IT-Strategy - A didactic challenge in the learning process of lifesaving skills - Experience from Lifesaving Educational Courses with a special focus on ICT-supported study processes with Intensive Use of IT and Video

TitleIT-Strategy - A didactic challenge in the learning process of lifesaving skills - Experience from Lifesaving Educational Courses with a special focus on ICT-supported study processes with Intensive Use of IT and Video
Publication TypeConference Paper
Year of Publication2007
AuthorsMadsen, L
Conference NameWorld Conference on Drowning Prevention
Date Published09/2007
PublisherInternational Life Saving Federation
Conference LocationPorto, Portugal
Other NumbersPO-25
Abstract

Students of exercise and sport and outdoor instructors need to be qualified in order to develop and lead activities in and on water with different target groups. This makes it necessary to achieve “concrete abilities” in the water, including the attainment of knowledge about oneself and others while being in water under different circumstances.

The project offers an answer to the question of how a study process can be organized in order to achieve this necessary knowledge. The project follows three tracks: An educational-didactic one, focusing on the learning process of the student, one track focusing on the development of theoretic-practical connection/synthesis, and a video-IT-track, focusing on an ICT-supported study process with intensive use of IT and video. The project offers a solution to problems such as: Is it possible in this particular environment (wet, cold, noisy, little room) to encourage the efforts to analyze, to seek knowledge, to get a better coupling of theory and practice and to discuss and develop more sophisticated linguistic competences while combining kinaesthetic, visual, factual and theoretical knowledge.

Learning Outcomes
  1. Brief examples of projects from specific parts of the Courses.
  2. How to motivate and qualify students from day one?
  3. A quickstart of this lifesaving Course involves a questionnaire, 4 camera analysis (easy distribution via web and learning platform), still-picture production, reflection and feedback training in groups. Learning processes are initiated in this way.
References

Evaluering og feedback i netstøttet uddannelse: Tidsskrift for Universiteternes efter- og videreuddannelse nr. 9; ISSN 1603-5518