 I would very much like to welcome the senior lecturer Haley Jonsson from the Metropolitan University College in Copenhagen, which is going to do the next presentation about the LIENE pregnancy. We are very delighted that you will be here and do your presentation and maybe you could present yourself, Haley. You have to turn on your microphone again, is it on now? Hello to all and thank you for letting me speak today. I'm delighted to share my experiences with you and we'll be talking about innovative student learning and more precisely I'm going to tell you about a project I'm currently doing involving innovative students learning. First a little bit about the program for this session. Initially I'm going to just talk a little bit about the desk research we did before we started this project. Then I'll be talking about how we started the whole innovation process with regards to the students and what kind of theoretical model we used to structure the process and going on from that I will also talk about the results of the evaluation of the student learning and finally I'll be happy to take any kind of questions you have with regards to the session. Now before we started this project we actually went out and had a look at what do we already know about client expectations in antenatal care so we had a look at the different publications on this particular subject. We knew we wanted to do a project that had to do with antenatal checkups but we needed to be more focused about what kind of project would actually make sense. I'm just going to post that can let some people having problems with the board plan and therefore I think it's better that we go off West Ham and I'll put a photo of you instead. Will that be okay? Now what we found out is that when the women attend their antenatal checkups it's quite important for them to know that the purpose of seeing in midwife and seeing as they actually see the midwife several times it's also important for them to know the differences in between the antenatal checkups and the differences between sort of the staff pregnancy midway pregnancy and the end of pregnancy. So although it's for us as professionals can be quite clear why we're seeing the women it would appear that it's not necessarily as clear for the women themselves. We could also see from the publications that it was quite important for women to receive care that was tailored to their individual needs and quite a few studies you heard women talking about not wanting to be an obstetric case, not wanting to be a number, not wanting to be a womb but wanting to be a person and being met as a person. And Taylor Taylor also had to do with you know when they received information from the midwife it was quite important it was relevant to them and the kind of life they were living. We could also see that the women seemed keen in making their own decisions but they needed the midwives to support them in decision-making hence that they were from the midwife provided with knowledge that was actually relevant for them when they had to make decisions. And then we could see that reassurance was a major part of seeing the midwife as well. Reassurance with regard to that sort of many of the thoughts you have perhaps worries about being pregnant or future family life was actually a quite normal part of being pregnant. Now several studies were done where they actually focused on being healthy during the pregnancy and what we could see here was that the women were asking for knowledge that was evidence-based and not just evidence-based but also knowledge that was current because you know there's an ongoing production of knowledge with regard to health and pregnancy. We could also see that knowledge on healthy living during pregnancy was partially based on facts and partially based on myths and they were looking to the midwives to sort of distinguish what was actually factual and what was more a myth and to that extent not factual. Now a major finding when we looked at the publications was that the women were looking for time when they saw the midwife and time was actually related to several issues. It had to do with time to be examined. It had to do with time to talk about the examinations. What were the examinations about? What was the purpose of the examinations? It had to do with time to talk about for example test results and understanding why the tests were taking. It had to do with time to talk about more sort of mental and social issues of being pregnant. It was also apparent that when the women felt that there weren't enough time at the antenatal checkups to ask the midwife sometimes they would actually choose not to ask because the midwife seemed too busy with all the tasks she had when she saw the woman. Finally some of the aspects that could be neglected at the antenatal checkups was the more mental and social parts of receiving counseling and emotional support. It was also quite clear that women attending antenatal checkups do not only search for information by meeting the professionals that they had many different spheres where they searched information. A major change over time was that the women were increasingly looking for information on the Internet. When they had been to an antenatal checkup and perhaps not felt that they'd received the knowledge they needed they actually went on the Internet instead and searched for information there. They also used the Internet to share their own experiences and to read about others and their experiences and to get advice from other pregnant women and also to give advice to other pregnant women. So when we started this project we had a vision. We had a vision that we were going to see if we somewhere could develop the solution that could create more time in antenatal care and when we talk about more quality time in antenatal care we meant that if we perhaps could take some of the tasks that were ordinarily a part of the antenatal checkup out we could actually create space for the more social and mental issues of being pregnant. Now my pregnancy is actually an innovational project done in a partnership where the partnership consists of us joining up with a major regional hospital and they have a clinical project aimed on doing this project while as we the Metropolitan University College have a more educational aim for participating. Now what we're trying to create is a new tablet solution where the pregnant women are supplied with a tablet and this tablet will enable the women to upload monitoring before seeing the midwife and that could be sample uploading their weight before they see the midwife. It will also enable them to preregister information because we found that quite a bit of time was actually spent during the antenatal checkup doing paperwork and if they could do that in advance we would actually free time to talk and it would also enable the