Learning &Teaching Conference 2010: Re-thinking the Curriculum
Dr Stephen McKinnell
Director of e-Learning
Director of CPD
Faculty of Health & Life Sciences
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
Multi-professional Health Care Practitioners:
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.
“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
Professor Reg Revans
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
The process works for problems rather than
Identify & clarify the problem
Identify and list all possible actions
Select which action to take
Reflect & Review
Driven centrally by government
Patient centred care…in teams (High Quality Care for All,
“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)
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).
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
learning becomes a
collaborative process of a
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,
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
Hawaiian for “fast”;
Backronymed by some to “what I know is”
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
“The teaching methods helped me to learn”
SA = 3, A=5, N =1
“The module content and delivery prepared me for the
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”
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
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,
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.
Department of Health (2008) High Quality Care for All, Stationery Office,
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.
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.
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).