{"id":3088,"date":"2023-11-14T10:00:00","date_gmt":"2023-11-14T10:00:00","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/fmstel\/?p=3088"},"modified":"2023-11-14T09:48:31","modified_gmt":"2023-11-14T09:48:31","slug":"case-study-onc8030-branching-activity","status":"publish","type":"post","link":"https:\/\/blogs.ncl.ac.uk\/fmstel\/2023\/11\/14\/case-study-onc8030-branching-activity\/","title":{"rendered":"Case Study: ONC8030 Branching Activity"},"content":{"rendered":"\n

The Idea<\/h2>\n\n\n\n

Inspired by an H5P talk at the NU Learning and Teaching conference, Kay McAlinden, module leader for ONC8030 Psychosocial Issues in Advanced Disease, approached the FMS TEL team about creating a branching activity.<\/p>\n\n\n\n

We jumped at the opportunity to be involved and offered our services to film and edit the videos, and also build the activity in H5P and Canvas. <\/p>\n\n\n\n

Bringing to idea to life<\/h2>\n\n\n\n

Kay took the lead in crafting the scripts and coordinating an actor. Pip Davies, roleplaynorth<\/a> Co-Ordinator, kindly offered to play our patient and Kay would take the role as the Health Care Professional. <\/p>\n\n\n\n

Emily Smith and Tracy Connell from the FMS TEL Team volunteered to be our videographers and canvased the campus to find a suitable room to be our ‘doctors office’. Once the scripts were finalised and the room was staged, filming commenced. Using two cameras and a team of two videographers we were able to film both the patient and the health care professional scenes at the same time. This aided in the flow of the conversation for the actors and filming was able to be completed within a couple of hours, with brief interruptions for the inevitable giggles and occasional bloopers.<\/p>\n\n\n\n

\"showing
Editor View of H5P Activity<\/figcaption><\/figure><\/div>\n\n\n\n

Next, we moved onto the task of editing the footage, which was completed in Adobe Premiere Pro<\/a>, and building the task in H5P<\/a>. We had filmed two options for the patients thoughts so a few different variations were created. After choosing a variation, making any further adjustments and proofreading of the captions, the activity was finalised.<\/p>\n\n\n\n

All in all, the process took around a week of work.<\/p>\n\n\n\n

The Final Layout<\/h2>\n\n\n\n

The activity is situated within a discussion board on Canvas, providing students with the opportunity to complete the task and subsequently engage in discussions with their peers. This setup also enables us to gather valuable feedback regarding the students’ perceptions of the task.<\/p>\n\n\n\n

\"Canvas
Canvas Discussion Board<\/figcaption><\/figure><\/div>\n\n\n\n

After the introduction and instruction slides the first statement is introduced. Students are then prompted to pick from 3 responses. The corresponding response video is played, and students get a opportunity to reflect on the response and consider the patients perspective. Finally, we get to hear the patient’s thoughts. There are 7 statements for the students to work through, guiding students through a sequential conversation with the patient, fostering a sense of engagement and interaction.<\/p>\n\n\n\n