1. What is collaborative learning?
According to Cornell University's Center for Teaching Innovation, collaborative learning involves the understanding that learning is a social construct. By working in pairs or small groups, students discuss concepts or address real-world problems together that engages a variety of different perspectives, solutions, and approaches. Generally, this learning technique is implemented after key content is given to allow students to dig deeper in understanding. For more information, visit the Center of Teaching Innovation.
2. What is the evidence for digital tools in education?
The theory framework and evidence for using digital tools in education lies in its application of active learning. The U.S. Department of Education lauded technology in the classroom as a way to transform education allowing students access to more resources and personalized learning.
Similarly, using technology in the classroom allows students to practice good digital citizenship, where student use and conduct are morally and socially just. Practicing using technology teaching students to navigate the digital environment safely. For patients and clients, this means that they understand where to find credible vs. not credible information, critically evaluate apps and tools, do not allow their health information to be vulnerable online, and communicate appropriately and effectively with their providers and others online.
3. How does this fit in with nutrition informatics?
The Academy of Nutrition and Dietetics recognizes the potential of technology in nutrition and has published a practice paper on nutrition informatics. Nutrition informatics is a relatively new field in dietetics that addresses technology’s role in health practices. The Academy discusses the potential pros and cons for each of the various practice fields in dietetics (clinical, food services, education/research, community, consultation/business) and technology’s potential for growth in each of those areas. In education specifically, the Academy recognizes use in distance learning, student progress tracking, speciality testing for licensing and certification, and professional course development. However, it does not mention need for collaboration or engaging various audiences requiring nutrition education which is a gap this website/presentation wishes to address.
4. Will this be required in nutrition education?
Using digital tools is not required to provide good nutrition education. Active learning and collaboration can still be achieved using low-tech tools such a white boards or pen and paper. In fact, for some audiences, such as those uncomfortable with technology, low-tech tools would be the most appropriate. Whereas younger audiences have grown up with technology and may find low tech options ineffective or boring. The key to choosing your tools is to keep the needs of your target audience in mind.
5. How tech savvy do you have to be to use digital tools?
You do not have to be a tech guru to begin implementing digital tools in the classroom. Developers keep in mind that these tools will be used by students and teachers who may or may not be experienced with technology and therefore design their platforms to be user friendly. Some applications even walk you through the process (such as Padlet) during the first use. Overall, choosing the right tool is important and ease of use should be a selection consideration even if you are tech savvy to ensure that all who engage in the app can do so easily.
6. Will digital tools replace face-to-face interaction?
This is an interesting question that does not have a direct answer. While I do not think technology will completely replace face-to-face interaction, particularly in the medical field, it will change how we interact with resources. For example, digital tools can help connect people on a more global scale which may not be feasible to do face-to-face. The answer may also depend on the environment. Digital tools used in a large online classroom may replace whole class face-to-face interaction but may break the class down into group to perform video chats. Other scenarios may help enhance face-to-face interaction such as using digital tools to complete "homework" or tasks prior to a class or appointment that can be reviewed ahead of time and discussed face-to-face. Perhaps the answer to this questions lies in the comfort level of the individual. Those who are more comfortable with technology may rely on it more, while those less comfortable will stick to face-to-face as their predominant interaction.
7. It seems like the role of the nutrition expert is downplayed in active learning to a more facilitator role, why would a client come to an education session where they are gathering all of the information themselves?
This is a common concern faced by active learning practitioners. Despite the fact that the expert's role may seem reduced, active learning allows the expert to distribute information in a more strategic way. In a traditional lecture, the expert expends time and energy into disseminating as much information to the audience within a given time. The lecturer does not have time to engage the audience on a more personal level nor has time to accurately assess authentic comprehension, therefore there is no way to knowing whether or not the message is coming across. Whereas, using active learning frees up for the expert to engage with the audience and give personalized instruction. The end result is that students feels safe to ask questions, ask more genuine questions, and can given expert information based on individual needs and interests.