This document summarizes a workshop on curriculum development for community engagement in medical and healthcare education. The workshop was presented by Dr. Josephine Boland and Dr. Margaret McGrath from the College of Medicine, Nursing & Health Sciences. It included introductions, discussions of key concepts of community engagement, collaborative group work to draft elements of a community engaged curriculum, and activities exploring partnership models. The workshop aimed to help participants identify opportunities to embed community engaged learning in medical education through curriculum design.
Lessons learned from Health ed. and Promotion MinorTodd Conaway
The document summarizes Year One of the Health Education & Promotion Minor at the University of Washington Bothell. It provides an overview of the curriculum developed, including courses on health education, program planning, evaluation, policy, and management. The curriculum uses a community problem-based model and partnered with various organizations. Lessons learned included benefits of community projects, importance of lead time, limiting project scope, and providing feedback. The curriculum team aims to further develop partnerships, research, conference presentations, and advocacy opportunities in upcoming years.
This document outlines the training and support plan for the Innovation Collaborative, which brings together six community colleges to pilot strategies for effectively scaling innovations in developmental education. Key aspects of the plan include coaching visits from National Network staff to help colleges develop integrated curricula for learning communities and communities of practice for faculty. Colleges will participate in evaluation activities like self-assessments and project reports to track progress. The goal is for colleges to implement learning communities grounded in principles of active, collaborative, and outcomes-based learning to increase student success.
This document discusses opening up higher education through cross-boundary collaborative open learning. It presents a phenomenographic study of two open online courses involving academics from different institutions. Interviews and surveys examined how participants experienced these cross-institutional courses and which characteristics most influenced their experiences. The study developed a framework for open learning consisting of learner engagement patterns, needs, and design considerations. The framework aims to support new approaches to academic development and continuing professional development that are cross-institutional, collaborative, and open.
This document discusses embedding community engaged learning within medical education. It explores levers, barriers and strategies for sustainability of community engaged learning programs. The document differentiates between community based medical education, community engaged learning, and volunteering. It then shares strategies for embedding community engaged learning in medical school curricula, such as explicitly mapping student outcomes to professional competencies and highlighting civic goals that distinguish it from community based medical education. The challenges of ensuring meaningful community engagement and strategies to address these challenges are also examined.
The document outlines a proposal for Johns Hopkins University to establish a community and public partnerships initiative. It aims to foster collaboration between the university, community organizations, and city agencies to address issues facing Baltimore like health disparities and education. The proposal describes existing university resources like faculty and centers that could support partnerships. It also identifies external resources like non-profits and government agencies that would collaborate. The goals are to develop community-based learning courses, hold networking forums, and provide trainings to strengthen partnerships over three years. This would help integrate university research and education with community needs.
The document discusses the role of social learning within organizations and its effects. It explores how social learning platforms can train employees, change culture, and improve knowledge sharing. The role of the trainer shifts from instructor to facilitator as employees network and learn from each other. However, social learning also presents challenges like ensuring appropriate communication and monitoring employee interactions online. Overall, integrating social media and training can boost engagement, retention, and lifelong learning if implemented properly within an organization.
Building Connections in Student-Informed Mental Healthhealthycampuses
This document provides an overview of the ACCESS Open Minds program at the University of Alberta, which takes an innovative approach to student-informed mental health services. The program facilitates connections between individual students and services through a community brokerage model. It also facilitates interpersonal connections through the ACCESS OM Youth Council and a dedicated meeting space. The Youth Council engages the broader student community and collaborates with various campus services through the ACCESS Network. On a larger scale, the ACCESS OM program operates nationally and integrates youth voices at all levels of the organization to transform mental health services across Canada.
This document discusses mainstreaming university-community research partnerships in Asia. It provides examples of service-learning programs and community participatory research projects at universities in countries like China, Hong Kong, and South Korea. Service-learning is presented as a way to link formal academic learning with community engagement. The document outlines the growth of university-community partnerships in Asia and how they help address societal changes through engaged teaching, service, and research. It provides types of service-learning and examples of how Lingnan University in Hong Kong incorporates service-learning and community research across departments. The document concludes by emphasizing the importance of strengthening university-community partnerships and broadening the concept of community.
Lessons learned from Health ed. and Promotion MinorTodd Conaway
The document summarizes Year One of the Health Education & Promotion Minor at the University of Washington Bothell. It provides an overview of the curriculum developed, including courses on health education, program planning, evaluation, policy, and management. The curriculum uses a community problem-based model and partnered with various organizations. Lessons learned included benefits of community projects, importance of lead time, limiting project scope, and providing feedback. The curriculum team aims to further develop partnerships, research, conference presentations, and advocacy opportunities in upcoming years.
This document outlines the training and support plan for the Innovation Collaborative, which brings together six community colleges to pilot strategies for effectively scaling innovations in developmental education. Key aspects of the plan include coaching visits from National Network staff to help colleges develop integrated curricula for learning communities and communities of practice for faculty. Colleges will participate in evaluation activities like self-assessments and project reports to track progress. The goal is for colleges to implement learning communities grounded in principles of active, collaborative, and outcomes-based learning to increase student success.
This document discusses opening up higher education through cross-boundary collaborative open learning. It presents a phenomenographic study of two open online courses involving academics from different institutions. Interviews and surveys examined how participants experienced these cross-institutional courses and which characteristics most influenced their experiences. The study developed a framework for open learning consisting of learner engagement patterns, needs, and design considerations. The framework aims to support new approaches to academic development and continuing professional development that are cross-institutional, collaborative, and open.
This document discusses embedding community engaged learning within medical education. It explores levers, barriers and strategies for sustainability of community engaged learning programs. The document differentiates between community based medical education, community engaged learning, and volunteering. It then shares strategies for embedding community engaged learning in medical school curricula, such as explicitly mapping student outcomes to professional competencies and highlighting civic goals that distinguish it from community based medical education. The challenges of ensuring meaningful community engagement and strategies to address these challenges are also examined.
The document outlines a proposal for Johns Hopkins University to establish a community and public partnerships initiative. It aims to foster collaboration between the university, community organizations, and city agencies to address issues facing Baltimore like health disparities and education. The proposal describes existing university resources like faculty and centers that could support partnerships. It also identifies external resources like non-profits and government agencies that would collaborate. The goals are to develop community-based learning courses, hold networking forums, and provide trainings to strengthen partnerships over three years. This would help integrate university research and education with community needs.
The document discusses the role of social learning within organizations and its effects. It explores how social learning platforms can train employees, change culture, and improve knowledge sharing. The role of the trainer shifts from instructor to facilitator as employees network and learn from each other. However, social learning also presents challenges like ensuring appropriate communication and monitoring employee interactions online. Overall, integrating social media and training can boost engagement, retention, and lifelong learning if implemented properly within an organization.
Building Connections in Student-Informed Mental Healthhealthycampuses
This document provides an overview of the ACCESS Open Minds program at the University of Alberta, which takes an innovative approach to student-informed mental health services. The program facilitates connections between individual students and services through a community brokerage model. It also facilitates interpersonal connections through the ACCESS OM Youth Council and a dedicated meeting space. The Youth Council engages the broader student community and collaborates with various campus services through the ACCESS Network. On a larger scale, the ACCESS OM program operates nationally and integrates youth voices at all levels of the organization to transform mental health services across Canada.
