, United Kingdom, 2003-09-08 - 2003-09-10
Organisations: Web & Internet Science, Electronic & Software Systems

Identifiers

Local EPrints ID: 259372
URI: https://eprints.soton.ac.uk/id/eprint/259372
PURE UUID: fc035a1f-93e8-47e9-94a4-71b86c006995
ORCID for Gary Wills: ORCID iD orcid.org/0000-0001-5771-4088
ORCID for Les Carr: ORCID iD orcid.org/0000-0002-2113-9680
ORCID for Wendy Hall: ORCID iD orcid.org/0000-0003-4327-7811

Catalogue record

Date deposited: 24 May 2004
Last modified: 06 Jun 2018 13:19

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Contributors

Author: Grainne Conole
Author: Gary Wills ORCID iD
Author: Les Carr ORCID iD
Author: Wendy Hall ORCID iD
Author: Simon Grange

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