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Angela Gardiner is a Senior Lecturer and eLearning cordinator within the facility of health and social care within the University of Hull. She leads and teaches a number of modules and programmes across the faculty and has a number of years experience teaching online. Angela has designed and developed a number of education provsions within healthcare and is leading on the construction of the virtual PBL Sakai site.
Patrick Lynch - University of Hull
Patrick Lynch is the eLearning Coordinator at the University of Hull. Patrick has qualifications in Business Information Systems, Education and Consultancy. Patrick has over 20 years of experience in supporting and developing academic staff. Patrick is also one of the tutors n the MEd in eLearning at the University of Hull.
Patrick Lynch is the eLearning Coordinator at the University of Hull. Patrick has qualifications in Business Information Systems, Education and Consultancy. Patrick has over 20 years of experience in supporting and developing academic staff. Patrick is also one of the tutors n the MEd in eLearning at the University of Hull.
Yvonne Needham - University of Hull
Yvonne has been a nurse for nearly 30 years. Working in Ophthalmic Nursing and Education as a Nurse practitioner and senior lecturer. Working will colleagues over the last 15 yeas to develop various modules and programmes on line. She is currently Chair of the RCN Ophthalmic nursing Forum and working with the Royal College of Ophthalmologists on their eLearning Project. Mary Beadle -
Abstract:
This paper will discuss the use of a Sakai-based environment to facilitate scenario and problem based learning across a range of healthcare disciplines as part of the Interprofessional learning agenda. A virtual landscape has been developed comprising of a number of key locations which mirror a real town or city location and which links to a range of scenarios which can be used to facilitate learning across health-related student groups. The structure of the site enables individuals to read literature, access supporting materials and review audio visual resources which together depict a particular scenario. Once the students have explored the supporting materials and resources, they are laced into inter-professional groups to explore a range of issues in relation to the scenario. The method of learning and teaching employed is based upon the learning needs of the students and of which the virtual landscape is employed accordingly using an appropriately constructed task. The functionality of the Sakai-based site has enabled a range of learning materials to be gathered and structured in such a manner as to enable a highly visual approach to scenario and problem based learning which can be used in addition to or as an alternative to classroom based activities. This option is particularly significant for groups of learners at remote locations to the institution and has a particular significance for health students undertaking learning as part of continuing processional development and hence may not be able to access regular on campus.
Yvonne has been a nurse for nearly 30 years. Working in Ophthalmic Nursing and Education as a Nurse practitioner and senior lecturer. Working will colleagues over the last 15 yeas to develop various modules and programmes on line. She is currently Chair of the RCN Ophthalmic nursing Forum and working with the Royal College of Ophthalmologists on their eLearning Project. Mary Beadle -
Abstract:
This paper will discuss the use of a Sakai-based environment to facilitate scenario and problem based learning across a range of healthcare disciplines as part of the Interprofessional learning agenda. A virtual landscape has been developed comprising of a number of key locations which mirror a real town or city location and which links to a range of scenarios which can be used to facilitate learning across health-related student groups. The structure of the site enables individuals to read literature, access supporting materials and review audio visual resources which together depict a particular scenario. Once the students have explored the supporting materials and resources, they are laced into inter-professional groups to explore a range of issues in relation to the scenario. The method of learning and teaching employed is based upon the learning needs of the students and of which the virtual landscape is employed accordingly using an appropriately constructed task. The functionality of the Sakai-based site has enabled a range of learning materials to be gathered and structured in such a manner as to enable a highly visual approach to scenario and problem based learning which can be used in addition to or as an alternative to classroom based activities. This option is particularly significant for groups of learners at remote locations to the institution and has a particular significance for health students undertaking learning as part of continuing processional development and hence may not be able to access regular on campus.
Notes:
He calls this a constructivist instructional strategy. They use scenarios and problem-based learning. Their previous work was heavy on reading and discussion. They wanted a visual, interactive, authentic, engaging learning environment. They referred to this as a VLE, a virtual learning environment.
The content needs to be reusable. Their model is that staff and faculty maintain their own content. Faculty should be as independent as possible.
In their Interprofession Conference, they would create scenarios between different fields and disciplines - clinical psychology, nursing, medical school, and social work participated. They used forums and a wiki for support materials for the case (case based learning).
They used a map that used images and text. These maps and images of buildings are linked to details in the case. All the graphics were made by a graphic designer. The images are in a frame and the text can be edited by faculty.
They hired some theatre people to play different roles in the scenarios.
The conference really didn't work because they had too many students. All of the resources they built stimulated discussion about future work.
They want to build more scenarios, parallel scenarios, reuse content, create health records, give more information to the students and less answers (obfuscation) - make the students work for the answers. Have actual professionals come in and participate.
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