This document discusses mainstreaming university-community research partnerships in Asia. It provides examples of service-learning programs and community participatory research projects at universities in countries like China, Hong Kong, and South Korea. Service-learning is presented as a way to link formal academic learning with community engagement. The document outlines the growth of university-community partnerships in Asia and how they help address societal changes through engaged teaching, service, and research. It provides types of service-learning and examples of how Lingnan University in Hong Kong incorporates service-learning and community research across departments. The document concludes by emphasizing the importance of strengthening university-community partnerships and broadening the concept of community.
The document discusses the work of the India HIV/AIDS Alliance in supporting children affected by AIDS (CAA) in India. It provides several key points:
1) The Alliance works with over 40 NGO/CBO partners across India to provide home-based care and support to over 5,800 people living with HIV/AIDS, 8,500 CAA, and 9,000 affected family members.
2) Programming for CAA focuses on participatory community assessment and review, psychosocial support, education support, and addressing stigma.
3) A study found that 37% of 1,977 CAA interviewed in Andhra Pradesh had lost both parents, highlighting their vulnerabilities.
Service learning is a type of experiential learning that engages students in community service as part of a course, allowing them to apply what they learn while also developing civic responsibility. Students report benefits like stronger academic skills, career development, and relationships with peers and faculty. Faculty also note improved ability to apply knowledge and critical thinking. Examples of service learning projects at UCM include business students solving real problems and social work students raising awareness of time management issues in the community.
This document outlines the offerings and goals of Professional and Noncredit Education (PNE) at Oregon State University. PNE provides lifelong learning opportunities like online courses, community education programs, and continuing education for professionals. Current offerings include 9 online courses, several community education programs, and courses for licensure and certification renewal. PNE collaborates with various university departments and aims to launch over 20 online courses and new certificate programs in 2012, while improving its website and online systems. The director, Chris LaBelle, welcomes opportunities to work with others across the university on developing new noncredit programs.
The document summarizes the Leaders for European Public Health (LEPHIE) project, which developed an online problem-based blended learning leadership curriculum for public health professionals. The project was funded by the EU Lifelong Learning Program and involved partners from several European universities. It created a competency-based curriculum addressing key public health priorities. The curriculum uses interactive online materials and cases to teach leadership skills. Evaluation of pilots at the partner universities found the blended approach improved satisfaction and access to education. The project aims to strengthen public health leadership in Europe.
This is a presentation about the Bonner High-Impact Initiative. This presentation will be given by Ariane Hoy and Mathew Johnson at various colleges, including Allegheny College.
This document provides an overview of service-learning as a teaching methodology that integrates community service with academic instruction. It discusses key theorists and concepts, including experiential learning cycles and definitions of service-learning. The document outlines types of service experiences, benefits to students, faculty, and community, as well as outcomes including personal development, interpersonal skills, tolerance of diversity, and connection to community and college. Service-learning is presented as having positive impacts on student retention when integrated into the curriculum.
This document discusses service learning as a teaching and learning strategy that integrates community service, instruction, and reflection. It defines service learning, outlines its theoretical basis and key components, and describes its impacts on students, educators, communities, and educational institutions. Service learning enhances learning through real-world application, teaches civic responsibility, and strengthens communities through mutually beneficial partnerships.
EDUCAUSE Annual Conference 2021: Mapping the Student Journey to Improve Post-...brightspot
brightspot led a Student Journey Mapping engagement with Metropolitan State University that identified obstacles for students from various demographic groups and developed an action plan based on best practices to strengthen our support for and interaction with post-traditional students.
Amanda Wirth Lorenzo, Maggie Walsh, and Elliot Felix (brightspot) and Virginia Arthur (Metro State) presented Mapping the Student Journey to Improve Post-Traditional Student Success at the 2021 EDUCAUSE Annual Conference.
The document summarizes strategies used by Open Universities Australia to engage and support online students. OUA offers over 1700 online units and serves over 250,000 students across Australia. OUA students are typically non-traditional, being older, employed, and often first in their family to attend university. To help these students succeed, OUA implements preparatory units, online tutoring, counseling services, outreach programs, and partnerships with local libraries. Evaluation shows these strategies improve student grades, retention, and satisfaction by helping students transition online and feel engaged and supported throughout their studies.
1. NOPE provides technical assistance and training to workplaces in Kenya, South Sudan, and Tanzania on comprehensive HIV/AIDS programming and behavior change strategies.
2. They have identified 10 best practices for effective workplace HIV/AIDS programming based on their experience, including gaining management buy-in, training peer educators, limiting costs, and enhancing program ownership by workplaces.
3. The document outlines NOPE's approach and lessons learned in implementing programs, and their goals to strengthen policies, programming, and sustainability at the workplaces.
Using insights from behavioral science to break barriers to post-secundary ed...ESF Vlaanderen
The document summarizes a presentation given by Saugato Datta of ideas42 on using behavioral science to improve student outcomes in higher education. It discusses two case studies where ideas42 used behavioral insights and randomized controlled trials to increase on-time financial aid applications and tutoring service uptake. The presentation covers concepts like social norms, procrastination, and limited self-control that can impact student behavior and success. It also details how ideas42 used targeted messaging and framing to nearly double the rate of on-time FAFSA filing at Arizona State University.
How to Build and Lead a High Quality Preschool Inclusion ProgramBrookes Publishing
Inclusion is clearly related to better outcomes for young children—but reports from the US Department of Education show the practice has grown just 5% over the past 27 years. In this webinar, learn how to step up the progress of early childhood inclusion. Dr. Erin Barton, Assistant Professor in the Department of Special Education at Vanderbilt University, and Dr. Barbara J. Smith, Research Professor, Director of the Center for Evidence-Based Practice in Early Learning School of Education and Human Development, University of Colorado Denver, provide an overview of their book, The Preschool Inclusion Toolbox.
Learn some of the tools needed to:
• Overcome challenges and support high-quality preschool inclusion
• Implement an action plan for inclusion
• Establish a strong inclusion team to make collaborative decisions
Preservice ECSE, school administrators, special education directors, Head Start administrators, and child care program directors will benefit from this webinar.
EDUCAUSE Annual Conference 2021: Digital Transformation to Create a Coordinat...brightspot
brightspot worked with Ohio University to answer these questions and helped them better understand and improve their student experience. Our holistic approach considered courses, student services, technology, facilities, community, and campus culture through an engaging and inclusive process.
In our session, Digital Transformation to Create a Coordinated, Compelling Student Experience, Maggie Walsh and Elliot Felix (brightspot) and Chris Ament and Brian Bowe (Ohio University) discuss our work together and share lessons learned that can be applied at your institution.
