Kirsti Hulkari & Seija Mahlamaki-Kultanaen

Web Discussion as an Assessment Tool for Practical Nurse Students Learning during work based learning

Students actually asked why discussions weren't being used as part of assessment material. They were being asked to contribute learning journals and reflection, as well as participating in web based discussions.

Students undertaking a basic vocational degree. Wide range of fields available, eg pediatric nursing, aged care, emergency basic care.
Courses are a mixture of vocational and general education - want the learners to have lifelong learning skills. Over course have 29 weeks of targeted workplacements.
There is some divergence in thought (Watson & Bjork vs Hong) about whether reading and writing or reflection can be used as valid assessment evidence.

Average age of students was 16-19 although range was from 16-43, total number 269 students, 11 teachers.

Found that web discussion was a valid method for revealing the process and outcomes of work based learning - through follwoing the threads of the discussions and looking at the interactions between students. Balance of quiet vs vocal students changed in comparison to the classroom, more need to extablish contact with others while they were in the workplace.

For first year students, they used it as a space for dealing with mistakes and the things hindering their learning. Expressing concern about [check from paper]. Mainly content reflection from the first year group.

Second year - reflection about own learning becoming stronger. Moving to process reflection rather than content reflection. Fewer negative experiences talked about. These students had the same tutors as the first years.

Third years - more positive experiences talked about. Reflection about premises ie the reality of the workplace. More ability to learn from work, and stronger integration of work and learning.

Ability to learn from work is based on the ability to reflect, but many students lack that in the beginning of their study.

The teachers were encouraged to be more hands off, more of a moderator role than leading discussion.

Assessment of discussion was introduced in the later stages, and criteria made explicit to students. In Finland the highest 'grade' is only awarded where they can reflect.

Students all given a course in ICT skills and how to operate the web discussion forum.

Q? are forums used in institutions as well?
Lots of authentic materisls created during the work placements, which they are working with teachers in how this can be used as authentic cases for teaching.

Q? Types of reflection changing over time?
Would it speed up if the length of the course was shorter?
In Finland, requirement for 3 year course length, but having trouble generally in increased drop outs. As more content is being introduced all the time, then maybe that is slowing down the progression to deeper reflection.