Monday, August 24, 2015

coaches' eye - use in improving vocational education

We have been using coaches eye successfully (the Ipad App) for several years with hospitality students. Mainly for the improvement of skills and dispositional learning as students learn how to check in and check out guests.

This semester, we are trying coaches' eye app on surface pro tablets, with nursing students and office systems students. Nursing students to learn how to communicate with patients and other health staff using 'health' discipline protocols and office systems students learning how to chair meetings.

We have found coaches' eye to be better for skills learning rather than to improve communication skills requiring ongoing conversation.

Coaches' eye works best when there is not too much talking, and feedback is mainly on 'action'. In hospitality, the check-in / check-out process includes 'in-built' pauses in the conversational flow between receptionist and guests, allowing for aural feedback to be provided between students' activity. However, when there is a constant stream of conversation, it is much more difficult to provide oral feedback, as the oral feedback voices over the conversation between student and role play conversationalist. The pause button can be used to stop the video and offer feedback. However, there is a break in continuity in the learners' conversation and this lowers impact. Additionally, the role plays in nursing and office systems are quite long. Again, it becomes difficult to sustain attention when there are too many pauses in the feedback on a role play.

We are now working on focusing on key aspects of the role play. i e. what is the skill being practiced for each role play. Tutors then hone in on the key aspects and offer feedback only on key aspects. Meanwhile, I return to evaluating other possible video annotation tools, starting by a refreshment of work from several years back from two blogs in 2009, one on video analysis vs video annotation, the other on video analysis for multimodal discourse analysis.

No comments: