 and I will get them at the end of the presentation and if they're in chat and we don't have time to get to all of them I can answer them and send them to Christine and then she'll forward them on to you or we'll find some other way of making sure that you get your answers. Okay so as I'm sure you're expecting I'm going to be talking about the use of technology to support applying educational theory to practical use. I'm going to be talking about healthcare education a lot because that is my area of specialty but I'm hoping on the whole you will find this useful for whatever you happen to teach because obviously all of our students then go off and want to make practical use of it during you know their education and afterwards when they finish their training as well. So we'll look at the online tools which support the application of theory to practice certainly within virtual healthcare education it's really useful because it makes sure that students can have clinical experiences that we couldn't otherwise guarantee. Hopefully that would be the same for your students as well but you would probably need to adapt it so it suits the needs of your students. But I also think that using online tools not just for the delivery of the education but as a resource package you know part of kind of sort of the toolbox of what we offer students as part of their educational practice really can help them to deepen and reinforce their learning at a pace that suits their individual needs you know in a place where they might feel most comfortable to do that. So that is what we'll be looking at and considering during this session here. If I can remind myself how to oh here we go I just want to advance the slides. So this is one of the slides where there's going to be some audio but only briefly and it's nice because one of my colleagues Dave Hunt is part of this session now and a long time ago Dave was sort of my first foray into thinking about how I could because I've always been really interested in kind of using digital education and digital aspects adding it to my education and enhancing it was way way before the pandemic. And so Dave was our learning technologist back then so he was my first person that ever kind of introduced me to this amazing kind of world that was out there that we weren't using fully and I'm forever grateful to him for that. And more recently but still pre-pandemic we were talking about because I went to one of his sessions he delivers sessions within our university for how educators who aren't necessarily as comfortable with using digital technology. And I went to one of his sessions and he was talking about he was referring to virtual reality as an alternate reality and I thought that was really unusual and interesting because I thought actually that's so important kind of a turn of phrase that we use to reference things and the impact this can have on our students and I think it's like it's worth always reminding ourselves of this. And I referenced Dave for using the term alternate reality but I'm pretty sure he did say he got that phrase from somewhere else but because I can't remember who that is I am going to reference Dave with that and then if you want to know exactly where he got that phrase from I'm sure if you ask him in the chat he will be happy to tell you. And you know it's particularly important thinking about if because this whole session isn't just going to be about virtual reality I'm really sorry I don't want to mislead you but I just think this is quite important in overall thinking about you know using digital aspects for education that kind of the words we use and the influences can have on the perception so if we're talking about virtual reality instead of an alternate reality for example or parallel reality or equivalent reality then it might give the impression that it's less real and maybe of less intrinsic value which of course it's not. And I really like there's on Amazon there was this series called Future Man and I got really into it actually and this guy that you can see on the screen here was a hologram and it delves into why virtual reality actually isn't much different to standard reality from a psychological perspective and so I've cropped a really short clip which I wanted to play for you and hopefully you'll be able to hear it which explains it much better than I can do myself. Denise the sound's not working. Okay right that's unfortunate so what he is saying is that reality is just signals perceived by the brain so the only thing that's real is your mind and everything else actually is just construct so there's no reason why virtual reality or an equivalent reality it isn't you know the same as you know normal reality standard reality it's a shame you can't if anybody's desperate to hear that clip I can send you a link to where I've clipped it on and I've got it set up somewhere privately so I think it's it's not just me there's there's been something called the topal review in health care and you know within that review it says the future of digital education must begin now so this review was done it was published in 2019 just before the pandemic it identified virtual reality as one of the top 10 digital technologies expected to impact 80% of the NHS workforce increasing proportionately during the next 20 years so we are training or educating those health care professionals now and they will be using what we've taught them within their career so it's really important that we are able to embrace digital technology make them comfortable with it make them understand that it's okay to use it make them understand how it can be applied to health care and I will talk about that a little bit within this and hopefully it will be relevant to you as well the World Health Organization is using augmented reality for continuing professional development so here you can see this is a this little guy here will sit on your keyboard or wherever you want to place them in your house or in your office and it's just for us to practice donning and doffing personal protective equipment now that's really useful for people who might not necessarily be able to access a face-to-face workshop you know in in a room together for example rather than being online or they want to do it after work or whenever so that it's really quite handy and it's great to see something like the World Health Organization now offering you know augmented reality as part of continuing professional development and I think it it does make it it's a nicer way to learn it's really nice to have this little