DEVELOPMENT AND APPLICATION OF LEARN AND WORK ASSIGNMENTS (LWAs)Ghazally Spahat
The excessive pace of technology change and increasing complexity at the workplace require that employees continuously learn new job skills. In today’s learning organizations, work and learning are integrated.
DEVELOPMENT AND APPLICATION OF LEARN AND WORK ASSIGNMENTS (LWAs)Ghazally Spahat
The excessive pace of technology change and increasing complexity at the workplace require that employees continuously learn new job skills. In today’s learning organizations, work and learning are integrated.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
In this lightening talk we will reflect on the use of social media for learning, some of the
changes over the last decade and share the updated guidance to support how social media
can be used by students safely and appropriately to support their learning experience and
prepare them for employment.
A comparative sentiment analysis of human, Gary FisherSEDA
What role can generative AI, such as ChatGPT, play in producing academic content that can be taught to students? This session explores the results of a mixed-methods study
evaluating the comparative performance of human-generated and AI-generated educational materials. Through a mixture of psycholinguistic analysis of AI- and human-generated teaching content and a quantitative survey of their impact on students, we examine the capabilities and limitations of generative AI as a tool to deliver higher education.
What next for graduate attributes? Exploring institutional approaches to embe...SEDA
This workshop will explore the extent to which graduate attributes are actively promoted by universities as a way to embed employability within programmes of study. Attendees will be invited to share experiences and approaches to working with graduate attributes through a
range of discussions and activities. We will seek to collaboratively explore the importance of graduate attributes and the extent to which different HEIs recognize this, and consider what
the future holds for graduate attributes.
Mentoring Graduate Teaching Assistants, Thomas RodgersSEDA
Graduate Teaching Assistants (GTAs) assume a pivotal role in enhancing the quality of
undergraduate education and influence student learning. Enabling GTAs to engage in
continuing professional development to enhance their teaching excellence is of utmost
importance. In this session, we will introduce the Mentoring Excellence program, designed to provide comprehensive support to GTAs as they undertake their application for Associate Fellowship of the Higher Education Academy (AFHEA).
The Practical Skills Passport: supporting student lab skills and confidence p...SEDA
I will report on the design, implementation and impact of the Practical Skills Passport (PSP). Launched in academic year 21-22, the PSP is a series of lab skills support sessions that
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Beyond belonging – building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as
approaches and interventions which show that the university cares, and that students and
staff matter as individuals. This practical workshop will use a research-based framework and
evidence informed recommendations, providing participants with tools to design and manage programmes to enhance both student and staff experience.
Beyond belonging - building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as approaches and interventions which show that the university cares, and that students and staff matter as individuals. This practical workshop will use a research-based framework and evidence informed recommendations, providing participants with tools to design and manage
programmes to enhance both student and staff experience.
Programme Leaders: co-creating support through community development, Neil FordSEDA
Programme Leaders increasingly play a critical role in the student learning experience and delivery of strategic education objectives. It is also well known that Programme Leaders face
significant challenges and often receive little support in their role. This participative workshop will investigate challenges and effective forms of development for Programme Leaders. Using examples from scoping research at the University of Southampton, participants will explore networks and communities of practice as effective forms of peer support.
Step up to presentations - the PPCP approach, Laura DyerSEDA
Presentations are a common means of communication worldwide with learners expected to engage to disseminate academic knowledge (Tsang, 2020). However, presentations
demands on students are little researched compared to written communication outputs
(Ducasse and Brown, 2023). This lightning talk will look at the complexities students need to
negotiate to communicate a successful presentation then introduce an adaptation to the
activity using the author's own theory - people, place, compassion, power or PPCP (Dyer, 2022).
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. TBL, PBL, EBL, SCALE-UP, Buzz,
Virtual or what? What are the ‘best’
teamwork recipes to support our
students’ professional development and
enhance their learning experience?
