OB3 use case: The bachelor of Midwifery at Ara Institute of Canterbury - Te Pūkenga

Since 2013, OB3 has helped Ara Midwifery to “network learners with other learners, with lecturers and experts” and to ensure students can access distance education in provincial and rural areas (Daellenbach et al., 2022, see p. 341)

Mary Kensington

Head of Midwifery
Department of Health Practice
Ara Institute of Canterbury - Te Pūkenga

Why OB3? "The draw card of OB3 was the ability to have asynchronous contextual discussions within the online created content. OB3 provides the opportunity for students & lecturers to ‘co-create’ emergent understandings, discuss perspectives which are visually linked to the content that the discussion originates from and asynchronously follow discussion threads. It is easy to use and gives us a sense of how students are responding to the teaching materials."

OB3 is used across all papers + e-portfolio for the Ara Midwifery degree programme

What parts of Ara Midwifery blended learning model are delivered using OB3?

OB3 was chosen to deliver the theoretical component of the programme in response to student evaluations of the previous technology platform , in which students consistently identified feeling isolated and unsure of how they were progressing with their learning.

What did students most appreciate about OB3?

Outcomes of participatory action research show that students prefer OB3 for sharing experiences about Midwifery practice placements undertaken in community, hospitals, and virtual reality.

Source of fig. 18.1 and 18.2: (See Daellenbach et al., 2022, pp. 340 and 341)

Rea Daellenbach and Lorna Davies were interviewed for TTMEC 2021. They talked on their experience with OB3, particularly around students becoming co-designers of learning and staff becoming curators of knowledge.

“We were attracted to OB3 because we saw [that] it could strengthen learning through that learner to learner connection, with students being able to post comments and discuss with each other in a much more flexible and targeted way than when you have a discussion forum separate from the content.”

Rea Daellenbach and Lorna Davies
Lecturing Staff, Ara Midwifery


Students and lecturing staff speak about OB3’s Benefits

“The beauty of OB3 is students can create discussions in content, reducing isolation and giving lecturers a sense of how students are responding to teaching materials”

Lecturer A quote

“What we find really powerful is all aspects of the delivery and student engagement are seamlessly deployed within the same space”

Lecturer B quote

“Work interactively, contribute ideas and materials that they have encountered by sharing URLs and uploading materials themselves”

Student A quote

Ara Midwifery introductory presentation for DEL 2022: Digitally Engaged Learning Conference. They participated in the panel "Design educators conversing with health educators on lessons learned from teaching online for more than a decade"

Michelle Prior at TTMEC 2021 presenting on "Embracing technology: Interactive ePortfolios for Midwifery Students"

Security is an important component of e-portfolios and OB3 security is maintained through passwords linking courses. Additionally, we were able to close the portfolio when required through settings controlled by the kaiako [lecturing staff]. Being able to “close” the portfolio at the due date was a function not easily achieved in the other portfolio platforms.

Lecturing staff, Michelle Prier, on the e-Portfolio Project in Daellenbach et al. (2022, p. 347)

Video presentation for INTED 2022: 16th annual Technology, Education and Development Conference. It describes how OB3 helps Ara Midwifery to develop student-led activities in which they can be co-creators of curriculum elements.

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