Tech v Trust: scaling simulation for the 21C studentdebbieholley1
Tech v Trust: scaling simulation for 21st C students
Keynote for
4th International Conference on Medical Education Informatics (#MEI2021Conf)
Using technologies to support and enhance our student learning has been deemed a ‘wicked challenge’ by successive Educause ‘New Media Horizons’ reports, in their annual scanning of educational ‘futures’ environments. The challenge is not the technology, nor access to wide range of resources – the challenge is with us as educators stepping up and seeking to implement at scale. Healthcare students have had to overcome the restrictions and implications of Covid-19 with many of their clinical skills moving online, and with limited opportunities to engage with their clinical practice partners. But what are the factors we should be considering when creating authentic learning experiences for our students? Reimaging our teaching practice is a contested area, and this talk will set out some potential responses for building capacity and emphasises the significant ‘trust’ plays in taking our work forward.
Basics of adult learning
Extension methods in various fields
• Individual Method
Farm and home visits, office calls, phone calls, e-mails, personal letters.
• Group method
method and result demonstrations, study visits, meetings, farmer field schools, extension schools.
• Mass method :
television, radio, leaflets, newspapers
Planning for effective use of the methods.
Role of audio, visual, and audio-visual aids in facilitating use of extension methods
Evaluating effectiveness of various extension methods.
Reshaping distance education – returning the student to centre stagealanwylie
A parallel presentation by Dr Barrie Todhunter from the University of Southern Queensland for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
This document provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
Parental, Provider, and Federal Policy Perspectives on Increasing Access to Early Childhood Care for Children in Homeless Situations. Credit:
- Chuck Kieffer, The Cloudburst Group
- Carie Bires, Ounce of Prevention Fund
- Marsha Basloe, Administration for Children and Families
Dieses White Paper zeigt, wie eine konzeptbasierte Vorgehensweise, die Konsumentenerkenntnisse bei der Verpackungsgestaltung konsequent umsetzt, einer Marke einen klaren Wettbewerbsvorteil im Regal geben kann.
The document discusses the work of the India HIV/AIDS Alliance in supporting children affected by AIDS (CAA) in India. It provides several key points:
1) The Alliance works with over 40 NGO/CBO partners across India to provide home-based care and support to over 5,800 people living with HIV/AIDS, 8,500 CAA, and 9,000 affected family members.
2) Programming for CAA focuses on participatory community assessment and review, psychosocial support, education support, and addressing stigma.
3) A study found that 37% of 1,977 CAA interviewed in Andhra Pradesh had lost both parents, highlighting their vulnerabilities.
Service learning is a type of experiential learning that engages students in community service as part of a course, allowing them to apply what they learn while also developing civic responsibility. Students report benefits like stronger academic skills, career development, and relationships with peers and faculty. Faculty also note improved ability to apply knowledge and critical thinking. Examples of service learning projects at UCM include business students solving real problems and social work students raising awareness of time management issues in the community.
This document outlines the offerings and goals of Professional and Noncredit Education (PNE) at Oregon State University. PNE provides lifelong learning opportunities like online courses, community education programs, and continuing education for professionals. Current offerings include 9 online courses, several community education programs, and courses for licensure and certification renewal. PNE collaborates with various university departments and aims to launch over 20 online courses and new certificate programs in 2012, while improving its website and online systems. The director, Chris LaBelle, welcomes opportunities to work with others across the university on developing new noncredit programs.
The document summarizes the Leaders for European Public Health (LEPHIE) project, which developed an online problem-based blended learning leadership curriculum for public health professionals. The project was funded by the EU Lifelong Learning Program and involved partners from several European universities. It created a competency-based curriculum addressing key public health priorities. The curriculum uses interactive online materials and cases to teach leadership skills. Evaluation of pilots at the partner universities found the blended approach improved satisfaction and access to education. The project aims to strengthen public health leadership in Europe.
This is a presentation about the Bonner High-Impact Initiative. This presentation will be given by Ariane Hoy and Mathew Johnson at various colleges, including Allegheny College.
This document provides an overview of service-learning as a teaching methodology that integrates community service with academic instruction. It discusses key theorists and concepts, including experiential learning cycles and definitions of service-learning. The document outlines types of service experiences, benefits to students, faculty, and community, as well as outcomes including personal development, interpersonal skills, tolerance of diversity, and connection to community and college. Service-learning is presented as having positive impacts on student retention when integrated into the curriculum.
This document discusses service learning as a teaching and learning strategy that integrates community service, instruction, and reflection. It defines service learning, outlines its theoretical basis and key components, and describes its impacts on students, educators, communities, and educational institutions. Service learning enhances learning through real-world application, teaches civic responsibility, and strengthens communities through mutually beneficial partnerships.
EDUCAUSE Annual Conference 2021: Mapping the Student Journey to Improve Post-...brightspot
brightspot led a Student Journey Mapping engagement with Metropolitan State University that identified obstacles for students from various demographic groups and developed an action plan based on best practices to strengthen our support for and interaction with post-traditional students.
Amanda Wirth Lorenzo, Maggie Walsh, and Elliot Felix (brightspot) and Virginia Arthur (Metro State) presented Mapping the Student Journey to Improve Post-Traditional Student Success at the 2021 EDUCAUSE Annual Conference.
The document summarizes strategies used by Open Universities Australia to engage and support online students. OUA offers over 1700 online units and serves over 250,000 students across Australia. OUA students are typically non-traditional, being older, employed, and often first in their family to attend university. To help these students succeed, OUA implements preparatory units, online tutoring, counseling services, outreach programs, and partnerships with local libraries. Evaluation shows these strategies improve student grades, retention, and satisfaction by helping students transition online and feel engaged and supported throughout their studies.
1. NOPE provides technical assistance and training to workplaces in Kenya, South Sudan, and Tanzania on comprehensive HIV/AIDS programming and behavior change strategies.
2. They have identified 10 best practices for effective workplace HIV/AIDS programming based on their experience, including gaining management buy-in, training peer educators, limiting costs, and enhancing program ownership by workplaces.
3. The document outlines NOPE's approach and lessons learned in implementing programs, and their goals to strengthen policies, programming, and sustainability at the workplaces.
Using insights from behavioral science to break barriers to post-secundary ed...ESF Vlaanderen
The document summarizes a presentation given by Saugato Datta of ideas42 on using behavioral science to improve student outcomes in higher education. It discusses two case studies where ideas42 used behavioral insights and randomized controlled trials to increase on-time financial aid applications and tutoring service uptake. The presentation covers concepts like social norms, procrastination, and limited self-control that can impact student behavior and success. It also details how ideas42 used targeted messaging and framing to nearly double the rate of on-time FAFSA filing at Arizona State University.
How to Build and Lead a High Quality Preschool Inclusion ProgramBrookes Publishing
Inclusion is clearly related to better outcomes for young children—but reports from the US Department of Education show the practice has grown just 5% over the past 27 years. In this webinar, learn how to step up the progress of early childhood inclusion. Dr. Erin Barton, Assistant Professor in the Department of Special Education at Vanderbilt University, and Dr. Barbara J. Smith, Research Professor, Director of the Center for Evidence-Based Practice in Early Learning School of Education and Human Development, University of Colorado Denver, provide an overview of their book, The Preschool Inclusion Toolbox.