Prof Peter Hartley
profpeter1@me.com
Dr Chris Dearnley
cadearnley@icloud.com
1
2. Chris Dearnley
Now into my 3rd career:
Career 1: Registered nurse and midwife
Career 2: Academic in Health Studies with
special interest in transformative learning – from
lecturer to Associate Dean for Learning &
Teaching and National Teaching Fellow.
Career 3: Consultant in HE inc. Project
Implementation & Evaluation, External
Examining, QA processes, business and
executive coaching
2
3. Peter Hartley
Now into my 3rd career:
Career 1: lecturer.
Academic in Communication
Studies – from lecturer to
department head to Professor of
Communication..
Career 2: educational developer.
National Teaching Fellow.
Professor of Education
Development.
Career 3: educational consultant.
Visiting Professor at Edge Hill.
External examiner and writer.
Working/ed on: project
evaluation, learning spaces,
assessment strategies etc.
3rd edition, in
development
with Sue Beckingham
Planned for 2019
https://www.routle
dge.com/products/
9781138854710
http://www.routle
dge.com/books/de
tails/97804156402
82/
https://he.p
algrave.com
/page/detail
/Learning-
Developme
nt-in-
Higher-
Education/?
K=9780230
241480
3
Chapter with Ruth Whitfield in:
4. This session
Why worry?
What do we do with our students to improve
their teamwork?
Different examples and approaches.
What could/should we do with our students
to improve their teamwork?
4
5. Why worry?
teamwork as a “fundamental skill” which is
often lacking according to employers, e.g.
https://targetjobs.co.uk/careers-advice/skills-and-competencies/300764-teamwork-its-high-on-the-
graduate-recruiters-wishlist
http://www.bbc.co.uk/news/business-29454002
The importance of teamwork emphasised in
University careers advice for both
undergraduates and postgraduates, e.g.
https://www.kent.ac.uk/careers/sk/teamwork.htm
https://www.ed.ac.uk/careers/postgrad/phd/making-career-decisions/identifying-your-skills
So how do we help our students develop the
necessary skills and understanding?
5
6. The importance of teamwork
– a life-saving example
6
http://www.affinaod.
com/article/can-
achieve-better-team-
working-organisation/
7. Over to you …
the process
1. Individual reflection – write your responses
on post-its. No discussion.
2. Each person puts one response on the table
and explains it until you have covered all the
ideas.
7
Notes (not on original slide):
This process is the first 2 stages of
the Nominal Group Technique:
see slides 28 and 29.
8. Over to you …
the questions
1. How do course/programme teams in your institutions
incorporate student teamwork across the course?
2. What is the ‘ideal mix’ of student
teamwork/groupwork which offers your students the
best basis for their future professional careers?
3. What do your students expect from their courses in
terms of teamwork, and how do you manage these
expectations?
8
Notes (not on original slide):
The answers from conference delegates can be found in the Google Doc at:
https://docs.google.com/document/d/1fm-
pjADNgUazAKGUKXVnalu9R1VHUzWVA1EcRdGdsBI/edit?usp=sharing
9. Different educational
approaches re teamwork
Who sets/controls the
problem or task?
Who manages the
group process?
Examples
1 Tutor Tutor TBL
Scale-Up
2 Tutor Tutor and group PBL
EBL
3 Client
(may be real or
simulated)
Group, in negotiation
with client
‘Consultancy’ team
4 Group Group Project group
9
10. Different educational
approaches re teamwork
Who sets/controls the
problem or task?
Who manages the
group process?
Examples
1 Tutor Tutor TBL
Scale-Up
2 Tutor Tutor and group PBL
EBL
3 Client
(may be real or
simulated)
Group, in negotiation
with client
‘Consultancy’ team
4 Group Group Project group
10
A KEY QUESTION: shouldn’t students experience all these
variants in preparation for their professional careers?
11. 11NB All of these methods are variable so can move along the scales.
14. Team-based Learning:
examples of application in the UK
Used TBL as the basic
learning and teaching
rationale in revised
Pharmacy Programme.
Have hosted national
conference on TBL.