women to actually meet with the midwife or with the web should they wish to do so. Now with regards to us as an educational institution going into this project we were more focused on learning and our task in this project would be to create different elements for this web portal elements consisting of e-learning programs and reliable information as we would call it which would be both evidence-based but also experience-based if it were in areas that were not researched. So our educational project aim for being part of this project would actually be to see are we able to strengthen the students innovative and IT competences through new ways of learning and it was quite important for us when we were talking innovation that they would actually have a chance to experiment while taking part in this project and once we had made this portal it was important that we could also measure the effects of the portal and sort of that practice the hospital would learn by this effect measuring but also you know the educational institution would gain important knowledge about how the portal is used and how we can use this knowledge when we're educating our bachelor students. So just a little bit about what innovation is and you know when you talk about innovation or learning what's that all about now if we start with innovation innovation can be described as a control creative process now it's very important that you work with creativity when you work with innovation but you also need a structure process in order to actually get to the to the end of the process it has to create value and more than just creating value it has to be useful it has to be you have to be able to put it to actual use and it not you know ending at being a very good idea. Now when you talk about innovative learning you could describe it as what you would call MOTU learning and MOTU learning has to do with learning by being challenged and by solving problems and it's actually you could say learning by doing so you're learning through experiencing and discovering and it's quite important that when we say that these projects have to be practice oriented that they actually take they take part in real life so we're actually creating something that will be put to use in in practice and it's also very important that when the students join off our project like this that we set a specific task for them it has to be quite clear what is their role when when they join a project like this now just going back I can see I'm having a little bit of problems with the taxonomy and and the picture actually showing up on the screen so I think I'll just explain to you what when you talk about innovation and taxonomy instead you could say at one end of the spectrum you are talking about incremental innovation or you're talking about smaller kinds of innovations that would improve the way we're living our lives that could be for example that when you're looking at creating new shoes you've actually learned that if you put gel into the soul of the shoes that will that will help when you walk and take your knees you're also talking at the other end of this taxonomy about radical innovation and radical innovation would be major innovations that change the the lives of many and an example of radical innovation would be for example when we got the internet and started using that as a social media now just a little bit about the the project in numbers now we're a large educational institution and we decided to do this with more than just midwifery students and the whole idea was that you know we had other baccalaureate degrees and that if we said one plus one plus one it would actually at the end equal five because the different baccalaureate programs have a different kind of expertise and and that this kind of expertise would actually be useful for the pregnant women and for example the physiotherapists they know a lot about movement and nutrition and health have specialized knowledge with regards to to dieting so we invited two other bachelor programs to join and and they were happy to do so we had six mentors following the students and this was really important that we made sure that the students had you know a contact first somewhere to go while they were working we had 70 students finishing the project and when they joined the project they were actually asked to pick a scene and we had made four scenes that were actually created on behalf of our desk research that we felt were relevant for them to produce material within and those four scenes were lifestyle and natural preparation family life and and the newborn we had the open groups working some of them were consisting of students within the same bachelor program and some of them were consisting of students across two bachelor programs and then we were quite interested to see because we were setting you know we're expecting them to deliver at the end so we're we're interested to see how many dropouts are actually going to get when we demand a lot of work from them and and the dropouts were six students in all and they all dropped out at the beginning of the project and the reason being that they didn't felt they had enough time to participate in the project now when we evaluated the learning we did it in several different ways we had questionnaires that actually followed the different parts of the innovation process we had the students interviewing each other of course one aim doing that we would learn from these interviews but another aim was for the students to share experiences with each other and then when the students had actually made their projects we did the focus group interviews as well and the response rate and all this being being quite high which was good with regards to to learning as an educational institution of how to do this now when when we work and again here I can see there's a slight problem with showing the picture as it's supposed to be shown we actually sort of made a model for evaluating what the students were supposed to learn and for that we took an offset in what's called program theory now program theory has to do with evaluating learning as a process and in program theory you focus on like a tune of effects and you look at the different parts of the team so we set up a different goal for the different phases of the project and then we did our questionnaires and so forth to uncover whether the students had received the competences we were hoping that they would get in the in the different parts of the program and when you do it as a process as well you're also able to see if you know when particular problems arise you're able to see that actually has some kind of consequence for the next part of of the learning process before we started we actually asked the students why they decided to join up because joining was you know voluntarily we did different kinds of recruitment