Learning Design and
Medical Education
James Dalziel
Professor of Learning Technology &
Director, Macquarie E-Learning Cent...
Background
• Recorded presentation to accompany main Learning
Design workshop recordings for ALTC National
Teaching Fellow...
Learning Design
Learning Design
Learning
Design
Conceptual
Map
(LD-CM)

Learning
Design
Framework
(LD-F)

Learning
Design
...
PBL as a LAMS Learning Design template (single research phase)
Challenge

Creating learning experiences aligned to particular pedagogical approaches and learning objectives
Teaching Cyc...
PBL as a Learning Design
• The adoption of Problem-Based Learning in Medicine is
a key example for illustrating the ideas ...
PBL as a Learning Design
• One of the lessons of our 2008-2010 Learning Design
project in Medical Education was the way th...
PBL Learning Design example from UWS project
Another PBL Learning Design example from UWS project
PBL as a Learning Design
• A second lesson was the importance of documenting
activities within the PBL Learning Designs, a...
Example of E-storyboard for individual LD activity
For further details see:
http://lamsfoundation.org/lams2009sydney/CD/pd...
Conclusion
• In summary, Learning Design has been useful for PBL
in medicine, but there are a wide range of
accompanying i...
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Learning Design and Medical Education

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A presentation on Learning Design and Medica Education to accompany the more general workshop presentation on Learning Design for the ALTC National Teaching Fellowship

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Learning Design and Medical Education

  1. 1. Learning Design and Medical Education James Dalziel Professor of Learning Technology & Director, Macquarie E-Learning Centre Of Excellence (MELCOE) Macquarie University, Sydney, Australia james@melcoe.mq.edu.au www.melcoe.mq.edu.au Recorded presentation for ALTC National Teaching Fellowship
  2. 2. Background • Recorded presentation to accompany main Learning Design workshop recordings for ALTC National Teaching Fellowship – See 3 Workshop recordings, and 2 Larnaca Declaration recordings at http://www.slideshare.net/jdalziel71 – Learning Design context and Larnaca Declaration • Reflections on Medical Education issues in Learning Design – Problem Based Learning as a Learning Design – PBL as a “meta-template” vs actual examples – “E-Storyboard” for activity advice and quality assurance
  3. 3. Learning Design Learning Design Learning Design Conceptual Map (LD-CM) Learning Design Framework (LD-F) Learning Design Practice (LD-P) The Larnaca Declaration on Learning Design: New Definitions for the future of the field See www.larnacadeclaration.org for document
  4. 4. PBL as a LAMS Learning Design template (single research phase)
  5. 5. Challenge Creating learning experiences aligned to particular pedagogical approaches and learning objectives Teaching Cycle Educational Philosophy Level of Granularity All pedagogical approaches All disciplines Program Theories & Methodologies Module A range based on assumptions about the Learning Environment Session Learning Environment: Characteristics & Values Learning Activities External Agencies Institution Educator Learner Core Concepts of Learning Design Guidance Representation Sharing Implementation Tools Resources Learner Responses Feedback Assessment Learner Analytics Evaluation
  6. 6. PBL as a Learning Design • The adoption of Problem-Based Learning in Medicine is a key example for illustrating the ideas of Learning Design – Not just the sequence of teaching and learning activities (eg, LAMS example), but also all the issues of guidance and sharing around this, and the wider issues noted in the Learning Design Conceptual Map – Medicine is also a key example of large scale discipline transformation of teaching approaches – PBL instantiates a student-centric pedagogical approach, so it is useful for illustrating alternatives to traditional lecture approaches
  7. 7. PBL as a Learning Design • One of the lessons of our 2008-2010 Learning Design project in Medical Education was the way that a “PBL template” worked in practice (with Bronwen Dalziel) – PBL template created and shared with academics prior to content creation – Academics didn’t use actual template – built their own sequences from scratch – But subsequent investigation showed that academics had valued the ideas of PBL and the PBL template, but they used them for “inspiration” rather than “direct re-use” – Hence, PBL acted as a sort of “meta-template” – For further discussion & project website, see: http://lamsfoundation.org/lams2011sydney/docs/RP/Dalziel.pdf http://lamsfoundation.org/lams2009sydney/CD/pdfs/06_Dalziel.pdf & http://www.melcoe.mq.edu.au/altcmedical/Welcome.html
  8. 8. PBL Learning Design example from UWS project
  9. 9. Another PBL Learning Design example from UWS project
  10. 10. PBL as a Learning Design • A second lesson was the importance of documenting activities within the PBL Learning Designs, and using this documentation for quality assurance and improvement – Development of the “e-storyboard” to assist academics with pedagogical advice on improving each activity in a sequence – Reminiscent of parallel general work on “pedagogic descriptors” by Laurillard and Conole
  11. 11. Example of E-storyboard for individual LD activity For further details see: http://lamsfoundation.org/lams2009sydney/CD/pdfs/06_Dalziel.pdf
  12. 12. Conclusion • In summary, Learning Design has been useful for PBL in medicine, but there are a wide range of accompanying issues that also need to be taken into account during implementation – Re-use vs inspiration – Accompanying pedagogical advice/quality assurance • These findings align well with the Larnaca “LD-CM” & “Guidance” aspect of the core Learning Design ideas

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