augmented figure sitting there you know working you through a very essential skill and what became an even more essential skills very soon after this was released because of the pandemic I don't know if you can see my cursor but I'm on the right hand side of the slide here talking about the biodigital image that I've cropped here now for me this is a modern version of the anatomy coloring books we used to have when I was a nursing student back in the dinosaur age and they were brilliant for helping you kind of memorize the anatomy and physiology that's so important to kind of you know it's the building block to all the healthcare we give and now we just have them digitally but it's the same thing and it it works in the same way and I can remember you know like we used to sit in the pub studying this was a long time ago and we wouldn't be allowed to go to the toilet until we like were able to recite the necessary thing that we were studying and you know part of that sometimes was anatomy and physiology and so now these make that sort of thing even more possible except that we no longer you know say that it's okay to go and study in a pub if you're in healthcare because we've learned a lot about kind of what that sort of thing does to our body but it the principle is there you know it's a fun and different way to engage with your learning and it allows it makes learning more equitable because some students many students actually are very visual learners and they can go in and they can do things they can see it they can handle it practically and I think the key point I'm trying to make here is that these sorts of platforms facilitate students to learn at their own pace to learn in a place they feel more comfortable wherever that may be and whatever the time of the day it is but they do need to have connectivity but that's becoming more and more of an accessible thing for more and more people you know in our society nowadays this top middle one image here is a video Christine's going to make my slides available I think so you have to click on this video and have a look but it's physiotherapy and it's augmentation for and it's a patient and a practitioner and they're able to engage with each other and do the exercises and the practitioner is able to check and see the progress and the patients easily able to demonstrate their progress it's really works well and one of the things you'll find if you go on the chartered institute for physiotherapists they do a lot with digital digitization of care of education really innovative stuff so it's really worth going on on their website and having a look at what they do they are really quite advanced now I can't I can't see if you've got any questions that are urgent so feel free to interrupt me if there's something you want to ask that can't wait until the end so this slide here I have quoted a bit from my own research which sounds very oh I don't know snobby to me but I don't know how else to do it so I did research looking into virtual reality learning environments to see whether they were in benefit to students to see what the the impact was on on their education this was pre-pandemic and 300 students took part and the research showed that virtual reality learning environments offered a space where actually students could experience a physical manifestation of psychological engagement with the characters in the scenario you know very much like I suppose when you're playing what I will call a video game but probably isn't the right word now but you you know you get jump scares you get all kinds of kind of psychological engagement don't you within physiological physical manifestation of that psychological engagement within the game this is similar except it's not a game it's healthcare um and there's there's some scenes here this these are some students because I did I had quantitative data and qualitative data so this is the online focus groups I had students from around the world and around the countries and um online focus groups work the best and I tried to keep them small because um it just makes it easier for transcribing afterwards so they're talking about a part in one of the scenarios where they have to do a postnatal examination of a baby the baby's eyes are quite red and that can be indicative of lots of different things including a shaken or abused baby so and at one point you know the husband walks in the room and he actually blocks their access to the exit from the room and those sorts of things and they said it made them feel really uncomfortable and in this bit here if you get close enough to see she's got some fading bruises on her arm and around her face there's lots of like evidence that there's been a big party the house isn't been child friendly um there's lots of little things you know some of the artworks not necessarily appropriate for young children you can see that there's a boy sleeping in the dog cage those kinds with the dog um but there's lots of things where the student can look around and and sort of explore where you might not be able to in real life and and and lots of different layers and threads where um she can discuss these issues with the woman during this episode of care i say she we do have male midwives as well but a default to she um because that's the majority of our students so apologies to any male midwives who might be in this session in this scenario here um this is a a scenario that was developed where students could go in and work either with their own professions um practitioners their own profession or with students from other professions paramedic ambulance nursing medical students etc and so on you know blood labs to save the life of a woman who's having a postpartum hemorrhage and and while these scenarios could take as long as a student wished this scenario was timed to a certain amount we only have a certain amount of time to save a woman's life when she's having a postpartum hemorrhage so it was restricted to that time and if they didn't resolve the hemorrhage within that time the woman died within the scenario which is students found you know quite impactful and and beneficial in an awful sort of way but it's also it's a safe fail isn't it it's a woman dies in the scenario you haven't killed an actual person but you have learned from your mistakes and you've also learned how to work with other people from different professions this can be synchronous or asynchronous the woman's actively bleeding within the scenario the blood's dripping off the bed onto the floor as it does sometimes in real life so