Prescott & mc_kinnell_conf_10

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Prescott & mc_kinnell_conf_10

  1. 1. Learning &Teaching Conference 2010: Re-thinking the Curriculum Dr Stephen McKinnell Director of e-Learning Denise Prescott Director of CPD Faculty of Health & Life Sciences
  2. 2. National agenda plus a direct request from the SHA. First delivered - 2007/08 No use of wikis  Difficulties for action learning sets communicating/meeting Serendipity – a chance conversation Suggestion– use a wiki
  3. 3.  Multi-professional Health Care Practitioners:  Nurses, Physiotherapists,OccupationalTherapists, Radiographers, Radiotherapists, Paramedics, Social Workers.  Working in advanced roles…senior, experienced staff.  May or may not have recent educational experience.  Most are not IT natives.  Working within the “IT” constraints of the NHS.
  4. 4.  “Experiential Learning is the process of consciously learning from experience in order to improve future practice. Action Learning is an approach to the development of people in organisations which takes the task as the vehicle for learning. It is based on the premise that there is no learning without action and no sober and deliberate action without learning” Pedler (1997) Professor Reg Revans
  5. 5.  Usually groups of 4-8  May or may not be facilitated  Meet to discuss issues which need to be current  The owner of the problem must want to resolve it.  The process works for problems rather than puzzles.
  6. 6.  Identify & clarify the problem  Identify and list all possible actions  Select which action to take  Action  Reflect & Review
  7. 7.  Driven centrally by government  Patient centred care…in teams (High Quality Care for All, (DoH 2008))  “Two issues are emerging in health care as clinicians face the complexities of current patient care: the need for specialised health professionals, and the need for those professionals to collaborate” (Hall &Weaver, 2001)
  8. 8.  In cooperative learning, students work in heterogeneous groups to support the learning of their members.  Wikis facilitate computer-supported collaborative learning, i.e., the development of collaboration by means of technology to augment education and research (Augar, Raitman, & Zhou, 2004).  Enhances peer interaction and group work, and facilitating sharing and distribution of knowledge and expertise among a community of learners (Lipponen, 2002).  Enhance asynchronous communication and cooperative learning among students, and promote cooperation rather than competition (De Pedro et al., 2006).
  9. 9.  Collaborative learning becomes even more powerful when it takes place in the context of a community of practice.  A community of practice consists of people engaged in collective learning in a shared domain.Thus, learning becomes a collaborative process of a group.
  10. 10.  Wikis can serve as a knowledge platform for a community of practice where members can share their knowledge with the group, put up interesting pieces of information, work together, discuss issues, etc. (Schaffert, Bischof, et al., 2006).  Wikis are characterized by some elements fundamental to successful communities of practice, including a virtual presence, a variety of interactions, easy participation, valuable content, connections to a broader subject field, personal and community identity and interaction, democratic participation, & evolution over time (Schwartz, Clark, Cossarin, & Rudolph, 2004).
  11. 11.  Websites that allow easy creation and editing of any number of interlinked web pages via a web browser;  Ward Cunningham “the simplest online database that could possible work”;  Hawaiian for “fast”;  Backronymed by some to “what I know is”
  12. 12. Page Views Edits Contributors Comments 11.6.09 16 1 1 0 18.06.09 23 3 1 1 Action Learning Set Minutes (14/09/09) 17 1 1 0 Ambulance Induction Logbook 18 1 1 1 Home 151 3 1 3 meeting 17.08.08 1-2pm 22 1 1 0 meeting dates 31 2 1 2 Minutes 16.07.09 27 1 1 0 minutes format 22 1 1 0 minutes format structure 20 1 1 0 Minutes from Meeting 17/08/09 24 1 1 2 The rules group 1 18 1 1 0 Topic 1 63 2 1 6 Topic 2 47 1 1 8 Topic 3 33 1 1 7 Topic 5 15 1 1 2
  13. 13. Page Views Edits Contributors Comments Group A rules 24 4 4 0 Home 148 9 4 0 Meetings 35 4 3 2 minutes 3rd June 24 6 2 4 Minutes from 19/3/10 Case scenario 2 21 5 2 0 scenario 1 - 11.3.10 34 6 4 0 Scenario 3 64 10 3 12 Scenario for 3rd June 30 1 1 6
  14. 14.  “The teaching methods helped me to learn”  SA = 3, A=5, N =1  “The module content and delivery prepared me for the assessment”  SA = 3, A = 5, N = 1  Which aspect of the module did you enjoy most?  Relevance of action learning to practice = 7  Use of wikis = 4  “The module exceeded my expectations and the action learning element was positive”
  15. 15.  Matching pedagogy to practice.  Recognition that the delivery of teaching has to fit the context.  Sometimes when something doesn’t feel right it isn’t right (even if student evaluations are okay)  Positive experience of using wikis  Support action learning  Support collaborative learning  Support the development of Communities of Practice  Enhanced student experience  Enhanced tutor experience
  16. 16.  Augar, N., Raitman, R. & Zhou,W. (2004).Teaching and learning online with wikis. Proceedings of the 21st AustralasianSociety for Computers in Learning inTertiary Education (ASCILITE)Conference, Perth: December 5-8, 95-104. http://www.ascilite.org.au/conferences/perth04/procs/pdf/augar.pdf  De Pedro, X., Rieradevall, M., López, P., Sant, D., Piñol, J., Núñez, L., et al. (2006).Writing documents collaboratively in Higher education (I): Qualitative results from a 2-year project study. Congreso In- ternacional de DocenciaUniversitaria e Innovación (International Congress of University Teaching and Innovation), Barcelona:July 5-7. http://uniwiki.ourproject.org/tiki- download_wiki_attachment.php?attId=98&page=Uniwiki-Congressos
  17. 17.  Department of Health (2008) High Quality Care for All, Stationery Office, London.  Lipponen, L. (2002). Exploring foundations for computer-supported collaborative learning. Proceedings of the Computer-supported Collaborative Learning Conference 2002, Boulder, CO:Jan 7-11, 72-81. http://newmedia.colorado.edu/cscl/31.pdf  Pedler, M. (1997) Action Learning in Practice, Gower Publishing, Surrey.  Schaffert, S., Bischof, D., Buerger,T., Gruber, A., Hilzensauer,W. & Schaffert, S. (2006). Learning with semantic wikis. Proceedings of the FirstWorkshop on SemanticWikis – FromWikiTo Semantics (SemWiki2006), Budva, Montenegro: June 11-14, 109-123. http://www.wastl.net/download/paper/Schaffert06_SemWikiLearning.pdf
  18. 18.  Schwartz, L., Clark, S., Cossarin, M. & Rudolph, J. (2004). Educational wikis: Features and selection crite- ria. International Review of Research in Open and Distance Learning, 5(1). http://www.irrodl.org/index.php/irrodl/article/view/163/692

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