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1. Enhancing inter-professional learning within a virtual learning environment E-learning in Health & Social Care Theory to PractiseFriday 18th March, 2005
2. 17th March 2005 2 School of Health & Social Care
3. 17th March 2005 3 School of Health & Social Care Personal details: Jill Turner
Lecture Practitioner – Oxfordshire Learning Disability NHS Trust & OBU
Recipient of OBU Associate Teaching Fellowship Award
Programme Leader – learning disability nursing
Module leader for large second year interprofessional module (300+ students)
4. 17th March 2005 4 School of Health & Social Care Introduction: Long history of shared/multi/interprofessional learning and teaching at OBU
Across 10 pre-qualifying professional programmes
Over a decade in different guises
Shared learning modules, e.g. science teaching:
Bio science - Nursing & Midwifery
Social science - MH, LD & OT
same material in same room
‘learning with others’
5. 17th March 2005 5 School of Health & Social Care Interprofessional teaching:
Beyond shared learning – ‘learning about others’
Elements of each profession taught across all
3. Interprofessional Learning
Skills for interprofessional collaboration
Emphasis on team work
‘learning from each other’
6. 17th March 2005 6 School of Health & Social Care The Partnership Modules: One interprofessional module each year
Partnership In Practice (PIP)
Accumulative development of knowledge & skills
Themes (self – self & context – self in teams)
Chosen as pilot for E-learning
Large number of students (350 – 400)
Unsuitable for traditional lecture/seminar approach
Accommodation for lectures
7. 17th March 2005 7 School of Health & Social Care PIP 2: Valuing Diversity: 310 students & 19 staff
Culture and diversity
Seminars and group work
Joint assignment by multiprofessional subsets through generic case study analysis (vignettes)
8. 17th March 2005 8 School of Health & Social Care Fellowship project: Aims:
To develop a VLE (Virtual Learning Environment) using the WebCT (Web Course Tools) platform to enhance the inter-professional learning experience of students studying within the School of Health & Social Care;
To enhance the development of skills within e-learning and information technology, to better equip the of Health & Social Care practitioner for today's workforce.
9. 17th March 2005 9 School of Health & Social Care Timescale:
Two year project.
Ł3500:00 each year.
Staff costs within existing module budgets.
Partnerships development team:
Project Lead (0.1 w.t.e);
10. 17th March 2005 10 School of Health & Social Care The Five-Stage Model (Salmon 2000)
11. 17th March 2005 11 School of Health & Social Care Use of WebCT Resources
E-tivities & quizzes
Discussion Topics (102) for staff & students
E-moderators - one per syndicate
12. 17th March 2005 12 School of Health & Social Care Provisional Feedback - Staff Positive outcomes:
Access from anywhere at any time/flexible tool
Good tool for communication
Allows different types and levels of interaction
Info to/discussions with 320 people at once
Change from ‘boring’ styles of delivery
Easy to monitor student use of WebCT
Useful for quizzes and tests
Preparing practitioners for future IT developments
13. 17th March 2005 13 School of Health & Social Care Provisional Feedback - Staff Negative outcomes:
Skills deficits (staff and students)
More frequent input required
Unclear and new roles (e-moderators)
Need to develop new sets of expectations
Responses in ‘tablets of stone’
Discriminates against students with limited resources
14. 17th March 2005 14 School of Health & Social Care Provisional Feedback - Students Positive outcomes:
Working with other professions, working as a team;
Learning new skills and gaining confidence with technology;
Learning new skills in communication using WebCT;
Learning together & working with other disciplines.
Meeting new people (social);
Using WebCT as a resource, using electronic books & journals;
Support mechanism, supporting students on & off campus (academic & pastoral).
15. 17th March 2005 15 School of Health & Social Care Provisional Feedback - Students Negative outcomes:
Skills deficits, (students);
Varied level of engagement by peers & tutors;
Need to develop new sets of expectations;
Limited access to computers on Campus;
Discriminates against students with limited resources;
Technology! challenges of computer access from home.
16. 17th March 2005 16 School of Health & Social Care Areas for further exploration: Clarify the roles and responsibilities:
of the online tutor/ e-moderator;
of the WebCT course administrator.
Staff development, for roles and skills:
Supporting the tutor as an online tutor.
Facilitating learning in the ‘virtual classroom’.
Supporting the student as an online learner.
17. 17th March 2005 17 School of Health & Social Care Time management:
Identify time available for student online learning;
Identify time available for staff online teaching & facilitation of learning;
Identify time required for administration.
18. 17th March 2005 18 School of Health & Social Care References: Salmon, G. 2000 Emoderating: The key to teaching and learning online. London: Kogan-Page