A workshop
Please join us for our half day workshop hosted by CEMP and C&J 'Doing Education on Screen'. The programme for the day is below and on the flyer attached. We plan to record the session and we will also be live note taking here for those who cannot join on the day: https://padlet.com/afeigenbaum/6tps05n1hc0eeznw
1. Using technology as a
mediator: The Vygotsky 'Zone of
Proximal Development' (ZPD) revisited
Debbie Holley and John Moran.
2. Nursing students
(and staff)
Had to move online even faster
The Professional body changed the
regulations (NMC)
Our third year students called up Easter
2020 to complete their degrees in
practice
They all moved to the NHS to work on
the wards
But had a body of work to complete fully
online
No expertise in online learning – most
staff come from practice
Depiction of the Covid-19 virus from a Nursing
Student
5. Developing theory: Vygotsky
Lev S Vygotsky (1896-1934) writing a period of social, cultural, historic change in both his
location and discipline – he was unique in seeking a comprehensive approach that would
make possible description and explanation of the higher psychological functions in terms of
acceptance to natural science – did not achieve this objective, but did provide a critique of
theories which claim adult intellectual functions arise from maturation alone;
and suggested the mechanisms by which culture becomes a part of each persons nature
And by claiming that all of the above should be understood in terms of a Marxist theory of
the history of human society and by this laid the foundations for a unified behavioural
science
6. Definition: Zone of
Proximal development
It is a useful concept because the actual developmental level defines functions that have
already matured. The ZPD offer us a way exploring functions that will mature ‘tomorrow’ –
Vygotsky defines these as ‘buds or ‘flowers’ of development rather than ‘fruits’ of
development…the prospective mental development – and this can offer us insights for
education, as our learners are on a journey to acquiring the knowledge of their discipline.
In terms of technology and scaffolding, Vygotskys idea on ‘imitation’ are relevant (p88) as
learners can only imitate what is within their developmental levels – hence modern tools as the
ability for us to ‘scaffold’ assists learners to assess the knowledge and understanding
It is the distance between the actual developmental level as determined by
independent problem solving and the level of potential problem solving under
adult guidance or in collaboration with more capable peers (Vygotsky 1930/1978
p86)
7. Definition: temporality
“… context as a core construct that
enables collaborative, location-based,
mobile device mediated problem solving
where learners generate their own
‘temporal context for development’ within
the wider frame of Augmented Contexts
for Development (ACD).”
Cook, J (2010). Mobile Phones as
Mediating Tools Within Augmented
Contexts for Development, IJMBL.
Link to paper http://goo.gl/NFWnSZ
In addition to reorganising the
visual-spatial field, the child,
with the help of speech,
creates a time field …he can
act in the present from the
viewpoint of the future (p36)
The ACD ..appears
to act as part of the
substitute for what
Vygotsky calls ‘the
more capable
peer….’
8. Our best practice case study:
‘The Corona Virus teachinar’
Inspired by the creativity of our
health students
Moving teaching and learning online ‘in a hurry’ –
resources:
• Visit our ‘Corona Virus Teachinar’ unit,
• our tools and techniques podcast is available
here,
• Our nursing digital literacies Talis-Aspire reading
list has been started.
Contact Debbie Holley or John Moran for further
information