meetings but at the end of the day it was the students deciding whether they wanted to join the project so we asked them why why have you joined and what they said was they thought it was exciting to work with innovation that you know learning to do something in a new way was exciting for them being able to work with creativity was also attractive to the students because they were not that used to in their ordinary depth of progress to work with creativity so that enhanced their motivation to to join and also the students said you know they wanted to be part of a community and being part of a community related to both being part of a group and and producing a product with that group but also being part of one group amongst many groups and that we were all a community together and that we had the partnership with the hospital that was a major motivation for for for joining now we decided to use a Danish innovation model to structure their learning process and this model the CIE model translated into English is all about working in three different innovation rooms and the first room being working in the creative room and the next the innovative room and the final the entrepreneurial room and I'll go on in a moment to explain to you how you work in in in the different rooms we also set up some dates along the way first of all before they started the process we taught them how to work with the creativity in a tip-off workshop when they worked with innovation and had picked the idea they were going to turn into a project we actually had them present the idea to the hospital and we had them present the idea to the computer programmers with regards to technical support and before they handed in their products they actually presented the product a final time to the panel consistent or consisting of managers and midwives from from the hospital now if we start by having a look at the first room you're in the creative room and creative or creativity has to do with a divergent thinking now divergent thinking relates to thinking in many different ways and is the opposite of convergent thinking that we'll get back to in the next room and the idea when you work with creativity is that you are supposed to produce a multitude of ideas as many as possible several hundred if you can and the idea is also that that you view ideas from many different perspectives so you're not limited to one perspective and you're allowed to suggest any idea that comes to mind so an important social aspect of working in the creative room was tell the students that no is not allowed so they weren't allowed to say to each other I don't think that's a good idea we've tried that that didn't work and so forth at this point it was yes anything goes so we were interested with regard to to the learning because the competence at this point that they we were looking for them to have was actually to to to work creatively with ideas and we were asking them so what kind of ideas did you pick and they were saying to us well we picked new ideas and by new ideas they meant ideas that they didn't know existed previously they also had had a look at practice and and look at what do we already have but with regards to innovation could do a lot better and then they work with problem solving ideas you know meeting specific needs by creating this particular idea and what was quite apparent and quite a surprise was that already at this point although they were not supposed to be focused at being realistic that comes up in the last room they're working in then they were they were trying to create ideas that they knew could actually be turned into a product now the next room the students entered was the innovative room and when they worked in the innovative room the major criteria was that they had to work with an offset in value and more specifically in in user value you know whatever they created primarily had to have value for the women in antenatal care but value was being understood in a wide manner it could be advice on how to do healthy cooking it could be advice on how to deal with a new child and siblings and so forth value had had many different aspects and at this point with regards to evaluating their learning we were looking at competence to choose the final idea and more specifically we were using and we were looking at their arguments for choosing that particular idea over other possible ideas and we were also encouraging the students to refine the idea once they picked the idea they wanted to work out with and quite a few of the products that we ended up with in the end was actually the combination of maybe parts of three or four students ideas so they actually combined ideas in order to make a better idea in the end now at this point we wanted to look at competence to select the final idea and we were asking the students what kind of methods did you use when when you did that and they'd use actually a wide variety of methods to do so some students had made questionnaire that they had to actually put out in the antenatal centre and had women fill in there some students had done qualitative interviews with pregnant women some students had turned to experts and done interviews with them some students had looked at previous publications on that particular scene some students had gone into web forms and actually asked the women in there and we were quite straight with asking the students to identify themselves if they were in web forms and also telling the women what their purpose was for being there and finally you know with regards to being experience based the students were also drawing on own life experience when they were looking at what user value actually was now the last room the students worked in was the entrepreneurial room and this is probably the most challenging room out of the three when we did the focus group interviews the students said you know they they they had been worried whether they would actually be able to be creators but found that even though you're an adult being created there's actually no problem at all and and working with user value had actually gone okay but now at this point they actually had to make a product and at this point we were asking them to make a plan of how you know they would make the product we're also asking the students the pragmatic because we were demanding actually to see a product at the end and so the competence here would be are they actually able to operationalize their idea into a product and looking at the products we received from the students we actually received many different kinds of products some groups had worked with user relevant texts for this could be for example text on breastfeeding that would be put into the photo and the idea here was it wasn't just text in the sort of more academic or understanding of writing here we were challenging them and we were