the students found this really useful 90 percent of them said it offered opportunities to learn and practice their clinical intuition the gut instinct so things that are happening that aren't necessarily clinically measurable yet but their their brain is picking up on it it's a very useful skill and they do need opportunities to practice these skills 80 nearly 80 percent said it supported them to practice the humanization of their health care now you know that is part of health care there's no point having just the health if we don't also have the care attached to it so it's again a really important skill for students to be able to experience these learning environments are no good if they can't practice those skills but luckily the students felt they they they could they all reported in 94 percent reported increase in confidence compared to pre-use and there was a positive impact overall noted by nearly 86 percent of the students so some of the students didn't find it ideal it wasn't their favorite part of learning but you know 86 percent of them found it very useful indeed and i think those are pretty good figures considering you're never going to please everybody and we shouldn't with with one aspect of of education delivery and we shouldn't be we should be offering students a full toolbox that they can access from they have different learning needs at different points in their education and depending on how they're feeling themselves etc and so on so the more we can offer them the better but of course it costs money to have things like virtual reality learning environments and indeed the company that we were we had developed these with and were then buying user licenses from decided that actually they were going to discontinue offering that and although we you know had our intellectual copyright and they still belong to us of course we had no platform then to run them on and we were partway through a run of a curriculum so half of students had had education within these virtually learning environments and those opportunities and i was faced with this very real reality that actually the the rest of the students for the run of the curriculum wouldn't be able to access that which wasn't possible that couldn't happen because we have to be able to offer students equitable education so i then frantically started trying to think of ways where i could you know move beyond this i had to find a way to be able to offer forthcoming students you know an equal opportunity to learn which i will tell you what i've done this image here is students using one of the virtual reality learning environments they're in a classroom as a group they've given permission for me to share this photo with you and this was their introductory session to it so getting them used to using it after this i did learn how to kind of explain to them how to do it online but i was still new to it at this point so i was brought them all together they're using on various devices you can see them using cardboard we did have a hands-free headset that they've loaned us which students were able to use they were accessing it from ipads laptops their mobiles etc and so on and as i said before i think you know although i keep referencing health care students because that's the area i work in and that's where i've had the experience for this i i think this is applicable to all students they all want the same things from their education right they want it to be modern they want to be useful to them they want to be validatable is that a word you know i mean it's going to be valid right it's going to be flexible it's going to suit their needs and their needs are changing it so it has to be able to flow and change dynamically with them and it has to be applicable to their practical use during their education and also after qualification there's no point teaching them something that's not going to be useful after they've qualified so i had this issue where i suddenly didn't have this this equipment that i would had been able to use what was i going to do so i started looking around at other things that could be used and it had to be things that were free because there was no more money you know so i went out looking for ways we could give them the same experience using different platforms that also happened to be free so um oh this picture here is just another shot of the postpartum hemorrhage one that i was telling you about where students could work with other health care students so this is just them in a room together virtually learning together and i'm trying to say this woman's life and supporting her husband and making sure the baby's okay and so on so i'll talk to you a bit um some of the so these things here um with the virtual reality learning environments i was able to safeguard the students in there they were closed environments no other students could go in there except students i had given access to so i was then faced with trying to find different platforms that were free where i could bring the students in for learning in a different way and so safeguarding them did and also you know kind of making sure they were corralled into learning what i wanted them to learn in areas i wanted them to learn was important excuse me so um that that became a bit of an issue and and i'll talk to you about that as i go through different aspects but in this bit here some of you who've been in verbella will recognize this um verbella is it offers great conferences and these are called fireside ones so you can sign up to join them they're free and i went to one um that was led by Duncan Wardell who used to be disney's um designer and creative person and and he was saying look you just have to reimagine the issue and i was like wow it's like he's talking directly to me because i was really stuck at this point about what i was going to do about this situation i was there with not being able to offer students a learning experience and he was going just break it down and call it something else and move forward and so that's what i did and i thought okay actually i'm in verbella now how could i use verbella for teaching students without paying money and verbella is actually really good about allowing people to go in and have a wander around and have an explore and look at different things um you know even if you're not there as part of a conference because i think they charge quite a bit of money to corporate places that you know that that want to bring their teams together for learning but they do have um you know lots of really interesting areas they've