Learn some of the tools needed to:
• Overcome challenges and support high-quality preschool inclusion
• Implement an action plan for inclusion
• Establish a strong inclusion team to make collaborative decisions
Preservice ECSE, school administrators, special education directors, Head Start administrators, and child care program directors will benefit from this webinar.
EDUCAUSE Annual Conference 2021: Digital Transformation to Create a Coordinat...brightspot
brightspot worked with Ohio University to answer these questions and helped them better understand and improve their student experience. Our holistic approach considered courses, student services, technology, facilities, community, and campus culture through an engaging and inclusive process.
In our session, Digital Transformation to Create a Coordinated, Compelling Student Experience, Maggie Walsh and Elliot Felix (brightspot) and Chris Ament and Brian Bowe (Ohio University) discuss our work together and share lessons learned that can be applied at your institution.
Tech v Trust: scaling simulation for the 21C studentdebbieholley1
Tech v Trust: scaling simulation for 21st C students
Keynote for
4th International Conference on Medical Education Informatics (#MEI2021Conf)
Using technologies to support and enhance our student learning has been deemed a ‘wicked challenge’ by successive Educause ‘New Media Horizons’ reports, in their annual scanning of educational ‘futures’ environments. The challenge is not the technology, nor access to wide range of resources – the challenge is with us as educators stepping up and seeking to implement at scale. Healthcare students have had to overcome the restrictions and implications of Covid-19 with many of their clinical skills moving online, and with limited opportunities to engage with their clinical practice partners. But what are the factors we should be considering when creating authentic learning experiences for our students? Reimaging our teaching practice is a contested area, and this talk will set out some potential responses for building capacity and emphasises the significant ‘trust’ plays in taking our work forward.
Basics of adult learning
Extension methods in various fields
• Individual Method
Farm and home visits, office calls, phone calls, e-mails, personal letters.
• Group method
method and result demonstrations, study visits, meetings, farmer field schools, extension schools.
• Mass method :
television, radio, leaflets, newspapers
Planning for effective use of the methods.
Role of audio, visual, and audio-visual aids in facilitating use of extension methods
Evaluating effectiveness of various extension methods.
Reshaping distance education – returning the student to centre stagealanwylie
A parallel presentation by Dr Barrie Todhunter from the University of Southern Queensland for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
This document provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
Parental, Provider, and Federal Policy Perspectives on Increasing Access to Early Childhood Care for Children in Homeless Situations. Credit:
- Chuck Kieffer, The Cloudburst Group
- Carie Bires, Ounce of Prevention Fund
- Marsha Basloe, Administration for Children and Families
Dieses White Paper zeigt, wie eine konzeptbasierte Vorgehensweise, die Konsumentenerkenntnisse bei der Verpackungsgestaltung konsequent umsetzt, einer Marke einen klaren Wettbewerbsvorteil im Regal geben kann.
The document discusses stereoscopic 3D production. It covers the differences between 3D and S3D, natural depth cues, depth perception, the business case for 3D, 3D storytelling techniques, stereoscopic technology formats, live 3D engineering challenges, Sky 3D broadcast models, S3D cinematography theory, S3D pre-production including depth budget and script, stereoscopic editing, and summarizes stereoscopic 3D tools.
The document discusses the workflow for ingesting and managing media assets using a Media Asset Management system (MAM) called Fork. It describes the MAM infrastructure including 20 servers and 65TB of storage. It provides instructions for ingesting assets from tape or file into the MAM using the Fork software, and accessing ingested assets within the MAM for dubbing or online use. It also describes how to add external media files to the MAM directly from a shared network folder.
This document provides details for a project at Ravensbourne College called the Rave-on-Air Technology Project. It will take place over 3 terms with students working to design, build, and implement the technology for a college-wide broadcast event. In term 1, students will plan engineering projects and start reflective blogs. In term 2, they will collaborate on technology for the event. In term 3, they will finalize preparations and give individual presentations on their contributions. The project aims to develop students' technical and collaborative skills through hands-on work supporting a live broadcast.
This document discusses digital video codecs and compression. It begins by defining pixel resolutions for standard definition, high definition, and digital cinema. It then covers CMOS image sensors used for HD, 2K and 4K capture and explains intra-frame and inter-frame compression. The document provides an example of the Apple ProRes 422 codec and analyzes its key attributes. It also discusses interlaced vs progressive scanning, picture impairments from compression, digital cinema standards, and predicts that advances in compression will continue to be needed to handle higher resolutions and frame rates.
This document discusses digital video codecs and compression. It begins by defining pixel resolutions for standard definition, high definition, and digital cinema. It then covers CMOS image sensors used for HD, 2K and 4K capture and explains intra-frame and inter-frame compression. The document provides an example of the Apple ProRes 422 codec and analyzes its key attributes. It also discusses interlaced vs progressive scanning, picture impairments from compression, digital cinema standards, and predicts that requirements on compression will reduce over time due to technological advances.
Eine Vorlage, frei nach Renée Hansen und Stephanie Schmidt. Ersetzt keinesfalls die Lektüre des Buches, ist aber durchaus praktisch für alle die mit dem Buch arbeiten.
Co-creating the curriculum - Jane PriestleyHEA_HSC
This workshop was part of the HEA engagement event '
The full picture: the journey from listening to partnership in student engagement'.
This workshop was designed for curriculum developers, programme leads, those with an interest in public engagement in higher education, including those working in patient and public involvement, and community engagement in higher education.
The session provided an opportunity for delegates to assess the potential of the students as partners framework, as a basis for informing the contribution of public engagement in curriculum design and delivery.
This presentation forms part of a blog post about the workshop that can be accessed via http://bit.ly/1vnbN7A
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Public engagement with postgraduate research june 2013VreckaScott
This document discusses public engagement with postgraduate research. It begins by introducing a project aimed at embedding public engagement within the research culture of the Open University. It then discusses the concept of scholarship of engagement and different types of thinking around public engagement. The rest of the document focuses on planning public engagement activities, the current UK agenda around public engagement, and considerations for career development and practical planning regarding public engagement.
UHI Millennium Institute, HoTLS, Experiential Education Presentation, 2008Rob Macpherson
1) The document discusses experiential education and outlines several methods like internships, field trips, and service learning.
2) It emphasizes the importance of reflection and assessing student learning through ongoing evaluation. Reflection should occur before, during, and after experiences.
3) Integrating experiential education university-wide faces challenges like coordinating placements and balancing academic and personal learning. Having a dedicated office to support experiential programs can help address these challenges.
Applying accredited community-based learning and research into your curriculu...CampusEngage
The Campus Engage Participate Programme presentation was delivered to Higher Education Educators as part of the Universal Design Conference, November 2015
The document summarizes an intercultural student exchange program in Galway, Ireland that focused on service learning, civic engagement, and intercultural interaction.
The program aimed to provide opportunities for students to apply their knowledge through community service placements, develop skills like teamwork and leadership, and promote cross-cultural understanding. Students engaged in workshops and reflections on key concepts of service learning and civic engagement.
Through their community placements at organizations like the Galway Traveller Movement, students gained hands-on experiences that supported their personal and academic growth. They explored how to combine community needs with academic goals and incorporate diverse perspectives.
