Enhancing students’ online learning experience through the use of Bambuser

new Bambuser

With almost every App I’m introduced to in this mosomelt cmooc comes a sense of excitement and my mind goes racing, thinking of the potential to enhance my students’ learning experiences.Bambuser is no different.

But actually Bambuser IS different!

Bambuser seems to combine many of the features that I am looking for plus is easy to use (I only had one false start then was able to seamlessly record something and have it automatically posted to me Twitter feed). Students who are learning online are definitely looking for some sort of authentic connection with the lecturer that is often missing when there are no face to face teaching sessions scheduled. My online students get to see my image and get to hear my voice but together these elements still do not create a real sense of ‘presence’.

Bambuser may well fill this gap by at least allowing my students to see and hear me ‘in action’. I can see a real use for this tool in providing short analyses of case studies as a way to help cement learning of course topics plus could easily be used to live stream a Q&A session on questions posed earlier by students, again based on a specific areas of the course or aspects of assessment. I continually try to focus my teaching on learning and have assessment as a secondary element, despite many students wanting things the other way round so one more avenue would be to use Bambuser to produce commentary of ethical issues in the news. Fellow mosomelt participant Laurent Antonczek has used Bambuser in all sorts of outside settings and I really like this. It reflects my aim to facilitate students seeing ethics everywhere not just in the course content.

Here’s my initial thoughts, via Bambuser (am sure there are more to come): http://bambuser.com/v/5647074


Google Cardboard – time lapse construction.

Had fun constructing my Google Cardboard virtual reality kit.

Thirty seconds is all it took – haha 😉

I’m not sure how useful this would be for teaching ethics but it’s fun to have a very hands on creative experience and there may well be opportunities to collaborate with the various clinical disciplines I connect with.

Thinking about collaborative inter professional teaching using Vyclone

The mosomelt winter camp created an interesting opportunity to create some synergy between law, ethics and paramedicine. The morning started with a recap of the last few mosomelt weeks and quickly those present saw a unique chance to collaborate; bringing together our commonality of preparing students for the complexity and uncertainty of real world clinical decision-making.

Vyclone seems to have made a real impact on Kate and I this semester and it seemed only minutes before Kate was proposing numerous out-of-hospital ethico-legal scenarios where the use of Vyclone would add value to the teaching and learning experience. Using Vyclone for teaching not only allows us to be creative and engaging with our content but also enables us to model the use of technologies for students to then consider their own creative ways to think, learn and work collaboratively.

The intersection between law, ethics and paramedic practice illuminates issues such as minors’ consent (the law is grey), decisions about providing out-of-hospital care for those with terminal illness and the relationships between student and on-the-road mentors.

To test out our collaborative skills, and after some very helpful iPhone camera tips from Laurent, we decided to create a Vyclone on consent for minors in out-of-hospital emergency care.

What could we achieve within Vyclone’s 3 minute parameters?

After a ‘take 2’ here’s what we came up with:


Certainly scope to consider this sort of technology for thinking about all manner of practice-based situations not just in paramedicine but in all the clinical programmes Kate and I are involved with across the faculty.