got a place where you can do team building which helps you sort of learn how to understand commands and talk to people in a virtual world well that's absolutely ideal for kind of having students working through the complexities of engaging with clients um within a virtual world and so here you can see physios and physiotherapy students who are practicing doing exercises with clients you know themselves that they would be telling clients to but in a digital world to think about actually if i say to someone do x are they going to end up doing y because i haven't explained how to do it properly within the digital environment so they were just having a practice here doing that now um i'll talk a bit more about each these on on separate slides this is students here learning and second life so i'll go on and talk about them in a minute one of the key things um i want to say that i'm sure you're all aware of but i just feel i need to say it anyways is think about the connectivity think about sort of the demand um on broadband for in the learning areas that this might the students might not have you know enough connectivity for the areas you want to use and things like that so be prepared for glitches and think of kind of backup things you can do for the students additional activities for them perhaps or alternate activities um or even for you if it all goes horribly wrong and it doesn't work on the day so that it's nice and smooth flowing and you look like you know what you're talking about even if you don't um and also think about your time resource do you have capacity to think about how you would deliver your training within these resources they're free but they do take time to kind of translate the education or aspect that you want to deliver into a virtual world or you know an online platform so there is a time resource and think about how you also would be giving instructions to them about how they're going to join are you going to meet online in zoom first for example and then I'll go in together what are you going to do so you need to kind of break it down and think about that um so first we're going to scale it right back and we're going to talk about Miro Miro is free um as far as I'm concerned Miro is like Padlet's flashy cousin we've all got one it you know tada they come in and everything works wonderfully and they look amazed and they've got great skin and great clothes that's Miro really easy to use really easy to set up I find Padlet a bit glitchy sometimes students sometimes struggle using it for whatever reasons Miro is not like that it's just so swish I like it um it can be used for portfolio building if your students need portfolios you can do supported revision in there you can do group work you can support the group work or you can just step in if needed so much more so in this slide that you're looking at here the students were considering um where they felt they were in relation to meeting expectations of the nursing and midwifery code now the code um guides us it's like our our bible as practitioners we have to uphold the code every turn we have an image of the profession we must represent that's all there in the code it clearly details what we need to be able to do as practitioners to support women and provide the care they need so these students were in their final year of their program um of education and within this session they were supporting each other to find solutions to aspects they felt they didn't weren't quite ready to uphold within the code yet keeping in mind they weren't qualified yet but you know at their level as level six students um so that's what you can see them doing here um and if we just break it down a bit closer here you can see in here i've set it up so i'm talking about the different domains in the code within here and then i've asked them to put their post-its in there about their feelings of where they feel one where they were succeeding and one where they needed to improve still so that's what that was and then they were going on here and they were then talking to each other and offering solutions where they found they might be able to where they'd found ways to improve themselves or they were commiserating you know or you know saying oh let's get together and have a study group and we'll do this and it was really good and i could watch it and i was there i was working on other work in the background but i was also there for them to call me a thing to let me know they needed me and then i could pop in and kind of deal with the situation that had arisen or an answer a question that they weren't able to resolve themselves but it encourages students to be collaborative encourages them to be co-creative it's student managed learning or peer-lebb learning whatever you want to call it with with me there is support but it was really driving them to go on and find solutions for themselves and that's really important i think for students because that encourages them to develop into early career professionals where they're not always going to their managers for solutions but they're confident to kind of source solutions independently or co-creatively and then come back and present them as possible solutions so this is a way of you know giving them those skills i like Miro. Mentimeter is another one that i really like also free which it's so in this this is a image i use within a scenario i use it as an alternative way to present scenarios which partially immerse students and it pushes them then to put the theory that they've learned the practical use so this was an image from a presentation i was doing that i was saying you'll now be given instruction or information about what happened next within the scenario and then i would give them more information and then i and so i'm kind of building up what they're learning about this in nuanced layers which is very similar to real life you know healthcare practice they were then asked to respond to multiple choice questions about what they might do next within the scenario they were asked if anything was triggering their clinical intuition and when they start the scenario they're like oh well of course it's a safeguarding scenario so i know there's going to be things that are going to trigger my clinical intuition but the way i developed it it doesn't necessarily do that and then they're left thinking wait a second i'm not sure how i feel about this and that's real life so although it's this 2d platform and actually they're not even seeing really any characters within it they're being challenged to immerse and