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title: Hackathon as a method for competence development for lecturers The “students” in this context was university lecturers with special interest in I&E teaching (“participants”). Outcome for participants: - Insight in I&E Teaching - Hands on experiences with a selection of (teaching relevant) innovation methods - Innovation of existing I&E courses Furthermore, we would expect to see the format, parts of the format or derivations of the format used by participating colleagues in their own contexts. We will discuss our version of a “hackathon” for a two days teaching sprint and the values it creates for the participants and the case owners. The format offers challenges and advantages and the transformation into an online environment adds an extra layer of challenges. The learnings we reached during development and conducting the hackathon will be presented together with the participants’ evaluation. We hope to be able to present in which way the lecturers have implemented the solutions or used the solutions for inspiration for adjustments in the courses. We experienced challenges recruiting lecturers for the hackathon and participants in this TAL-session will be invited to discuss criteria that would promote recruitment of lecturers in future arrangements like this. The participants evaluated the online hackathon very positive experience. It resulted in high engagement and energy in the group work. The learning was estimated to be very good in the final evaluations. Also, the participants rate that they have achieved a new network as well as knowledge that will affect their future teaching and insight in possibilities for support to I&E teaching at SDU (RIO, SDUUP, SDU-Library). The overall impression is that participants would prefer physical presence the next time they participate in arrangements like this. The format of a hackathon can be inspirational in many contexts. Even though hackathons originate from technological innovation and design contexts it’s nowadays used for any themes that needs to undergo innovation. Therefore, the method(-complex) is not specific for a certain faculty. It is generic for innovation processes and can be applied in any context. Of course, in its entire length (which is quite demanding on resources), but also the individual parts of the format can be brought into play in smaller scenarios either directly as teaching methods in classes or for innovation of teaching. For instance, innovation meetings with idea generation and cocreation sessions with student panels for feedback on ideas are very plausible in minor contexts.

An Augmented Reality (AR) application was developed to help students at SDU to learn the anatomy of the human body (mediastinum). This research project intended to evaluate whether AR strengthened the students’ self-efficacy and motivation, improved learning, and provided a good learning experience. This study focusses on how AR can help students to translate two-dimensional into three-dimensional understanding and evaluates formats of the app (the use of quizzes) together with the didactic design of the teaching sessions with AR. The objectives were to examine A. the effectiveness of using AR on student’s short, long term, and transfer learning outcome compared with traditional teaching, B. the effect of quizzes, and C. app design in relation to didactic design. In the AR world students saw a standardized hologram body combined with selected images from a computed tomography (CT) scan. The CT images were presented at the proper spatial positions in a hologram body. The user could select which structures to be shown at the body (e.g. skin, the vascular system, etc.). They could approach the body, circumvent it, study structures in details and compare the concurrent presentation with the different CT images. During class one group received traditional teaching and two groups studied CT scans in Augmented Reality. One AR-group complemented the AR app with quiz questions and received corrective feedback. The other AR group did not use quiz questions but studied content on their own hand. A teacher was present and ready to help students in all groups. The aim of this paper is to share lessons learned from this intervention and suggest solutions for app design and learning design to facilitate deeper learning processes and scaffold learners’ needs with AR as a learning resource.

An Augmented Reality (AR) app for Hololens glasses was developed to help students learn the anatomy of the human body mediastinum. In this research project, we wanted to evaluate whether AR: strengthened the students’ self-efficacy and motivation, helped students to improve learning, and provided students with a good learning experience.During class students circulated between different learning stations of 35 minutes duration each. The students at the mediastinum station were randomly divided into three groups. One group received traditional teaching with PowerPoint presentation of CT scans, while two groups studied CT scans via the AR app. One of the two AR groups complemented the AR app with quiz questions with automatic corrective feedback while the other AR group did not use the quiz questions. In the AR system students saw a standardized body and selected CT scans presented at the correct spatial positions. The body could be stripped of structures (e.g. skin, the vascular system, etc.). The user could approach the body, circumvent it, study structures in details and see their concurrent presentation on the different CT scans.Five days after the teaching session students completed a questionnaire regarding their self-efficacy and motivation, presence in the virtual room, experiences with Hololens teaching, and how they used the quizzes. In addition, students answered a test with the same 20 questions used in the app and three additional transfer questions new to students. Finally, students’ scores on the mediastinum questions in the exam 2 month later were collected to examine the long-term memory of content. Internal consistency was estimated for all measures. Correlations between measures were examined with a correlation matrix, and group differences were examined with one-way analysis of variance. Open answer survey responses were analysed for frequent themes, patterns, contradictions, and unexpected information.The internal consistencies for measures ranged from 0.66-0.88. The effect size was large for the correlation between test and transfer item scores, and medium for the correlation between self-efficacy and motivation scores. Although the self-efficacy scores for one of the AR groups were significantly higher than for the traditional-teaching group (p= 0.033), there were no significant group differences in motivation, test, transfer or exam scores.The qualitative analysis indicated that the quiz questions helped AR students to gain the spatial understanding. Students without quiz questions felt on their own and lacked feedback. Some students without access to quiz questions started to collaborate.App design and learning design can be sharpened to facilitate deeper learning processes and further scaffolding of learners’ needs. Future goals are to include better interaction with the instructor and explanatory feedback rather than corrective feedback. The learning design should include precise introductions to app facilities, precise instructions for students’ preparations for AR teaching sessions, and instructions for use during lessons.Based on this project we still think that AR has a legitimate status for further exploration as a learning resource for teaching anatomy in Higher Education.

