Case study: Bringing the virtual world into the classroom 

 Lead Educator: Becky Canning, Health & Education Department, CU Scarborough 

As educators on various health and care courses, Becky and her team were conscious of the crucial role that communication plays within professional care settings. However, given the inherently sensitive nature of the topics involved, exposing students to real-life interactions would not be viable as part of the teaching, whereas role plays are not always successful or appropriate.

The team were therefore keen to invest in opportunities for simulated learning. To achieve this, they purchased a 360 camera, which they used to record an interaction between a child and professionals, filmed from the perspective of a child named Jo. The recording was less than 5 minutes in duration, and was produced in collaboration with the School of Health and Care’s simulation team .

Click on the headings below to find out more about how this approach delivers active, social, inclusive and applied learning experiences for the students.

Active

As the 360 camera captures the interaction from Jo’s perspective, students were able to actively experience the situation as if they were in the child's shoes. The recording of the interaction between Jo and the various professionals providing support therefore brings the virtual world into the classroom, providing students with a simulated learning experience.    

Social

Engaging with a recorded interaction from Jo’s perspective gives students chance to explore the significance of communication by professionals. Follow up discussion with teachers and fellow students prompted by the recording is also inherently social in nature, creating a safe place to explore the importance of the way we communicate with others and how this can make us feel.

Inclusive

This approach enables all students to gain insights into a “typical” interaction that they may have when they move into the world of work. The approach is especially valuable for learners who would not otherwise have had experience of such settings, e.g. if they have not yet been able to gain work experience in this area. 

Applied

Having engaged with the recording, students undertake a debrief- which is a crucial part of their learning. They are able to critique the approaches taken by the various professionals who feature in the recording, considering the communication methods used and the ethical issues involved, as well as discussing the impact of the way that we communicate on others. This has direct applicability to students’ understanding of professional practice, as well as supporting the development of their own skills.

Module leader's advice

  • “It helps to make the scenario as general as possible, so that you have the flexibility for it to be explored from different angles- and with different groups of students”.
  • “You don’t have to be an expert to create this kind of resource, as there is great support available to help with using the technology”.  
  • “It was definitely worth the time that we took to create the resource, as it can be reused in different ways. The recording doesn’t have to be perfect- the important thing is that it enables students to virtually experience the scenario”.
  • Ask for help from colleagues with experience in this area- they will be able offer insight and guidance into what is achievable with your resources.

Top tips for using recorded scenarios

Top tips

  •      Equipment such as a 360 cameras and VR headsets is available from within the institution- email learningenhance@coventry.ac.uk to find out more.
  •      Recorded scenarios can be reused within different teaching contexts, making this a sustainable approach well worth the initial time spent creating the resource.
  •      Smaller groups in particular can benefit from working with recorded scenarios, as everyone can play an active role in the debrief.