See the work of Simon
Tweddell and colleagues,
e.g. http://slideplayer.com/slide/5842712/
Applied TBL to learning and
teaching in medical
education.
Putting readiness tests
online.
See the work of Dr Shibab E
Khigali and colleagues
:http://www.researchgate.net/publication/266030802
_Team-
Based_Learning_in_a_UK_Medical_School_Using_
Mobile_Friendly_Technology_to_Support_the_In-
class_Individual_Readiness_Assurance_Test
University of Bradford University of Dundee
14
16. Outcomes at Bradford
“The benefits of TBL were perceived to be enhanced student
engagement, peer learning, increased faculty enjoyment of teaching,
and student development of transferable skills. Challenges included
increased initial workload, writing effective application exercises,
and facilitating learner-centred classes.” (Tweddell et al, 2016)
“One of the principles of our curriculum design was moving from a
’supported learner’ to an 'autonomous learner’ and gradually
removing the 'scaffolding’ along the way… We believe very strongly
that TBL helps our students how to learn to work with other people. ,
e.g. by talking through differences of opinion and coming to a
collaborative decision is a valuable skill to learn that will benefit
them in the workplace. We are explicit about this with our students.”
(Tweddell, personal email)
16
17. TBL at Huddersfield:
outcomes and evaluation
Stage 1: systematic review of the evidence for
implementing TBL within nursing and
midwifery education
4 themes emerged: Student Engagement, Student
Satisfaction, Attainment and Practice
Development and Transformational Teaching and
Learning
https://doi.org/10.1016/j.nedt.2017.09.012
Stage 2: university funding to implement TBL
across the inter-professional learning
curriculum at levels 4 & 5 (N=800 students) 17
18. Experiences and Outcomes
Experience reflected the literature
Staff workshops and student consultants aided the
change process - advocates v saboteurs
The classrooms buzzed with energy during many
of the activities – especially the scratch cards
http://learntbl.ca/if-at-immediate-feedback-assessment-technique/
The module final results were excellent
Technology for recording data proved challenging
and careful consideration for real time recording
of results is required – especially when dealing
with large numbers
18
19. Going forwards
Formal evaluation is ongoing:
To measure student attainment on the selected TBL modules against
the cohort from the previous, non-TBL academic year
To use the validated TBL Student Assessment Instrument (TBL-SAI)
(Mennenga, 2012) to evaluate student preparation for class and
contribution to the team
To use the TBL-SAI to assess student Preference for Lecture or TBL;
this subscale assesses student ability to recall material and student
attention level in lecture and team-based learning
To use the TBL-SAI to assess Student Satisfaction with TBL
To adapt the TBL-SAI (by adding 2 additional questions) to assess
the impact of TBL on IPE; this subscale will assess students
preparedness for inter-professional working in practice
19
21. Example 2: Cybersecurity PBL
(article in press - Beaumont and Hartley, 2018)
Messy real-world problem scenario – students do
not have the knowledge to solve at the outset.
Student teams (4–5) identify learning issues and a
strategy to solve or manage the problem.
Individual research/learning & teach others.
Team evaluates the new knowledge and apply it
to solve/manage the problem.
Students reflect on the solution and process.
Tutor act as facilitator to challenge and guide the
learning process. 21
22. 22
Consulting model What PBL normally includes What you will be doing at each stage in the specific CSKE
scenario
Understanding
organizational history and
context
Scenario analysis
Socio-technical organizational analysis.
Clarification of ambiguities
Individual and team review of scenario text and video resources.
Team discussion.
Clarification of ambiguities with tutor/facilitator.
Determining the problem to
be resolved
Analysis: Identify key issues
Simulated consultation with stakeholders (e.g. role-play
and/or online interaction).
Reviewing technology/ processes in use.
Identifying learning goals.
Facilitator Guidance.
Team review of scenario: identifying key issues.
Identifying learning goals.
Team publish action list & summary in forum.
Identifying/ learning
necessary knowledge
Individual research & learning to resolve knowledge
gaps.
Summarising & reflection. Teams share learning.
