Trevor James Kettle | University of Southampton (original) (raw)
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Papers by Trevor James Kettle
Working Papers in Health Sciences, Sep 1, 2012
This paper explores the use of audio podcasting as an alternative to the written word in providin... more This paper explores the use of audio podcasting as an alternative to the written word in providing feedback to student
assignments. According to a seminal work on assessment by Rowntree (1977), good student feedback can be considered the
“life-blood” of learning. Within higher education (HE), student feedback has most often been given within a written format
and its effectiveness has been debated over many years (Price et al, 2010). This paper will explore the use of an innovative
method of providing feedback to students, that of digital audio playback using an mp3 file format. Various issues that could
potentially affect the utilisation of using this approach, such as staff and student attitude, technical issues/barriers and briefly,
theoretical imperatives are explored. Best practice according to the published evidence is outlined and recommendations for
further research are suggested.
Nurse Education in Practice, Oct 11, 2011
Teaching students to develop high quality communication skills in healthcare education is vitally... more Teaching students to develop high quality communication skills in healthcare education is vitally
important if best practice is to be achieved. These skills have often been seen as challenging to
successfully develop. Didactic approaches impart knowledge but not necessarily the opportunities to
practice communication techniques. This paper shares the experiences of a group of University lecturers
introducing the use of an experiential theatrical technique, forum theatre, to support students to develop
their communication skills. Forum theatre aims to create a dynamic learning environment enabling
students to try out different communication strategies within a safe setting. Academic staff perform short
scripted scenes developed using their knowledge from practice along with the experience of carers and
service users. The end result is always unsatisfactory for the service user. The scene is then re-run
inviting the students to interact with the characters and to change the outcome to a positive one
resulting in a collaborative experience.
Working Papers in Health Sciences, Sep 1, 2012
This paper explores the use of audio podcasting as an alternative to the written word in providin... more This paper explores the use of audio podcasting as an alternative to the written word in providing feedback to student
assignments. According to a seminal work on assessment by Rowntree (1977), good student feedback can be considered the
“life-blood” of learning. Within higher education (HE), student feedback has most often been given within a written format
and its effectiveness has been debated over many years (Price et al, 2010). This paper will explore the use of an innovative
method of providing feedback to students, that of digital audio playback using an mp3 file format. Various issues that could
potentially affect the utilisation of using this approach, such as staff and student attitude, technical issues/barriers and briefly,
theoretical imperatives are explored. Best practice according to the published evidence is outlined and recommendations for
further research are suggested.
Nurse Education in Practice, Oct 11, 2011
Teaching students to develop high quality communication skills in healthcare education is vitally... more Teaching students to develop high quality communication skills in healthcare education is vitally
important if best practice is to be achieved. These skills have often been seen as challenging to
successfully develop. Didactic approaches impart knowledge but not necessarily the opportunities to
practice communication techniques. This paper shares the experiences of a group of University lecturers
introducing the use of an experiential theatrical technique, forum theatre, to support students to develop
their communication skills. Forum theatre aims to create a dynamic learning environment enabling
students to try out different communication strategies within a safe setting. Academic staff perform short
scripted scenes developed using their knowledge from practice along with the experience of carers and
service users. The end result is always unsatisfactory for the service user. The scene is then re-run
inviting the students to interact with the characters and to change the outcome to a positive one
resulting in a collaborative experience.