asking them to to produce a product that was actually able to go on the web which means it has to be a lot shorter it has to be a lot focused so you know new demands were set to the students with regards to producing these texts some students had the text about advice on perhaps different kinds of guides a guide could be how to control cravings during pregnancy with regards to to eating the right things some students had worked very creative with producing either texts or quizzes where rather than having a text that could be read now they had to test their own knowledge by by doing a quiz we had several different films made some animations some for example interview or whiteboard films so so different forms of films and we also had quite a few different exercise programs that the students produced for the year portal now when we saw the students at the end when they'd handed in the photo and we asked them to participate in focus group interviews we asked them what it meant for them to to have a mentor by the side and ideally what kind of personal competence should the mentor have to take part in an an innovation or project and what the students said was that it was really important for them that their mentor would motivate them and encourage them and say you know well done and you've obviously worked really hard but also that the mentor would be a kind of devil's advocate and that the mentor would challenge their ideas and challenge their products in order to make them even better it was important for the students that that the mentor had first of all knowledge about the different innovation of rooms they were working in but also the overall project because they were so busy producing that they needed someone else to take care of that part of the project and finally they were looking to their mentors as a sort of experts as someone who who knew more than them now we also ask them now as a student when you've taken part in an innovation project what do you learn what kind of competences do you get from taking part in a project like this and one of the one of the things quite a few students appointed at was that they had learned to be bold and and being bold related to they would use metaphors like I felt like I'd been thrown out of a plane without a parachute or I was at a city without a life vest that you know working in the beginning of the process to create ideas without boundaries was actually quite different than the more structured learning they were used to have when they did their academic education so this was this was this was new slightly intimidating for them but also very exciting now another thing they pointed towards was that if you take part in a project like this you have to prepare be prepared to work hard this takes a lot of hours and you have to be willing to put in the hours in order to produce the product then they said it's really a matter of being creative on the one side but also being compliant with the innovation model on the other side so they said you know you have to accept that this you know during this project we're using this particular model and this is not up for discussion we will work in the rooms as we're supposed to and we will follow the model and that was new for them as well to combine creativity and structure in a new manner then they said well you learn that you get frustrated and frustration had primarily to do with with their work in the entrepreneurial room because at this point we're asking them to be pragmatic and a lot of the groups had ideas that were technically too complex to carry into real life or perhaps too expensive and at this point they more or less sometimes had to downsize their product in order for it to fit with the portal now the fact that the portal product would actually become part of real life was very motivating for them and at the same time frustrating because you know there were certain limitations that the students had to meet a final thing the students said was that when you work in a group you're challenging your social skills and you're actually challenging them in slightly different ways that that were familiar to them and what they said was that because we had deadlines that we had to meet we needed to be responsible to each other we also needed to be very respectful because this openness anything goes meant that it wasn't necessarily the idea that you had thought of that would turn into the project but it was a combination of several different ideas and that talented the students in it with regards to being able to to compromise and they also said that because they were so motivated to to to be part of something that would be part of of of real life and to care they were actually very motivated to participate as as much as possible but at the same time they had to allow space for for for the other students who were in the group now finally we were quite interested to see with regards to the learning to learn a little bit more about transfer now transfer you could say takes place when when you know what you've learned the knowledge and skills you've learned in in one situation can be applied in a in a similar situation now theoretically you actually distinguish between what you call near transfer and what you call a far transfer and then and near transfer being when the similarity between the learning situation and the situation where the learning is applied is very similar far transfer being when where you know that when the learning is applied it actually differs substantially for from the learning situation now we were quite aware that you know that the transfer we were trying to promote would be probably termed as being far transfer and and and that was because you know none of the students actually had innovative experience in advance and none of the students had experience with producing wet products and the talent with far transfer is actually it's more difficult than than near transfer and and the advantage of far transfer is that the the students learn to adapt to new situations which is an important confidence to have when they finish their education as well so we asked the students if you had a look at what kind of confidence you had before entering the project and how you've actually used them in the innovation project what did you take from education into the project and the students told us that you know various forms of formal knowledge for example could be knowledge about psychology could be knowledge about physiology they would bring into the project they weren't starting from from from spec they actually had knowledge to bring into the project our students also said and that was primarily the midwifery students that the knowledge they had from already taking practice placements during their education proved to be very useful in in in in the project because they had already been out in antenatal