Individual research & learning
Individually summary of learning and how it applies to the
scenario.
Team sharing learning/ teach each other.
Identifying alternative
solutions
Determining and agreeing evaluation criteria and
process.
Identifying technical possibilities, considering
acceptance issues and organizational fit.
Facilitator Guidance.
Determining evaluation criteria through team discussion.
Team identification of options for the pentest.
Facilitator Guidance.
Choosing optimal solution
Deciding on best technical, organizational and social
outcomes.
Proposing solution with justification
Team decision and justification.
Presentation to tutor in role of main stakeholders.
Planning the
implementation
Applying planning and scheduling techniques.
Proposing plan and deadlines.
Review Scenario text and resources.
Produce Report/ Flyer/ video.
Produce plan/schedule.
Implementation Building the solution (if appropriate).
Deploying the solution (if appropriate).
Not applicable to this scenario
Final evaluation Formal evaluation methods re project success.
Personal reflection and evaluation.
Team evaluation of performance and project success.
Individual reflection on personal learning & development.
CSKE PBL approach
was used to develop
students’ consultancy
skills and also as the
model for the online
scenarios which are
now used to teach
cybersecurity.
Full details of the
CSKE project and the
online scenarios at
https://www.cybered
ge.uk/cske/index.php
23. Example 3: PBL in Health
23
Midwifery at the University of Bradford has
long been delivered by a completely PBL
curriculum
Problems are a vehicle for the development of
clinical problem solving skills - this is recognised
and valued by clinical staff.
Very high number of 1st and 2.1s
Not great NSS – student expectations?
24. Example 4:
Approaches to team-building
Roles and group structures, e.g. Belbin
Progressive group exercises
Different problem-solving and decision-
making techniques, e.g. Nominal Group
24
25. Belbin’s Team Roles
25
A typical summary
of Belbin’s approach
with links to his
major books.
See at:
https://www.ifm.en
g.cam.ac.uk/researc
h/dmg/tools-and-
techniques/belbins-
team-roles/
26. Application of Belbin in HE
26
https://www.researchgate.net/public
ation/239794695_Construction_of_S
tudent_Groups_Using_Belbin_Suppo
rting_Group_Work_in_Environmenta
l_Management
27. ‘Structured experiences’
(see the work of Pfeiffer and Jones*)
27http://home.snu.edu/~jsmith/library/body/v21.pdf
* A list of their handbooks can be
found at:
http://www.worldcat.org/title/handb
ook-of-structured-experiences-for-
human-relations-
training/oclc/605321420/editions?re
ferer=di&editionsView=true&fq=
28. A structured group process:
Nominal Group Technique
28
https://www.ncbi.nl
m.nih.gov/pmc/articl
es/PMC4909789/
4 Steps in NGT:
• Silent generation
• Round robin
• Clarification
• Voting/ranking
31. Open discussion: How do/can
we put this all together?
What should students know about team
dynamics?
How can we improve their teamwork skills?
Which approaches to teamwork provide the
best opportunities for learning gain in both
subject discipline and group process?
How can course/programme teams decide
which approach to student groups/teams is
the most productive?
31
32. And finally:
Some practical suggestions
Develop a course/programme strategy.
Incorporate group experiences/techniques
and student reflection across the
course/programme.
Planned development in terms of both task
and process – e.g. moving from structured to
open approaches.
32
34. Further references and sources
Dearnley, C.A, Rhodes, C.A., Roberts, P., Williams P., Prenton, S. (2018) Team-based
learning in nursing and midwifery higher education; a systematic review of the evidence
for change. Nurse Education Today Volume 60, Jan 2018, 75-83
https://authors.elsevier.com/a/1VuXD_5xMpk7Sl
Tweddell, S., Clark. D., and Nelson, M. (2016) Team-based learning in pharmacy: The
faculty experience. Currents in Pharmacy Teaching and Learning. Volume 8, Issue 1, January–
February, Pages 7-17
https://doi.org/10.1016/j.cptl.2015.09.008
34