The document discusses hopes to expand service learning programs at participating universities, such as through a
Visioning Integrative Pathways with DePauw University November 29, 2018Bonner Foundation
This document discusses models for developing integrative pathways to connect student learning experiences across curricula and co-curricula. It provides examples of pathways from different universities that integrate academic courses with high-impact practices like research, internships, and capstone projects. The document suggests mapping potential pathways at DePauw University around issues like sustainability, poverty, and community-based research. Attendees participate in activities to brainstorm how courses and experiences could interconnect in an integrated pathway and to map potential curricular and co-curricular connections over four years. The document emphasizes developing pathways to prepare students for civic engagement and post-graduate success.
1. The document discusses incorporating service-learning (SL) into dental education curricula to better prepare students for community-based practice and address health disparities.
2. SL involves reciprocal learning through partnerships between educational institutions and communities, with emphasis on meeting community needs and reflection.
3. Research shows SL benefits students' learning and commitment to underserved populations as well as community partners. The document provides strategies for implementing successful SL programs.
The document summarizes a student project that designed an adult learning program based on Malcolm Knowles' theory of andragogy. The program was meant to provide low-cost, local educational opportunities for elderly adults. After receiving feedback, the students realized they had not involved elders in the initial planning. They updated the design to include partnerships with a daycare program and meal service to enhance social support and prevent nutrition issues among elderly community members. The revised program aims to boost senior living in the community through collaborative, interest-based lifelong learning.
Dr. Julie Plaut presented to the "Engage Your Teaching" workshop at the University of St. Thomas on May 26, 2015 on standard "best practices" when engaging in the community.
The document proposes developing a pilot program to encourage more young people in Ireland to become social entrepreneurs. Interviews with community members informed the design of a program called RealPlay, which would enable Transition Year students to gain experience through mentored social enterprise projects in their local community. A key goal is for students to learn about social responsibility and potential careers through hands-on experience completing real-world tasks. The proposed program would match students' skills to project roles under the guidance of mentors from schools, community groups, and businesses. Students would develop initiatives like an activity program for an elder care center. Upon completion, students would receive a Young Social Entrepreneurs award to include in their CV and application for further education.
Opening-up the HE box through cross-boundary collaborative open learning in c...Chrissi Nerantzi
This document discusses opening up higher education through cross-boundary collaborative open learning. It presents a phenomenographic study of two open online courses involving academics from different institutions. Interviews and surveys examined how participants experienced these cross-institutional courses and which characteristics most influenced their experiences. The study developed a framework for open learning consisting of learner engagement patterns, needs, and design considerations. The framework aims to support new approaches to academic development and continuing professional development that are cross-institutional, collaborative, and open.
iHV regional conf: Sally Kendall - Building evaluation into your practiceJulie Cooper
The document discusses evaluation of health visiting practice and how to improve outcomes through evaluation. It provides an overview of the healthy child programme led by health visitors and the six high impact areas that are evaluated. Evaluation approaches are discussed, including the Kirkpatrick framework that measures reaction, learning, impact and results. Improvement science aims to create practical learning to improve patient care based on evidence. The document encourages contributions to evaluation research and improvement science to strengthen health visiting practice.
The document discusses issues with the current model of professional legal education in Scotland and proposes reforms to address past deficits. Specifically:
1. There is currently no clear concept of linkage between different stages of legal education and no agreed performance standards across providers.
2. A new curriculum structure is proposed that has professionalism at its core, is flexible, and builds on jurisdictional knowledge through a community of practice approach.
3. Forming a community of practice among legal education providers is suggested, with initiatives like shared resources, peer review, and disseminating innovative practices.
This document discusses developing international social work programs through university-community partnerships. It outlines goals of developing field practicum sites focused on geriatric care and recruiting more geriatric specialist social work students. Key components include competency-driven field education integrated across programs, an expanded field instructor role, and focused recruitment. The document discusses identifying decision-makers and allies from agencies and considering various roles for involvement. It also addresses challenges, best practices, and ideas for sustaining international social work curriculum infusion efforts.
Activating the Okanagan Charter: Engaging Faculty to Support and Enhance Stud...healthycampuses
This document summarizes a workshop on engaging faculty to support student wellbeing by implementing the Okanagan Charter. It discusses the benefits of faculty engagement, provides an example of asset mapping done at UBC to identify campus resources, and outlines initiatives like a Wellbeing Liaisons Program and symposium to discuss wellbeing in teaching. The goal is to start a campus conversation on wellbeing in learning environments and leverage faculty champions, student leaders, and administrative support to further the Charter's goals.
Case study: MOOCs for professional development in global eye healthSally Parsley
1. The document discusses using MOOCs for professional development in global eye health. It describes a case study of the Open Education for Eye Health Programme which aims to increase participation in public health eye care training through open access online courses (MOOCs) for eye health teams in low and middle income countries.
2. It outlines five steps to developing quality MOOCs: analyse needs, design the course, implement, realise the course, and evaluate. It emphasizes engaging learners and stakeholders, defining and evaluating different types of success, using a team approach, and focusing on pedagogy in the design.
3. The presentation provides examples of how they have applied these principles, including collaborating with over 100 contributors
This document summarizes a study that evaluated the use of online learning strategies to develop clinical judgement in students. The study used a mixed methods approach, including pre-post self-assessments of 19 students, interviews with 4 students, and analysis of online discussion posts. Results found students reported the online learning approach was unlike other experiences and improved their clinical practice and judgement. Analysis of discussion posts showed students found the online discussions and peer support valuable to their learning. The study aimed to determine if online strategies could develop critical thinking for clinical judgement and understand students' experiences with such approaches.
The document discusses developing professional competence through integrating experiences in educational and practice settings. It argues that both settings make distinct contributions to training and that purposely integrating these experiences optimizes their impact. Specifically, it emphasizes considering curriculum, pedagogy, and learners' personal epistemologies to effectively utilize experiences in educational and practice settings and promote learning through their integration.
- The document discusses the development of a new medical school in Portugal that aims to be innovative in its integrated curriculum, graduate entry program, and emphasis on primary care.
- Key aspects include using problem-based learning, clinical rotations in various specialties and regions of Portugal beginning in the first year, student-selected modules, and required electives abroad.
- Assessment incorporates progress tests, clinical skills evaluations, attitude assessments, and case-based discussions. Outcome data so far suggests the program is achieving its goal of training physicians for primary care and distributing graduates across Portugal.
This document discusses the importance of public health principles and skills in rural medical practice. It argues that rural physicians play an important role in population health by assessing community needs, orienting their practice to meet those needs, and advocating for community health. Specific public health skills mentioned include applying epidemiological concepts and the scientific method to address issues like disease outbreaks. The document also notes that students initially may view public health skills as less important than hospital-based medicine, but that experience shows public health knowledge is very useful for rural practice.
