Open innovation – involving external stakeholders into the internal development processes (for free…) -> formats
Forum for students’ proposals – and comments by other students
Uni Bonn -> review, comments
Reward system for activities -> suggestions to implementation;
Student involvement into development processes, platforms for discussion, experiences with services and curriculum design
Question: When do students (or other stakeholders) know what they need <- Expertise vs. demand
Students’ use of LMS -> limited
App (voluntary base), courses creating virtual patients, MD theses, guide course for the practical year in medicine programme
Cases from the floor -> tasks demanding student creation (note Danish teacher education)
– resources: time and financing
– group dynamics -> in medicine very dependent on previous knowledge (groups of 6-7)
Lecturers controlling/evaluating case quality
We do use a lot of cases in modules during our BA programme: Input? Assessment? Unrelated to elearning but have we evaluated the usefulness of different cases?
Take-home consideration: Student development of projects and cases
(Point of departure is an elearning-based campus course)
Subject covered in jargon and acronyms -> students have to learn a new language.
Have students try and unravel jargon in scientific papers -> Each student has to indentify and define a number of technical expressions, tutor comments on quality of definitions
Case: Using Moodle’s glossary module (uploading and distribution reaching the group of students). Peer pressure main driver of action.
Translation into tasks for the social work programme. Platform?
(Four presentations was a bit steep)