A blended learning approach for study days mdh thinktank
A blended learning approach forstudy days:Enhancing the learning experienceMr James Little (Learning Technologist)
Background• Administering intra-muscular injections:Updating staff on IM injection technique, appropriate equipment, patientpreparation, pre- and post-assessment, and infection control issues.• One full study day• Variable delivery locations• Repeated many times a year• Resource intensive• Combination of theoretical knowledge and practical skills
General Considerations „External‟ pressures Pedagogical • Allow more effective • Allow student-led use of time learning • Allow more study days vs. • Self-identification of to be run learning needs• External pressures can be used as an opportunity to reconsider current educational methods/pedgagogy• Any changes should be appropriate, pedagogically sound and advantage (or at least not disadvantage) the student experience.
Rationale for blended learningExternal Pressures• Staff time commitments reduced once online learning created• Allows more study days to run• Enables students to attend more easily (half day vs. full day of leave from work)
Rationale for blended learningPedagogicalStudy day split into:Theoretical knowledge Practical skills• Online self-directed learning • Classroom based tutor-led• Work through learning at their • More effective use of the own pace time as already prepared• Test their own working knowledge prior to attendance• Self-identify further learning needs.
Creating blended learningPedagogical• Study resources already written• Re-evaluated for online learning • Course Notes • MCQs (self-test) • Links to further reading • Specific break-up of topic areas
Creating blended learningTechnical• Created in MOODLE• Lots of options/future flexibility• Students self-enrol to access, bypassing central registrations issues
Student FeedbackJanuary - May 2011, 251 students Much needed update/refresher provided in a relaxed and supportive atmosphere. Further reading could be easily accessed via online course. Evidence-based content, linking theory to practice. Online component was excellent preparation for classroom session. Information on how to give IM injections in different sites seen as extremely valuable. Content of study days was relevant to students‟ current practice and increased their confidence in performing IM injections.
Summary• It is possible to respond to a „changing environment‟ and deliver an improvement to the student experience• Pedagogical considerations need to be central, if not the main driver of change• External pressures can be used as an opportunity to rejuvenate currently in-place educational methods/pedagogy
Summary• It is possible to “do more with less”. After an initial investment of time to create the online component tutor-led teaching time has been reduced by half. BUT: • This is not at the expense of the overall amount of learning being reduced. • On longer courses and tutor-led online activity this may not be the case • Freed-up time could either be used for further enriching teaching or organisational needs• Most importantly, the student experience and outcomes have been improved
The future…• Re-appraising all existing study days within department• Need ability to be flexible • Delivery • Technology choices (non-standard student access to MOLE?)