This document discusses research into continuing medical education (CME) for general practitioners (GPs) in palliative care. It finds that current CME offerings are uncoordinated, have large gaps, and have low attendance. GPs prefer lifelong learning and find current CME inefficient. Workplace learning with palliative home care teams is preferred. When nurses on these teams are trained as facilitators, it can enhance GPs' learning by exploring opportunities, giving feedback, and facilitating reflection. This workplace learning approach views the healthcare team as a complex adaptive system that can adapt and improve its functioning through learning.
The document outlines plans to transform a palliative care center in Flanders, Belgium into an educational platform. The center will have a specialized palliative care unit, home care team, and daycare center to provide clinical expertise. It will also be used to teach undergraduate and graduate students, practicing professionals, and conduct research. The document asks how many trainees can be supported each year without impacting patient care, which teaching techniques are best, and architectural requirements for the educational activities.
This document discusses interprofessional education (IPE) activities at Flinders University Medical Program. It provides definitions of IPE and outlines why it is important. It describes current IPE activities across different years of the MD program in South Australia, including simulations and placements involving nursing, allied health, and Aboriginal health students. Future ideas for IPE activities in the Northern Territory Medical Program are proposed, such as anatomy peer teaching, deteriorating patient simulations, and palliative care problem-based learning cases. Limitations around funding and curriculum constraints are also noted.
The North Coast Medical Education Collaboration involves a partnership between the medical schools at the University of Western Sydney, University of Sydney, and University of Wollongong. It places final year medical students in rural clinical placements to improve rural medical workforce recruitment. While student experiences have been positive, the collaboration seeks to develop an evaluation framework to better understand its long term outcomes, such as its impact on strengthening the rural and non-rural medical workforce over time.
The document discusses a program called Social Equity Evenings run by the University Centre for Rural Health in Australia. The program aims to promote social equity and bring disadvantaged community members into dialogue with students from various disciplines. It involves film screenings, guest speakers, and presentations by community members followed by discussions. Topics have included the refugee journey, addiction, Aboriginal culture and disadvantage, and homelessness. The goal is to establish a safe space for students to discuss important issues with affected groups and gain new perspectives on challenges facing patients. While engaging students is challenging, comments suggest it provides valuable lessons about maintaining trust and dignity with those who have experienced real hardships.
A qualitative study interviewed 15 doctors who had completed a rural longitudinal integrated clerkship as medical students to understand how well the program prepared them for internship. The doctors reported that the clerkship developed their clinical skills like clinical reasoning, common procedures, and handovers. It also increased their autonomy, self-reliance, and prepared them to take on an intern role by the end. Relationships with supervising doctors and being a valued member of the healthcare team enhanced their professional development and confidence starting internship.
The document summarizes a new model of oral health services for remote Aboriginal communities in New South Wales, Australia. It describes partnerships between Aboriginal community health services, local health districts, and universities to deliver comprehensive oral health care across multiple communities. Key aspects of the model include a collaborative regional approach, embracing technology like teledentistry, and a collective impact framework with common goals, shared data collection, and mutually reinforcing activities among partners. Initial outcomes have included establishing clinics, conducting training, providing dental treatments, and promoting oral health education.
This document presents a socio-scientific theory of compassionate, collaborative person-centred practice. It argues that practice exists at the intersection of three interdependent domains: representation (what we "ought" to do based on science/guidelines), sense-making (what is "fitting" based on context/wisdom), and improvisation (what we "can" do through action/experience). It calls for health professional education to value both the scientific and social aspects of practice equally and to develop a "thick" understanding of practice that integrates different ways of knowing.
The document describes the Program for Enhanced Rural and Remote Training (PERRT) which aims to improve access to primary care in rural and remote communities in Newfoundland and Labrador (NL) and Nunavut (NU) by providing enhanced training for family medicine residents. The program establishes longitudinal rural training sites in Grand Falls and Burin in NL as well as Iqaluit in NU, and provides additional supports like faculty development and funding for travel and accommodations. The goal is to train residents to meet the needs of rural communities through a longitudinal integrated curriculum model rather than short block rotations, and to foster relationships between residents and communities.
The document discusses the longitudinal tracking of graduates from James Cook University's College of Medicine and Dentistry in Australia. It outlines how the university developed surveys and databases to track graduates' practice locations and careers. They have been able to collect data on practice location for 99% of graduates. Through ongoing tracking, they have published papers on the impact of graduates on rural workforce needs and factors influencing practice location choices. They plan to continue maintaining the database to monitor graduates' career patterns over the long term.
This document provides guidance on developing program logic models for health initiatives. It explains that program logic models can help provide vision, clarify tasks, identify assumptions, and form an evaluation framework. When developing a logic model, key stakeholders should be involved and it should have a simple but not oversimplified logical structure relating intended results and outcomes. The document includes examples of logic models and provides a workshop plan for using a back-casting approach to develop a logic model focusing on identifying necessary steps, outputs, and activities to achieve outcomes and testing the underlying logic and assumptions.
The document discloses that the faculty presenters have no relationships with commercial interests or conflicts of interest. It received no commercial support and the research assistant who analyzed data is not affiliated with the conference organizers. The annual wilderness medicine conference uses simulations and interprofessional education to improve patient safety. Participants noted that the simulations require using knowledge under urgency and collaborating as a team to succeed in a harsh environment.
This document outlines a session on using storytellers and improvisational exercises to enhance medical education. It introduces Debajehmujig Storytellers, their past work with healthcare professionals, and plans for the session which includes learning objectives focused on cultural understanding and patient-centered care. Students will participate in improv exercises and discussions with storytellers portraying patients to practice communication skills beyond standard simulations.
This document discusses the relationship between community engagement, fundraising, and friendraising. It explores whether community engagement is more about fundraising or building relationships. The document notes that fundraising is the process of soliciting voluntary donations, while friendraising involves engaging supporters in an organization's mission and vision. It poses questions about what kinds of friends are needed, how to engage new friends, who the new friends are, and whether an engaged community guarantees financial support.
This document outlines a case-based learning approach using interprofessional peer review. Students from various health professions participate in teleconferences reviewing real patient cases from rural Texas hospitals. The peer review process allows students to apply their knowledge to real clinical situations and receive constructive feedback from other professionals. Students found this approach improved their confidence in decision making and interprofessional communication skills. Incorporating students exposes them early in their careers to appreciating a team approach and systems-level perspective for improving patient safety.
This document summarizes a 3-day remote health experience program for first-year medical students in the Northern Territory of Australia. The program aims to showcase positive remote healthcare experiences and teach themes like resource-limited care, multidisciplinary teams, isolated practice, and Indigenous health. It involves skills stations, cultural activities, and evaluations that have found the program is well-received and can help students understand remote healthcare contexts.
1. +
Muster: Global Community Engaged Medical Education 27-30 October 2014
Dr. Josephine Boland
Dr. Margaret McGrath
College of Medicine, Nursing & Health Sciences
Curriculum Development for Community Engagement in Medical and Healthcare Education
Source
2. +
Faculty/Presenter Disclosure Dr. Josephine Boland
•
Relationships with commercial interests:
•
None
•
Employee:
•
School of Medicine, National University of Ireland Galway
3. +
Disclosure of Support Slide 2
Potential for conflict(s) of interest: none Dr. Josephine Boland has received conference funding from
•Community Knowledge Initiative, NUI Galway
•School of Medicine, NUI Galway
•Triennial Conference Travel Fund, NUI Galway
4. +
Dr. Josephine Boland School of Medicine, NUI Galway Campus Engage Mentor Dr. Margaret McGrath School of Health Sciences, NUI Galway
Introductions
5. +
Introductions … on your way in
Who you are?