care so they knew about and they knew about the women in advance then of course we're also interested in knowing more about the innovation project what could you take back into the education and and what the students said was that because they'd worked within a specific scene they had actually achieved very specialized bodies of knowledge that they would be able to use in in in their education and they'd also gained confidence to do research and research you know being widely described when they were working with use of value trying to gain knowledge in many many different ways and I think the major finding with regards to transfer was actually that they found that taking part in this project was that this would make them think differently about being in practice in the future now one of the major findings was that the students would come and say as professionals we have conceptions about what the clients need to know and what kind of needs they actually have and by working with use of value they would sometimes discover that there would be a dissonance between what they assumed was needed to know and what the women actually needed to know and that was kind of an it Tiffany for them and that meant that they said in the future they would be a lot more aware of how they actually communicated with the women in order to find out what they needed and of course you know when you work many different people together and three different bachelor programs you also learn something about interdisciplinary cooperation and and how different bodies of knowledge from different bachelor programs can supply each other and all in all produce a better product and finally the students said that their idea of taking part in the project was actually something that was more targeted to the experience employee so now that they tried it already during their education they were actually more bold to to to join a project sooner after they finished their education which was a major result as well now next step here will be that we are actually going to test the portal and we'll be doing that this autumn and we'll be testing it different ways we'll be doing questionnaires where we have an intervention group and a control group control group following international checkups as they are now an intervention group actually using the the tablet and the web portal and what we're interested to learn is that when they have the opportunity to use this tablet do they actually use it and you know the different portal content do they find it usable so we're asking them actually to assess from a client perspective the quality of the portal content and now we're going to have a look to see if the tablet increases the client satisfaction which is obviously why we have a control group to to compare with and we're also interested to find out you know number of hits on on the different scenes because that's important learning for us in the education to find out whether they target the certain scenes more than other scenes it's interesting when they target them a lot but it's also really interesting learning if they for some reason don't take an interest in in a particular scene in the portal well I think that's all I have to say and be happy to let Annetta take over at this point thank you very much for a very interesting presentation is there any questions please write them in the chat box or you could also have the the possibility of turning on your microphone if you want to ask Helen directly but maybe I could start to put a question Helen this project has been very much much encouraging and the students to be involved could you say something about the process how you managed to get the students involved in the project and then and how they work with it you have said something about during the presentation but that that is something very important in this project well as I said we initially held different recruit meetings for the students and to be honest we had thought that recruiting students would actually not be a problem but it actually in the beginning was a problem we had some students signing up but we because we were worried about the dropout rate we felt we needed more students so so we we we kept on having different sort of ways of recruiting we also went on use the students council and went on on facebook we send out emails to all the students and then sort of within a few weeks the tables had turned it was like a snowball effect from from having maybe 10 people signed up all of a sudden we have we had in the 70s signing up and it would seem that when they're not you know when the students talk to each other about participating they would they would that would actually motivate them for for joining up in in the project rather than us trying to encourage them to to join so definitely communication between the students seem to to to motivate them to to join up I've actually I have a question here actually I have several questions I'll try and have a look at them I've been asked if the project is finished the project is not finished at the moment uh we're working with uh sort of getting the different total products put into one web solution and then it will be tested this autumn and actually we have a test period that runs to more or less April May 2014 and it won't be after that that we have you know all the measureings of of effect then I've been asked about funding now the the the project's been funded sort of internally within the our educational institution with funding to to do development projects and that's funded sort of pay for mentors and and for me as a project manager and so forth and the hospital has actually received a larger amount from a welfare technology fund and it's through this funding that we're actually paying for the technical solution which is is quite pricey so you would obviously need some kind of external funding to do that um and uh then I've been asked if if the portal is is available online at uh at the moment and it it won't be allowed at the moment because we're going into testing and because we have the test period uh where we have an intervention group and a control group it won't be able to be open to the public at this particular point but after the test period is finished the whole idea is that the portal will actually be the open to the to all the public for whoever would have interest in in in using it okay are there any last questions because we're going to end this session in a few minutes so feel free to ask a last question which means that there's not then most uh lead comments coming up uh at the moment yes so so I think that we would uh we would uh say thank you very much Helen for a very interesting presentation and a very nice debate here afterwards and um thank you very much and have a nice day and then um the the video presentation will be on the website uh after