Reflections on Topic 4, ONL162. Design for online and blended learning

I don’t do traditional teaching but my colleagues and me provide interprofessional activities for students in primary health care such as case-seminars. Today, the invitations are sent out by e-mail to students and their supervisors, with information about the activity, learning objectives and location. The students respond to the e-mail to volunteer. When the students join the case-seminar they got the case to read and reflect on together with other students according to a structure model. However, to reach out to students and supervisors is a logistic challenge and the way we do it is time consuming and feels a bit “old school”.

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Karolinska Institutet, Alfre Nobels Allé 23, Huddinge

To improve the activity I think that we could use the on-line format to communicate with supervisors and students and to prepare the students. I also think that we should provide the opportunity to join the case-seminars on video-link. If we succeed, I guess that blended learning – “a thoughtful fusion of the best and most appropriate face-to-face and online activities” (Vaughan et al.) could be reached.

Since case-seminars are a specific activity I found the ADDIE (Analyze; Design; Development; Implementation; Evaluate) model suitable for structuring the activity and to make it in line with “blended learning”.  

Instructions for Interprofessional case seminars according to ADDIE:

ANALYZE: The purpose of the Interprofessional seminars is to promote learning with, from and about other health professionals. The instructions will include 3 steps: 1. get in on the patient case, 2. get familiar with the pedagogical model, 3. volunteer for the activity. Learning objectives for the activity – the students will have knowledge about other health professionals and their area of expertise as well as knowledge about own role in the team.

DESIGN: We will use a course web for all the case-seminar material. The ”case” will be as text and video, the activity evaluation will be a poll, available for students to respond to after the activity. A video link to join the seminar online will be provided as well as a chat function for communication.

DEVELOPMENT: The activity material will be tested to see if it works on colleagues and students in a pilot.

IMPLEMENTATION: All interprofessional case-seminar leaders will be introduced to the activity material and the course web. The students will first be invited by e-mail and introduced to the new course web.

EVALUATION: The students will evaluate the activity at the web. The poll will include open questions about the strengths and weaknesses of the activity and if they found that the activity increased their knowledge about the other health care providers as well as their own role in the team.

References:

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Edmonton: AU Press. Chapter 1 “Conceptual framework”. Available

ADDIE infographic. Available

 

 

 

 

Annonser

Reflections on topic 3 ONL162 ”Learning in communities – networked collaborative learning”

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(CC by tailorvj)

I have really tried to remember an occasion when real collaborative learning took place, that moved my own thinking forward but I don’t seem to have been there yet. I only have experiences of distance courses and I founded them often to be a copy of the equal campus course and just a little bit modified to suit the distance format.

My own Personal Learning Networks are quite “old school” since my networks meet in real life. I like to meet with people that I work with, but I can definitely see the limitations. The influences from outside are limited both for interaction and information. Even thought I knew what Twitter was before I joined the course I didn’t understood the potential of Twitter for me to keep up in a specific area. Since I started this course and created my own Twitter account I found that it suites me. I like the short format and the possibility to post pictures. However, I don’t really know yet how to use Tweets to professionally create networks but I guess that one need to be patient and just continue to follow other users of interest. 

Since I don’t teach but would like to  use technologies to enable networks for our research within the research community and to broadcast popular science. I guess that Twitter could be a god way to reach the research community but when using Twitter for popular science one need to think about how one present it. In addition, I guess that popular science has to be broadcast in different social medias to personalize both content and ways to reach out.

References:

Mollett A, Moran D, Dunleavy P. (2011). Using Twitter in university research, teaching and impact activities. Available:   [13 nov 2106].

Dron J, Anderson T. (2014). Teaching crowds: Learning and social media. Athabasca University Pres. Available:   [13 nov 2016].