developing resources: involving mental health service users and carers
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Developing Resources: involving mental health
service users and carers
Tarsem Singh CoonerAssociate DirectorCentre of Excellence in Interdisciplinary Mental Health
The University of Birmingham
Overview
Learners – target audience
E-learning development drivers
Design and development
Drivers and barriers for re-use
Learners – target audience
Target audience pre and post qualified:Psychologists, Social Workers, Nurses, GPs, Psychiatrists, Neuroscientists, Teachers, Public Policy Planners, Mental Health Service User/Carer Trainers, Youth Workers etc...
Aim to promote interdisciplinary mental health practice between related disciplines.
E-learning Development Drivers
Overcome traditional barriers to interdisciplinary teaching and learning of time and space
Promoting deeper learning outcomes through the processes of enquiry-based learning
Provide Mental Health Service Users and Carers with an equal voice in training professionals
Developing collaborative learning opportunities between disciplines
Design and Development Process High End Developments – facilities
Reusable Learning Object Specification V2.3
Team effort to produce RLO
Design and Development Process - Community Low Tech – High Quality - Granularity
The Centre’s definition of the term 'interdisciplinary' is one which equally values service user and carer expertise alongside that of mental health professionals.
Learning from the experiences of service users and carers to promote good practice
Involve service users and carers in the curriculum development process
Design and Development Process - Community Requirements:
laptop, microphone, free software, training
Design and Development Process - Community Requirements:
laptop, microphone, free software, training
Preparation – project funding, service user/carer involvement, focus, time limit, originality, triggering event, stimulus, reuse.
Impact of Medication: Click here to access Web based example
How could this example trigger debate within your interdisciplinary learning group?
Technical – lack of Web 2.0 type functionality
Permissions from service users and carers
Lack of learning design framework creates barrier to reuse.
Driver for reuse is the development and adoption of a learning design framework
Drivers, Barriers for Reuse
Designing for Enquiry-based Blended Learning FrameworkCategory Indicators (examples only)
Design and organisation Clear learning aims and objectives, enquiry-based learning tasks set around trigger, appropriate assessments and summative and formative assessment processes
How can you create a climate for learning that encourages:
Open communication and exploration
Students feel comfortable and confident in exchanging information
How can you enable students to achieve:
Integration Students are enabled to begin connecting the ideas introduced
Resolution Access to situations in which students can apply new ideas
RLO as triggering event Create a sense of puzzlement, stimulus for inquiry, raise problems/issues, initiate questions around beliefs, stereotypes, opinions etc...
Based on Garrison and Vaughan’s (2008) Community of Inquiry framework
Garrison and Vaughan (2008) Blended learning in Higher education: frameworks, principles and guidelines. San Francisco: Jossey-Bass.
Further Information
www.ceimh.bham.ac.uk/downloads/ListofResources.shtml
Tarsem Singh Cooner t.s.cooner@bham.ac.uk
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