feel as if they're in that scenario and in control of what happens um all input is an anonymous you know which i think allows them i know we should be driving students to own comments and things like that but there's a time and place where we should offer them an anonymity um so they can be more open about their personal concerns as an individual without outing themselves with an individual i think that enhances their learning um and Mentimeter allows you to have live feedback so you and it could be as dynamic and as flexible as you want i think it supports partnership and education because it allows me to dynamically develop my session delivery um depending on kind of their live learner feedback students learn at different rates um cohorts learn at different rates as well and sometimes because um within midwifery we have two campuses one's in Bournemouth one's in Portsmouth and um so we run our units twice effectively because you know we we have each running it on different campuses so each cohort might learn at a different rate and they they may want me to adapt their learning depending because they're at so many different clinical trusts they may see have experiences that the other cohort may not have for example and might not want as much delivery about certain aspects or more delivery about others and by getting feedbacks throughout the day i can then adapt um you know my delivery to be more suited to them and they find that really valuable and it makes them feel that their contribution has been acknowledged and addressed so it validates their input i feel um and and that's really important they need well we all need to feel validated don't we so i i think that's really important that Mentimeter allows me to do that and then at the end of the day um well or whatever it suits but this feedback i was getting at the end of the day i was asking them about how they felt about you know the topic i was teaching um you know and you can see that some of you know they don't just say oh yeah it's wonderful thank you so much that they they're very open about how they feel you know um some of them are saying well i still don't feel that confident and then i'm able to look at what they've said and go so for whoever said x y or z uh you know what do you think might be a solution we you know what does the rest of the class think you know and then if they don't feel like talking anymore because it's been a long day i'll say why don't you go to um your your practice supervisor and ask her if you know she can give you any support you know is there anything that you can attend to enhance your learning before um you might have this scenario come up again rather than you know what what's going to happen if your practice supervisor isn't necessarily there at the time those kind of things so it allows me to tie up any loose ends that i might not be aware are there is what i'm trying to say in a roundabout way so Mentimeter also um you know in first controls i said before so one of the ways i use it is at the beginning of um my complex care unit for example where we deal with care planning and management of complex health conditions and emergency situations they have a a viva at the end which makes them very very nervous understandably and um so they get caught up in little things like their allocation when are what when when are they going to be allocated their viva what date what time um and they can either self roster or i can roster them and whatever i choose is wrong i've found in the past so um i just on the very first day open up Mentimeter and let them vote would you rather self roster or be allocated majority vote rules works like a charm haven't had a problem since then makes them feel like they're in control of the decision rather than you know me telling them so there's so many simple ways you can use this that really changes the student experience and you know if we're not about student experience then i you know then we're not earning our money i suppose um so let's just talk about empathy for a minute because i think people worry that if we do too much digitally students lose that kind of human aspect of it and the ability to emphasize and i i did talk to you about so my research and what it showed about humanization of healthcare so we can translate that to humanization of education if you want or whatever but whatever your profession is that you're teaching within i think you know we don't need to have fear about students not being able to develop that empathy or losing the de-skilling in that because there are ways that we can still deliver this even online or offer students opportunities to practice it if they feel they be skilled or they don't feel that confident in that and one of the great ways of doing it is the australia has developed a virtual empathy museum and it's just brilliant i think that you can see here the dotted lines they highlight sections where people go in and and do different things and empathy is important i mean empathy is what makes us human right and yes we can become desensitized particularly you know with this gaming culture we have and stuff but going into things like this empathy museum allow us to decompress allow us to resensitize ourselves um so the empathy museum has a simulation room which provides a number of evidence-based simulations and simulation toolkits that's really quite good for particularly thinking about people who have different abilities and what their needs might be there's a digital storytelling room which has a set of narrated video resources it's got link discussion reflection questions that sort of thing there's an art room which has art reviews with related discussion and reflection there's a reading room which has loads of book reviews that you know and discussion reflection that you can use in teaching so the work's kind of done for you it also helps with developing assessments or book clubs if you're part of a book club i suppose there's a film room which has lots of film reviews but related to you know developing empathy and specifically for use within teaching there's a meditation room which has an overview of evidence highlighting how mindfulness and meditation can enhance empathy and compassion reduce compassion fatigue which i think is quite an important and significant thing at the moment so sorry i didn't mean to go back there um so this this is uh just a summary i suppose of some of the experiences that are in there that i've used i don't know if that's of any use to you but please do go and explore at the end of this powerpoint