'Video-View-Point' - Video analysis to reveal tacit indicators of student nurse competence

For over 30 years, the assessment of the clinical competence of student nurses has been the subject of much theoretical debate, yet the definition of criteria based on observable indicators of competence remains problematic. In practice, however, different assessors will judge and agree, relatively quickly, whether a student is competent or not; whether they have got ‘it’. Articulating what ‘it’ is, is difficult; although ‘it’ appears to be collectively, yet tacitly, understood. These judgements provide the key to the definition of competence. This research solves the dilemma of revealing and investigating these tacit understandings through the video analysis of students in simulated practice. The findings of four initial exploratory studies confirmed that competence is an example of tacitly understood behaviour and identified the limitations of traditional research methods in this context. The practical challenges of analysing video were highlighted, leading to the development of Video-View-Point to solve these problems and to reveal the tacitly understood behaviours. This innovative hybrid research method combines analysis of multiple ‘Think Aloud’ commentaries with the ability to ‘point’ at the subject of interest. The analysis is presented as a time-stamped multimedia dialectic, a visually simple yet sophisticated collage of data which reveals relevant behaviours, including those which are tacitly understood. A bespoke software tool (BigSister) was designed to facilitate the data collection, and was tested against the most similar commercially available technology, an eye tracker. The test of Video-View-Point successfully revealed four tacitly understood indicators of competence: communication, processing clinical information, being in the right place, and being proactive. Video-View-Point offers huge potential for behavioural analysis in other domains

Enhancing student learning journeys with semantically annotated content

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonThere is an increasing interest in developing existing Special Educational Needs (SEN) teaching methods due to recent concerns regarding the number of SEN pupils in schools. Communication is difficult for students when they have little or no clear speech. Consequently, a range of communication systems are used as an alternative to speech, including symbols, pictures or gestures. Importantly, helping students to better communicate also improves their education, friendships and independence. However, it is acknowledged that creating these educational resources is time consuming and expensive, and the learning results are not recognised as being as effective as required. Semantic Web technology has had an impact in the educational field and offers the required linkages for more engagement with Web content. There is, however, a considerable gap in Semantic Web research between the contributions in the mainstream educational field and research undertaken into special educational needs (SEN) students. This thesis presents an augmented World Wide Web (WWW) vision utilising annotation to more effectively support diverse special educational needs students. Students are supported in part by a SEN Teaching Platform (SENTP), one artefact from this design science research. Poetry is used as a website teaching material because of its significant impact on special needs students as it is a difficult topic to understand. The first stage of the research is to select the appropriate tools for testing annotation techniques in a real SEN environment. Later, a design of the proposed SEN teaching platform is built based on a Semantic Web annotation tool (Amaya) coordinated with a web application. Design is evaluated by conducting a pilot study in schools caring for special needs students (SEN). Evaluations were carried out at two schools, interviewing nine participants (Teachers, Teaching Assistant) in the UK. SENTP is tested for using Semantic Web technology to benefit the education of SEN students by utilizing Semantic Web annotation tools. This research further improves the SENTP with additional support for cognitive load using specific annotation formats within the Amaya annotation tool. Field testing is carried out at six UK schools with twenty-two participants being interviewed. Cognitive load principles are shown to improve both learning and class behaviour, also supporting teachers in the production of educational content. The pilot study and field testing results reveal that the proposed approach is effective. Following this, designed artefacts are synthesised within a wider design blueprint that articulates how this new world of annotated digital media is designed, deployed and consumed. Finally, SENTP ontology is created using OWL language and Protégé 5. The main goal of this ontology is to produce a wider design SENTP ontology that can be adapted to wider teaching purposes

Semantic annotation of ubiquitous learning environments

Skills-based learning environments are used to promote the acquisition of practical skills as well as decision making, communication, and problem solving. It is important to provide feedback to the students from these sessions and observations of their actions may inform the assessment process and help researchers to better understand the learning process. Through a series of prototype demonstrators, we have investigated the use of semantic annotation in the recording and subsequent understanding of such simulation environments. Our Semantic Web approach is outlined and conclusions drawn as to the suitability of different annotation methods and their combination with ubiquitous computing techniques to provide novel mechanisms for both student feedback and increased understanding of the learning environment