Cheryl Cockburn-Wootten Nittaya Campbell Tom Cockburn Play Dough and Tin Foil: Bringing the audience back into the communication picture Cheryl Cockburn-Wootten Nittaya Campbell Tom Cockburn

Pedagogy: Student Approaches to Learning Knowledge co-created through discussion in the student’s learning activities, environment, relationships and interactions Theories of student learning approaches have illustrated 2 key student attitudes - surface & deep learning. The aim has been to achieve deep learning through activities and reflective dialogue

Collaborative learning: Aiming to enable ... “ ...students can work collaboratively and in dialogue with others, both peers and teachers. Good dialogue elicits those activities that shape, elaborate and deepen understanding” (Biggs, 2003, p.13)

Kolbe’s Learning Cycle

Purpose of the activity Purpose was to encourage students who work with clients in the Healthcare services to consider the recipient / receiver of their communication Focus on giving & receiving instructions Move the emphasis from the health care worker to the client/recipient of the communication

Activity Students are asked to be in groups of 3 They are told that they will have a certain amount of time to complete the activity Each group is given either play Dough (various colours) or tin foil Tin foil group receives extra instructions Assign a role to each group member Instructor Trainee Observer

Activity: Continued Instructors – Your role is to tell the trainee how to make an animal out of the materials given. Trainee – With the instructor begin to make the animal out of your materials. Observer – Make notes on all the communication and interaction. If time - roles can be swapped until everyone has had a turn.

Activity: Student reflective discussion Following the activity a reflective review and discussion is held where the following approach and questions are typically asked: Review of the observation – what did the trainee (T) and instructor (I)do, say and act with each other Identify & acknowledge things that were done well Identify & discuss any assumptions they had about the activity & task of giving instructions to clients/trainees Did the T and I achieve what they had set out to make/do? Identify & discuss any things that need to be improved Discuss any barriers to learning/instructions & how to overcome them What aspects would they change or allow the trainee to repeat?

Discussion of the activity Highlights 3 key areas in professional communication Students do not necessarily perceive or thoroughly consider instructions Students make assumptions on their own skills and knowledge capabilities and the trainees Students realise that they need to consider the recipient's perspective when giving instructions

Concluding comments Play Dough & Tin Foil – lessens anxious feelings and opens up the student to being involved in the activity Encourages students to consider the ‘other’ / receiver of the communication Adaptive – to courses, student diversity in learning styles & environment