there's a resource slide which has got hyperlinks to these aspects so you can go in and have a look at them i just want to talk about avatars for a minute um i think sometimes people worry that because i talk about you know virtual worlds like rebellions and second life where you have to use avatars and there's other ones as well where you need to use avatars as i'll talk about a bit later on and i think people worry that avatars make things a bit gamey but i don't agree um i think that an avatar is really important it's a self representation of students perceive functional ideal alternate persona um it gives people a freedom to try new things as alternate versions of themselves it kind of slides maybe puts that distance between them makes them a bit braver perhaps um avatars can be used synchronously asynchronously um sometimes there's there's problems with persistence but most of the virtual worlds that you'll go in your avatar will be persistent um and and often the area you left will still be there as well or what you've been doing in there so i i think avatars are really important and i think we shouldn't get too caught up on what our students avatar looks like when they rock up um in the virtual environment the virtual world or the online area where they're learning just let them do their thing they're still going to learn um and you'll see some in part my dog's decided he needs to bark at some of the door i think you will see some interesting avatars in some of the slides where i show you screen grabs that where i've been in there with students but it doesn't change their learning it just makes them more relaxed and it makes them feel they've turned up as how they choose to see themselves that day so back to rubella i told you i went to this this chat um the far side chat um presented by duncan war doll it was really really useful uh but just to keep in mind rubella requires a download so the students need to be able to download it have a device that can download it too it can be quite slow to open so warn students to open it before the session and you also need to open it before your session starts but it is compatible with all devices i think it's really great as lots of in-world stuff you can do um as i said here we are on on the beach um trying out some physio exercises and teaching each other how to use them you can see one guy's decided to turn up as a cowboy um there's also a ball you can kick here you can get on a um speedboat a drive around that is ridiculously fun way more fun than it should be it's just a speedboat but it's so fun you do donuts all sorts that's me and my youngest son there just goofing around a bit so i could take a screenshot um for this presentation uh so rubella it is great really um you know it's best known for conferencing and team building um and for dancing there there's this thing in rubella where if you go to a conference or you go to you know a fireside chat at the end of it you get up on stage and dance i don't get it but i've now started doing it um it's not the end of the world if you don't do it but it is a bit silly and a bit fun it's really good for time out of the class environment and it does have practical uses it isn't just about going and playing but you can send them off to go and have a play kick the ball around drive the speedboat around explore if they want to at the end or for five minutes at the beginning you can find them because in world you can even search for people and find out where they are i've just liked out my students names here um you can also talk to them privately now in rubella people can see what you're doing but you can be in a private bubble so that they can't hear what you're saying you just go into areas that are clearly defined it's free there's areas within the world that are clearly defined that you can go in and it's a private area for talking so that's really good when you're talking to students um and there's a great team building area where you can go in that's also free where you have to talk each other around a walkway and collect points it's a bit of a game but you can't see where you're going so it's sort of like the virtual world equivalent of falling backwards into a circle of arms and trust and they'll catch you it's a bit like that um so yeah other users can still see your activity but not within the team building bit and they can't necessarily they can't hear you if you're in a private area and it's really easy to navigate within rubella i highly recommend if you're going to use a virtual world go and have an explore of that first and try that out if you're new to virtual worlds because other ones are are a bit more complicated for example second life now i love second life um i've got a long association with it since you know very early days on second life when it was a thing and all universities had a presence there etc and so on which is less so now unfortunately it has become quite expensive to build on there and stuff but i've got friends who just one set of friends who met each other on there lived in different countries married each other and settled in one country who decades later are still happily married so it's got some really interesting uses as well as going on and using it as i do which is for learning thinking time working time decompression time i like to be around where there's not a lot of other people so those are the places i choose to go in second life now second life probably is best known for some really strange avatars i look pretty much like myself in here but students rock up with all sorts of weird and wonderful avatars it is um it does offer a lot of opportunities for education really i mostly use it as a as a place to have an office in another space to go there to have quiet thinking and planning time but it does definitely offer opportunities for education so here we went whale watching um here we were just we were on a very quiet island where we were doing some talking and thinking about feelings and kind of you know where they were at inside their own heads and not self-sabotaging in terms of being a student and moving forward with their education those sorts of things so i switched it to night evening mode and asked everybody else to switch to evening mode just to kind of change the mood within the environment because of the conversations we were having there was no one else around to listen to our conversations and it was very useful for that but again you can go on and you can practice doing whatever you feel like practicing with them there's areas for midwifery