Learning outcome of activity:Formålet med brug af video og peer-feedback i færdighedstræningen var at:• Udvikle nye didaktiske undervisningsmetoder ved undervisning i færdighedstræning• Fremme synkron og asynkron feedback på de studerendes færdighedstræning• Facilitere de studerendes studieaktiviteter før, under og efter undervisningen• Styrke ’just-in-time’ instruktioner til de studerendes individuelle behov• Udnytte lærerressourcerne i tilstedeværelsestimerne mere hensigtsmæssigtDescription of your teaching activity:Brug af video og peer-feedback blev implementeret i færdighedstræningen på to fag i foråret 2015. Før undervisningen blev der produceret et antal undervisningsvideoer med demonstration af anatomiske landemærker eller kiropraktiske teknikker. De studerendes forberedelse til undervisningen var at se en eller flere undervisningsvideoer. I undervisningen blev de studerende inddelt i grupper af 8 med en underviser tilknyttet hver gruppe samt en storskærm. Instruktionsvideoerne blev afspillet således, at de studerende 2 og 2 kunne udføre instruktionerne real-time på en medstuderende og samtidig få feedback fra den tilknyttede underviser. Instruktoren har ansvaret for hver 8 studerende – altså 4 grupper af 2 studerende. Specialtilfælde af en klinisk tilstand blandt de studerende eller variationer på specifikke teknikker blev vist og diskuteret ved at lave live streaming til storskærmene undervejs i lektionen. Mellem lektionerne fik de studerende hjemmeopgaver med dels at videofilme en specifik færdighed og uploade den til MediaSDU og dels at give specifik feedback til andre medstuderende på de uploadede demonstrationsvideoer. Individuel specifik feedback fra underviserne blev givet på videoer produceret som hjemmeopgaver samt videoer produceret til den formative evaluering (supervision).Reflective description of experiences with activity as to how your practice can be inspirational/transferable to others (subjects, students, institutions,...)Fagene blev efterfølgende evalueret med et elektronisk spørgeskema udviklet til at evaluere brug af video og peer-feedback i undervisningen. Resultaterne af evalueringerne samt undervisernes egne erfaringer med brug af video og peer-feedback vil blive præsenteret og diskuteret. Oplægget er direkte eksemplarisk for færdighedstræning i f.eks. andre medicinske og naturvidenskabelige discipliner, og elementer af både det didaktiske og det tekniske set-up kan være eksemplarisk for visse humanistiske fag f.eks. i forhold til skrivekompetencer og sprogfærdigheder.

ObjectiveThe principles of apprenticeship in clinical skills training are increasingly being challenged. First, most students are proficient in learning from visual multimedia and will expect this to be part of a modern university education. Second, students will often find visual teaching resources of varying quality on the internet if this is not made available during teaching. The objective of this project was to design a new clinical skills laboratory with IT and video facilities to support learning processes.MethodsTeaching principles were described before decisions on the design of the skills training laboratory was made. The principles included video in different instructional designs:1. Teacher-produced video podcasts2. Group work using video3. Formative assessment using video4. Practicing skills using videoEach principle was described using a template focusing on (a) objectives, (b) FAIR principle, (c) description of before-under-after procedures, and (d) requirements specifications. IT-companies were invited to provide technological solutions and make bids.ResultsFour teaching principles were developed with specific IT requirements specifications. The meeting process with IT-companies resulted in novel ideas about laboratory design consisting of “skills training islands” utilizing iPads, AppleTVs, big screens and a secure multimedia server.ConclusionWe successfully designed and implemented IT and video into a novel ‘easy-to-use’ clinical skills laboratory based on a priori described teaching and learning designs related to active learning principles. This was a complex process involving teachers, IT-experts, e-learning specialists and a variety of university employees.