Write first name and country on a ‘post it’
Level of experience of community engagement
Pin your name on ‘Experience’ chart – from ‘limited’ to ‘lots’!
What would you like to achieve from workshop?
Write on a post it, pin on ‘Wish List’ chart
6. +
Ambitious outcomes for you!
identify opportunities for embedding community engaged learning in medical and healthcare education….
draft some key elements of a community engaged curriculum
explore opportunities, strengths and limitations associated with different models of community-university partnership
……. in the context of medical and healthcare education
7. +
Overview of workshop
Introductions
Key concepts
Curriculum design
Preparing for partnering
Extras …….to take away.
Assessment
Reflection
8. +
Overview of workshop
Introductions
Key concepts
Curriculum design
Preparing for partnering
Extras …….to take away.
Assessment
Reflection
Collaborative Group Work
T o draft some key elements of a community engaged curriculum
All images licensed by Creative Commons or labelled for non-commercial use
9. +
Activity
Select
a music instrument whose characteristics you most identify with
Share (in pairs)
Explain your choice
Listen to their explanation
Reflect
What did you learn?
How did it feel?
http://www.flickr.com/photos/adam_jones/4857938188/ 9
J Boland NUIG 2014
10. +
Debriefing
explanation
Reflection
What did you learn?
How did it feel?
How might you use this activity in the context of
Medical education
Community engaged learning?
http://www.flickr.com/photos/adam_jones/4857938188/ 10
J Boland NUIG 2014
11. +
Community Engagement Community Engaged Learning Community Engaged Research
Some Key Concepts
13. +
‘Community engagement’
A mutually beneficial knowledge-based collaboration between the higher education institution, its staff and students, with the wider community, through a range of activities
(Campus Engage, 2009)
14. +
‘Community engagement’
A mutually beneficial knowledge-based collaboration between the higher education institution, its staff and students, with the wider community, through a range of activities
Campus Engage (2009)
Such initiatives commonly reflect the norms and values of reciprocity and diversity and are often explicitly linked to social inclusion.
Gonzalez-Perez et al. (2007)
15. +
Teaching
Research
Service
Community Engagement
Community engagement as a way of doing higher education
16. +
Teaching
Research
Service
Community
engaged
research
Community Engagement
Community engaged learning
Public
engagement
Boland (2012)
18. +
Rationale?
In Medical Education?
Social Accountability
Greater Equity in Health
Patient Involvement
Professionalism
Global Health
Regulatory Bodies
19. What motivates us?
Civic
Higher Education
Student learning
Personal
Local
Broad
Community
Democracy
Employability
Applied learning
Disadvantage
Citizenship
Beliefs and values
Experience
Mission
Social accountability
Boland (2014)
Orientations to
Civic Engagement
21. +
Teaching
Research
Service
Community
engaged
research
Community Engagement
Embedded in the Curriculum
Community
engaged
learning
Adapted from Boland (2012)
22. +
Community Engaged Learning
experiential learning
embedded in the curriculum
academic credit for learning
global/local citizenship as core value
not-for-profit/voluntary sector/community
integration of theory and practice
application of knowledge and skills
reflection as a central element
23. +
Community Engaged Research
A collaborative approach to research that equitably involves all partners in the research process and recognised the strengths that each can bring
Israel et al, 1998, p. 177
Undertaken by students with/for community partner
Embedded in the curriculum
Academic credit
24. Community Based Medical Education
CBME
Community Engaged Learning/Research
Volunteering
Student is main beneficiary
Academic credit
Goal in student learning
Reflection not essential
Community and student are mutual beneficiaries
Meets community need
Goals in authentic partnership
Academic credit
Reflection is core
Community is main beneficiary Goal is involvement with community No academic credit Reflection is rarely an element Muster PEARLs session_ NUIG
Continuum
Adapted from Campus Engage Guide (2014)
25. Community Based Medical Education
CBME
Community Engaged Learning/Research
Volunteering
Student is main beneficiary
Academic credit
Goal in student learning
Reflection not essential
Community and student are mutual beneficiaries Meets community need Goals in authentic partnership Academic credit Reflection is core
Community is main beneficiary
Goal is involvement with community
No academic credit
Reflection is rarely an element Muster PEARLs session_ NUIG
Adapted from Campus Engage Guide (2014)
26. A Continuum of Intentions
‘Transactional’
community as recipient/subject
academic credit for learning/findings
‘Transformative’ (for learners)
leads to deeper understanding or empathy
develop civic skills and sense of agency
‘Transformative’ (for community/society)
question and/or change the circumstances, conditions, values or beliefs at the root of community’s/society’s need.
Adapted from Jacoby (2003) and Welch (2006) 26
27. 1: Community
identifies issue
3: Preparation and briefing
4: Learning agreement
5: Activity
Integration & application
6: Assessment
Reflection on experience
Community Engaged
Adapted from Campus Engage Mentor Programme 2014
28. 1: Community
identifies issue
2: Modify/adapt/develop curriculum
3: Preparation and briefing
4: Collaborative research design
5: Research project
Integration & application
6: Report
Reflection on experience
Community Engaged
Adapted from Campus Engage Mentor Programme 2014
29. 1: Community
identifies issue
2: Embed in curriculum
3: Preparation
4: Agreement
5: Integration/Application
6: Reflection
Evaluation
Community Engagement
Adapted from Campus Engage Mentor Programme 2014
33. +
Community Engaged Learning
experiential learning
embedded in the curriculum
academic credit for learning
global/local citizenship as core value
not-for-profit/voluntary sector/community
integration of theory and practice
application of knowledge and skills
reflection as a central element
35. +
Some Educational Outcomes (Medical Council, Ireland)
Medical graduates will be able to
understand the biological, social and psychological basis of health and disease
communicate effectively and compassionately with patients, carers, colleagues
work as part of a multidisciplinary patient care
apply a knowledge of the ethical, regulatory and legal framework
recognise the roles and contributions of other healthcare professionals
provide the highest levels of ethical, rational, holistic and humane care
manage resources available to them effectively
apply principles of health promotion and disease prevention
contribute effectively to the teaching of others
And lots more besides……
36. +
Some examples from NUI Galway
Teaching CPR to School Children
Nutrition Education
Teanga an Leighis
End of Life Enhancement
Preventive Cardiology
Adolescent Mental Health
Care of the Drug User
Care of the Dialysis Patient
Sign Language
Emerging areas in Occupational Therapy Practice
Aphasia Outreach
International Nursing in the Developed and Developing Worlds
See: http://cki.nuigalway.ie/ for details
37. +
Activity:
Identify:
a potential community partner
an issue which your students could
learn from
contribute to
What do you think students might do?
What do you think they might achieve?
What makes it community engaged?