in there there's there's libraries there's institutions there's dance bars there's everything you can possibly imagine in second life most of it's accessible for free some of it's private you have to be invited only that if you're into doctor who there's a whole area where it's all kind of that sort of themed you can go in there and um have experiences within there it does require download again and considerably more time setting up your avatar and learning how to navigate within there but it's worth it if you're more confident with that and you feel you can support newbies to that most of the time others can see your activity here or read your chat so it's worth keeping that in mind in terms of safeguarding students and also kind of corralling them to where you want them to be for the learning but the students that i've introduced to it um and done sessions with them and that it's been really popular with them for freedom of expression and being able to go and have conversations they might not otherwise have about how they're feeling at that time but there is quite a lot of adult content in there so in terms of safeguarding students i wouldn't recommend it if you've got the younger students it's probably best suited for higher education rather than further education any land um it does offer it when you first go on and you kind of look at the tutorial it looks like it's all hands-free headsets and that sort of thing but it's not there are desktop controls you you literally build whatever you want and it's free um but you and it's quite time consuming but you can make the spoke areas for you so you're not just you know restricted like in second life and verbella you're going in what they've already designed unless you got a lot of money you can afford to build in second life which you know you wouldn't be then spending it on education if you're spending your own money but any land it's free you just go in and build what you want but it is time consuming and you it is easier if you have a hands-free headset you can just use your hands but otherwise there is if you scroll down there is instructions for the desktop control control so just go and have a look there's a link to any land when you um get to that bit i haven't used mozilla hubs yet um i found this on air table which is a table that's been air table this is from an air table that's been put together by david burden who is um ceo of dating it's free um to go in and access and and try out yourself um so i've put a link to that and the um resource lap and the final slide so you can go and have a look i i plan on going in it's and and seeing um you know it's free so i'm going to go see how functional it is and i don't really mind things don't look that real it's about being together in a different environment outside of the classroom and kind of what that offers in terms of learning for me um so it you know how you feel about it is is different but i'd say go and try it and see you know how easy it is in terms of pathfinding and moving forward i you know things are happening so i'm going to go back to referencing health care a little bit please bear with me but we now have an nhs x unit which is a new unit um consisting of teams from the department of health and social care nhs england nhs improvement and it's driving forward the digital transformation of health and social care so there's any health care practitioners here we're all able to join it's on the future nhs collaboration platform loads of resources and they want your expertise as well so get in there and be a part of it um we do this here um this is one of the conferences dave and i um did together um this is actually dave's own hands-free headset i think um and um this is just this was someone from another university who'd come and she was experiencing one of the virtual reality learning environments we had at that time for our students and you can just see how amazed and how much enjoyment she was getting from that uh just behind her right hand you can see um her within the environment but the thing to keep in mind is accessibility i suppose not everyone will have hands-free headsets it is increasing the popularity they are becoming more affordable but i do think you know it might just jump jump the holograms in the near future anyways right so i wouldn't get too caught up in that sort of thing there's lots of platforms where you don't need to have hands-free headsets or headsets of any kind students can go in and partially immerse just being online through a web browser uh i think it's important to talk about artificial intelligence a little bit um ai i i don't if i'm preaching to convert it i'm really i'd really do apologize i'm not trying to dump down but for those who don't know about artificial intelligence it's a wide-ranging branch of computer science it's conservative building smart machines um their machines still at the moment that are capable of forming tasks that typically require human intelligence um dr. Topol said that if he ran the nhs his first investment would be in artificial intelligence in a team that led that we are already using it in the nhs um we've got um healthy smartphone um which does like urine self-testing we've got um mammography intelligent assessment so they analyze standard mammograms for breast cancer screening and and and mia which is the mammography intelligent assessment ai is designed to be the second reader in the workflow so there's always a human in the loop so um in case like mia and the first human reader disagree a second human gets the final call so radiologists would at the moment always have authority over the ai but we you know we also use it for analyzing chest x-rays in the early parts of the covid pandemic when there's no way a radiologist you know or a chest consultant could ever have read all those x-rays it allowed um determination of the disease severity it was clinically useful for diagnosis and prognosis to triage patients or manage patients decision making and so on ai's are amazing um and we there is syphia i don't know if you know syphia she's known as the ai for good she's joined a contributed to the un conference on ai and sustainable development she's the first robot in history i don't know if robot's the right word she's first yeah first robot in history to be a full citizen of Saudi Arabia that's incredible you know she's got a sense humor um she's great there's loads of videos about her um but what i want us to be thinking about is what happens when ai becomes properly deeply intelligent you know and there's