ObjectiveNew technology and learning principles were introduced in a clinical skills training laboratory (iLab). The intension was to move from apprenticeship to active learning principles including peer feedback and supervision using video. The objective of this study was to evaluate student learning outcomes in a manual skills training subject using video during feedback and supervision.MethodsThe iLab classroom was designed to fit four principles of teaching using video. Two of these principles were (a) group work using peer-feedback on videos produced by the students and, (b) video supervision of clinical skills (formative assessment). Demonstrations of these principles will be presented as video podcasts during the session. The learning outcomes of video supervision and peer-feedback were assessed in an online questionnaire survey.ResultsResults of the supervision showed large self-evaluated learning outcome especially on key skills. Learning outcomes of peer-feedback were positive on all evaluated domains. Results will be presented during the session.ConclusionThe learning outcomes using video during peer-feedback and supervision are mostly favourable. Students have generally welcomed video as a valuable learning method in skill training. To succeed using video during clinical skills training we recommend four focus areas:1. Designing an easy-to-use skills training laboratory.2. Implementation of workshops and guidance for teachers in order to become familiar with (a) the technology (software and hardware), (b) the new teaching principles.3. Thorough information of expectations to the students in terms of using video.4. Specific student instructions in how to give and receive feedback.

This study aims to challenge the traditional tutor based teaching of practical skills in the Clinical Skills Centre and other experimental settings. The concept of learning was changed to “blended” as the teachers constructed an online task as preparation for the practical lessons. The online lessons consisted of a combination of videopodcasts and e-tests. Summary of workThe project included designing production standards for “practical skills videopodcasts - setup and content”, rethinking curriculum, implementation of the videos, and understanding the teacher’s role. The evaluation included student questionnaires and the teacher evaluations.Summary of resultsStudents generally evaluated that the use of videos enhanced their performance and the learning outcomes. Teachers tell that the face-to-face lessons became more efficient due to the new standards for student preparation. The results also show that podcasts interact positively with the students’ Personal Learning Environment (PLE) and gives us a hint on how students manage their learning process using the videopodcasts both for preparation and for additional purposes as well. Students underlined the importance of the validity of the videopodcasts we produce ourselves in contrast to what they can browse on the internet.ConclusionsStudents seem to perform better and have more time to practice the clinical skills in class when preparation includes videopodcasts. The students willingly use the instructional videos in their self-organized studies after the tutorial sessions.Take-home messageThe use of videopodcasts in blended learning around clinical skills training is considered to be of great importance among students and teachers.

Introduktion Hackaton-formatet dækker her over et to-dages innovationssprint! Et udviklingsforløb, hvor undervisere på tværs af fagfelter og sammen med eksperter i undervisning og læring hacker sig ind i eksisterende kurser inden for Innovations- og Entreprenørskabsundervisning (I&E undervisning).Formålet var -at give indsigt i I&E undervisning-at give hands on erfaringer med metodikker-at innovere eksisterende I&E undervisningSåledes ville vi komme tættest muligt på et ”walk the talk” koncept i efteruddannelsessammenhængen.MetodeAktiviteterne var planlagt til at foregå i lokaler indrettet til innovationsprocesser i Videnbyen i Odense. Pga. Coronasituationen blev det dog besluttet at afholde hackathonnen online, da den allerede var udskudt i flere omgange. Dette påvirkede især organiseringen og samtidig frygtede vi at miste netværksdelen i det samlede koncept.Liedtkas designmodel vælges som den overordnede metode (1). Til de enkelte faser knyttes en workshop som introducerer fasen og relevante metoder for deltagerne. Innovationsarbejdet på casene i grupperne stimuleres løbende i workshops og i stande, hvor perspektiver på I&E undervisning og også SDU’s supportfunktioner til I&E undervisning præsenteres og diskuteres. Metoderne i ”What is” og ”What if” faserne rummer f.eks. interessentinterview (her møde med case ejer), user journey, personas, idea matrix, osv. (f.eks. 2) I fasen ”what wows” giver deltagerne hinanden peer feedback, møder case ejer og et engageret studenterpanel, som diskuterer løsningsforslagene til casen med hver gruppe (3)Resultater Evalueringen er generelt positiv og arrangementet forventes afholdt igen, men i en modificeret form. Posteren vil uddybe deltageres og instruktørers erfaringer og fordele og ulemper ved et online hackathon - herunder fordele og ulemper ved online-formatet og adressere erfaringer vedr. både online hackathon og platformens performance.RelevansLæringen er generisk vedr. denne type arrangementer i online-miljøet.