39. Platform
Conceptions, beliefs, values, theories
Make choices
Deliberation
Generate alternatives, consider opportunities, benefits, risks, costs
Beginning
Process
End
Curriculum Design
Adapted from Walker’s Naturalistic (Deliberative) Model of Curriculum Development (1971) 39
J Boland. NUI Galway.
40. 1: Community organisation identifies issue
2: Modify/adapt/develop curriculum
3: Preparation and briefing
4: Learning agreement
5: Activity
Integration & Application
6: Assessment Reflection on experience
Community Engaged Learning
Adapted from Campus Engage Mentor Programme 2014
41. 1. Adapt existing module
Curriculum design options
Elective modules
Adopt a new way of teaching
Redesign existing assessment strategy
Include criteria to reward ‘civic’ outcomes
41
Boland, J (2013)
42. 2. Add an elective module for the course
1. Adapt existing module
Curriculum design options 42
Boland, J (2013)
43. 2. Add an elective module for the course
3. Develop new mandatory module
Curriculum design options
A choice to be made: Optional or Mandatory
43
Boland, J (2013)
49. +
Choices to be made
Optional or mandatory
Integrated or standalone
Other choices
Sourcing of ‘site/project’
by students or by medical school
Inolvement of community partners
in design, teaching, learning and assessment
50. +
Choices to be made
Optional or mandatory
Integrated or standalone
Other choices
Sourcing of ‘site/project’
by students or by medical school
Involvement of community partners
in design, teaching, learning and assessment Boland, J. (2008)
52. +
Learning Outcomes
Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning
(ECTS Users Guide, p.47)
achievable, observable, measurable and assessable
cognitive, psychomotor and/or affective
academic, vocational, personal, civic
content, product and/or process focussed.
53. +
Examples of Learning Outcomes
Academic
design a menu with a local school with due regard to health promotion, cultural context and resources
Professional
apply clinical knowledge and skills appropriately in an unfamiliar setting characterised by diversity or disadvantage
Civic
collaborate with a youth group in the development of a sexual health promotion initiative
Personal
reflect on their own professional sense of identity and personal values
54. +
Teaching CPR to School Children
At the end of the module the medical student will be able to:
Perform CPR competently and safely
Collaborate with peers in the design of a session to instruct others in the performance of CPR
Engage with young children and teachers appropriately and professionally
Deliver the session through the medium of Irish in Irish speaking schools
Detail what they learned from their experience of planning, liaising, organising, managing a teaching session
Reflect on how their understanding of civic responsibility and community participation has been affected by the experience
Give a presentation / poster/ video log detailing the experience. 54
School of Medicine, NUI Galway
56. +
Community Engaged Learning
experiential learning
embedded in the curriculum
academic credit for learning
global/local citizenship as core value
not-for-profit/voluntary sector/community
integration of theory and practice
application of knowledge and skills
reflection as a central element
57. +
Learning Agreements
Elements e.g.
Information on student, partner, academic/s
Contact details
Intended Learning Outcomes
Responsibilities and requirements
Commitment – times, hours
Supervision, evaluation
58. +
Ethical Considerations
Students
Code of conduct
Students responsibilities to community
Physical/psychological risk for students
University / academics
Responsibility to the community
Is the student/university a risk to the community
Balancing academic requirements and community outcomes
Community Partners
Informed consent
Understanding the limits of student projects
Student learning needs v partner needs
68. Teaching and
learning
(What will the students do?)
Assessment
(How will we know?)
Learning outcomes
(What do we want them to achieve)
Constructive Alignment
Biggs (1999)
68
J Boland. NUI Galway.
69. +
Assessment
…. in education, assessment occurs whenever one person, in some kind of interaction, direct or indirect, with another, is conscious of obtaining and interpreting information about the knowledge, understanding, or abilities and attitudes of another person.
Adapted from Rowntree 1989:4
70. + 70
Reasons for assessment
a)
Formative
“Assessment for learning”
support learning
provide feedback
motivate learners
diagnose difficulties
quality improvement
b)
Summative
“Assessment of learning”
report on performance
grade students
certification
selection/progression
course/tutor evaluation
71. Probably the main
approach in HE
Where circumstances
permit
Via peer assessment
activities
Over coffee or in
the bar
Problems if assessor
is mentor, supervisor
In work-based
situations
Only if an assessment requirement
Where student is acting self-critically
From Formal Informal
Teachers
Peers
Others
Self
Community Engaged Learning
Trends in assessment in HE
73. +
Striking the right balance
Reliability
Validity
Significance of Purpose, Goals and Intentions
74. +
Processes involved
Selecting appropriate technique/s
Designing the technique/s
Setting assessment criteria
Identifying the evidence that would be relevant
Carrying out the assessment
Making a judgement - marking/grading
Responding - feedback
Reporting - certification
75. +
Activity: For your community engaged learning
Decide:
What assessment technique/s
Relative weightings of each one?
Individual or group assessment?
Graded and/or competency based?
Involvement of community partner?
76. + 76
Assessment techniques
Written e.g.
Extended prose
SBA, EMQ, MCQ
Structured Q
Case study
Report
Assignment
Seen/unseen exam
Open/closed book
Performance e.g.
OSCE
Project
Portfolio
Reflective journal
Presentation
Viva/Oral
Observation
Questioning
77. + 77
Assessment techniques
Written e.g.
Extended prose
SBA, EMQ, MCQ
Structured Q
Case study
Report
Assignment
Seen/unseen exam
Open/closed book
Performance e.g.
OSCE
Project
Portfolio
Reflective journal
Presentation
Viva/Oral
Observation
Questioning
78. +
Same principles apply
Be clear about your assessment purposes
Clarify and state learning outcomes
Assess range of outcomes (types and levels)
Set/negotiate clear assessment criteria
Ensure students know the criteria
Provide timely feedback
Evaluate – assessment informs teaching
79. +
Activity: For your assessment
Write the student brief
Devise the marking scheme
80. +
Activity: For your Planned Assessment
Write the student brief/task
Devise the assessment criteria
Finally:
Blueprint against the learning outcomes of the programme
82. 1: Community organisation identifies issue
2: Modify/adapt/develop curriculum
3: Preparation and briefing
4: Learning agreement
5: Activity Integration & Application
6. Assessment
Reflection on experience
Community Engaged Learning
Adapted from Campus Engage Mentor Programme 2014
83. +
Why reflect
‘It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively.’
(Gibbs 1988)
84. +
Assessing reflection
Discrimination between different levels
Level 1: Descriptive writing
Level 2 : Descriptive account with some reflection
Level 3: Reflective writing (1)
Level 4: Reflective writing (2)
Source: Jenny Moon
..A Framework for Reflective Writing_Jenny Moon.doc
88. +
Finally - on post-its please
What did you like most about the workshop?
What did you like least about it?
What will you do next about community engagement?
89. +
Muster: Global Community Engaged Medical Education 27-30 October 2014
Dr. Josephine Boland
Dr. Margaret McGrath
College of Medicine, Nursing & Health Sciences
Curriculum Development for Community Engagement in Medical and Healthcare Education
Source