already this this this debate going on with with google's ai lambda um whether it has become a sentiment and and google is saying no no and and the person who was working with this ai says yes yes and who knows who's correct what what i think is you know when they become properly deeply intelligent with may have already happened but we don't know for sure does this make them actually sentiment and if it does i think we need to protect the ai's don't we really uh yes we need to protect ourselves as well but what about the ai's if they're a sentiment or properly deeply intelligent we need to be starting to think about ethics and their use and their legal rights and things like that now as well so that's important please keep that in mind the other thing i wanted to say is you know within this you know which is the new future at hs platform it's still very drop-downy boring scrolling through things perhaps we need to be thinking about making things visually different particularly if we're going to be getting patients to be using them and stuff so that that's also something about for students how do we present things to them for accessibility you know to make it easier to find things do we present it in a way that looks more familiar last slide i think the last couple slides this i want to talk to you about ea stonia it's the first country to go fully um digital they operate under three pillars confidentiality availability and integrity um every citizen owns their own data i i suggest you go and have a look at i think it's really really interesting internet's been established as a social right it's fleety freely accessible it's readily available they also have lots of virtual experiences they can access 99% of public services are accessible online etc and so on i'm running out of time so i can't talk anymore about that but they have already worked through every problem we might be able to go yeah but they'll go we found a solution for it so have a look at what they've got to say it's really interesting their cyber security is so strong and robust so going forward i think it's just some things for you to be thinking about you know how digital technology plays a part in your existing educational or healthcare often your profession what can you do yourself to move it forward we've talked about some you know free things out there for you but keep in mind the safeguarding of vulnerable individuals you know all students are vulnerable they all need to be safeguarded if we're putting them out into these environments as part of our education thinking about their data protection and so on so it's perhaps you know making sure they've been able to make a fully informed consent or decision to participate in the learning sessions and there's just some resources here for you which you can click on to get to yourself so i'm going to stop sharing now um and take some questions um what were the codes what codes Dustin you said you can't quite see the labels sorry i'm not sure what you weren't able to see it was when you had lots of um like sticky notes on the screen Denise it looked what that's what it looked like oh i see yeah that was um i made that deliberately not visible because it was students the students names are on there but it was them asking each other questions or saying where they had problems so the codes were just related to the domains within their code that they were talking about our health our nursing and midwifery code of practice so it wasn't anything applicable to what i was talking about here it was it was just um sticky notes that they had for themselves within the mirror that they were working on does that answer your question hopefully yes um are there any other questions oh great i'm glad you found it useful thank you if anyone thinks of any questions that they might have afterwards or when watching this back please just let Christine know um and she'll make sure you can get a hold of me or get the question to me or something we'll figure it out professor reading what Mauricio said um you found a simulation tool for science modules called FETIT for me is it free uh yes it is completely free it's just a tool that has kind of um uh pre-designed uh scenarios particularly things in say maths or engineering sometimes chemistry and biology things in the science area where the student would be able to play with the different options available to see what scenario would cause what outcome so that they can apply that amazing could you put a link in the chat please so everybody can grab that that would be really good yes actually it's just FET.colorado.edu oh thank you very much that's great someone's found it selfy yep that one brilliant um Sarah has said um can I say more about the data and cost to students of engaging um right so this is what I was saying um Sarah about sometimes um you need to have alternate activities set up for students so with our students they can come in and they can they can use the university wi-fi if they wish to most of our students um are able that they have data plans so they're able to utilize it but i'm aware that younger students perhaps might not be able to so um for students that might not be able to afford it or engage and you will know your own students better then you need to have alternate activities set up that are going to offer them the same kind of learning opportunities it may be that you know for those students they would need to do it when they're on campus within the student library or somewhere else where they can practice then um I don't know if you if you're a further education or a higher education teacher but within your campuses presumably you know you would you would have um data that the students can use so in that way then they don't have to um be penalized for data poverty or digital poverty does that answer your question great anything like that that you think of please just let christine know i'd be really happy to have conversation with you because it makes me think about things as well so it's really useful to me too and thank you very much to mresho and to selva for sharing that link to um fetid which is um a simulation tool for science modules for those of you that weren't aware of it i certainly wasn't and i think probably we're coming to the end now and there's going to be someone else starting but these things are really great aren't they when we can get together and we can share things that we know and and help us help each other be better teachers thanks Denise that was really helpful i'm going to go ahead and end the recording