D.+Resource+(i)+FLICKR

//A picture tells a thousand words.....// Tool: //Flickr//

URL: [|http://www.flickr.com] Overview: //Flickr// is essentially a photo log enabling a story board to be created. Key features and links to teaching: This tool allows for the teacher to present visual stimuli through a sequence of photo shots in order to “tell a story”. Further to this, the programme then allows for viewers to contribute comments. This accommodates a collaborative learning environment and allows for the development of problem based learning strategies. An example of where //Flickr// may be beneficial within delivering education to nursing students in areas such as depicting wound progressions. The story board can display a series of photographs of wounds over a six month period. Features of the programme allow for notes to also be included. Here the teacher has the opportunity to add information about the wound changes and factors impacting on the healing process. The unique feature, combined with ease of use in //Flickr// is the //hot spot// where annotations can be added to the photo presented (O’Hear & McMannis 2006). It can also show static views of various stages of clinical procedures and then combine this with voice narration or text and be presented in segments. Alternately, the student can view the entire clinical story. This fits in with the findings of Lim, Reiser and Olina’s (2008), study that revealed that students have different learning needs and may require a variety of exposured to information before deriving meaning from the //whole style// presentation or a sequence of //parts of the whole// instruction. Implications for the student/teacher: This tool caters for the visual learner and allows for the inclusion of real life situations where access to such situations may be problematic due to the student’s location or perhaps infection control issues as discussed by Eao and Giuli (2010). Another feature of this tool is that a gallery of photos already exists which are copyright free therefore making it easier for students to acquire illustrative examples for their studies and assignments without necessarily being in a location where they can access actual clients. This is in keeping with the move to bring education to the students rather than bring the student to the education facility, thus allowing them to maintain their current links to community, and meet family and workplace obligations (Euo & Giuli 2010). Examples: The image below is from //Flickr// and submitted by depicting the changes of a leg ulcer. [] Reflection on personal experience:

In determining the value of this tool as a teaching resource consideration was made to the students' learning experience. The programme also allows for feedback so students can provide instant feedback to indicate what aspects of the presentation were useful or otherwise. Students can also contribute to the resource by uploading their own photographs. As multiple upload sources area available students can take photographs using their own devices such as mobile phones, digital cameras and upload directly from this source. In the case of wound healing this facilitates the generation of a large pool of wounds of varying aetiology, progression and responses to treatments for the students to view. This pool can be further sorted by the addition of tags to categorise wounds into stages or types e.g. 'necrotic'. Based on the opportunities for students to contribute to the resource and the teaching, greater ownership of the course is available. This makes for opportunities for the student to contribute to the collaborative learning environment. I have now included a place within my teaching site for students to collate a library of visual resources such as this and it appears to be a popular resource with approximately 86% of students making multiple hits on this site and 78% of students have contributed to the collection. In terms of accessibility, Flickr is accessible through other forms of social networking and this facilitates ease of student access through devices such as iPads, iPhones and other such devices (Dambo 2010). For students who are mobile and communicate in a number of forms this tool is versatile in terms of uploading and viewing. This also ties in with the philosophy of flexible learning as it allows the student to plan their study at a time that is convenient to them (Broussard, Mayers & Lemoine 2009). References: Broussard, L, Mayers, R & Lemoine, J 2009, 'Preparing pediatric nurses: the role of simulation-based learning', //Issues in Contemporary Nursing//, vol. 34, no. 4, pp. 4-15, (online EBSCOhost).

Dambo S 2010, DE mobile student access and the ipad, //Discovery Educator Network Blog//, viewed 21 February 2011, []

Eao, K & Giuli C 2010, 'Reaching remote learners successes and challenges for students in an online graduate degree program in the Pacific Islands', //International Review of Research on Open and Distance Learning//, vol.11, no. 1, (online EBSCOhost). O’Hear & McMannis 2006, August e-learning 2.0 how web technologies are shaping education, //Read Write Web//, viewed 21 February 2011, [] Lim, J, Reiser, R & Olina, Z 2008, 'The effects of part task, whole task instructional apporaches on acquisition and transfer of a complex cognitive skill' //Educational Technology Research and Development//, vol. 57, no. 1, pp. 61-77, (online EBSCOhost). Wetzel DR 2010 '6 top free online toole for supporting teaching and learning', Suite 101, viewed 6 March 2011, []