D+Resource+(iii)+SCOPIA-+the+instant+classroom

Tool: //SCOPIA//

Overview: //SCOPIA// is a desktop programme that allows for networking through voice, video and data media. A combination or all of these elements can be incorporated into a meeting room. While most people have encountered voice/ video type communication such as Skype, //SCOPIA// is a superior tool that adds a further dimension to conference links using high quality audio, visual/data transmissions. //SCOPIA// enables multiple users from numerous locations to join for conferencing. In contrast to Skype, with //SCOPIA// not only can the participants see and hear each other, there is the capability of simultaneously sharing data from sources such as a desktop computer. The programme also has a side bar chat feature and numerous security modes. Meetings can be set up as moderated, un-moderated, or streamed to allow for view only modes. Encryption of data occurs to add security and meeting rooms are designated with the option of using a waiting room feature so that the moderator has control over who participates in the conference. //SCOPIA// requires a programme download with basic features available free. The tool itself is very easy to operate even for a novice user. A Quick reference feature card is provided below or alternately by accessing the following link to locate detailed information on functionality: []



Integration to learning and teaching:

Particularly within nursing and health studies, students may be located in rural, remote as well as city areas. In response to the need to retain nurses in rural and remote communities; instead of bringing the student to the education provider, education is brought to them at a time and location which is more convenient. Playford, Weatland and Larson (2010) indicate that the provision of rural campuses and technologies to link rurally located students served to increase the participation of students from these locations. Not only is the use of collaborative networking an exceptionally useful tool for the student nurse it is more frequently becoming a methodology to break down the barriers that act as challenges within highly specialised areas of nursing (such as palliative care, haemophilia management and brain injury rehabilitation) and as a consultation tool within general nursing practice (Rosenberg & Canning 2004). This fits with the concept of life long learning and many nurses and health facilities, particularly those outside of metropolitan areas- are moving towards telemedicine and e-health. The ease of operation places generation x,y and beyond on a more level pegging (Notarianni et al. 2009) and allows for multiple inputs of data type- catering for visual textual and auditory learning styles. The tactile learners however, remain at a disadvantage. In my experience, //SCOPIA// has proven its worth in small group situations where the cohorts all bring different skills in terms of their previous knowledge and life experiences. This variety of skill level assists in establishing a cooperative learning environment where students are not only receptive to the information delivered, their ability to network – particularly over distance- facilitates cooperative learning where the student can contribute to the learning of others and to the material being presented (Ross 2002; Balcom 1992). Cooperative learning has been indicated to improve the critical thinking skills which are a core component to nursing practice (Skiba 2007; Ross 2002). This certainly has been demonstrated in my promotion of this tool for instruction of students and my own participation at training workshops. References:

Balkom, S 2011, Cooperative learning, Office of Research Education Consumer Guide, no.1, pp. 1-4, (online) viewed 19 March 2011, [|http://www.2.ed.gov/pubs/OR/Consumer Guides/cooplear.html]

Notarianni, M, Curry-Lourwnco, K, Barham, P & Palmer, K 2009, ‘Engaging learners across generations: the progressive professional development model’ //Journal of Continuing Education in Nursing//, vol. 40, no. 6, pp. 261-266, (online EBSCOhost).

Playford D, Wheatland, B & Larson, A 2010, ‘Does teaching an entire nursing degree rurally have more workforce impact than rural placements’, //Contemporary Nurse,// vol. 35, no.1, pp. 68-76//,// (online EBSCOhost).

Rosenberg, J & Canning, D 2004, ‘Palliative care by nurses in rural and remote locations’, //Australian Journal of Rural Health//, vol.12, no.4, pp. 166-171, (online EBSCOhost).

Ross, G 2002, Infrastructure in higher education, HEFCE Issues Conference Paper, Leeds, UK, viewed 4 April 2011, []

Skiba, D 2007, ‘Nursing education 2.0’ //Educational Perspectives//, vol. 28, no. 2, pp. 100-102, (online EBSCOhost).