geraldine o'neill

• MakinganImpactonStudents’LifelongLearning:RoleoftheCurriculumDr. GeraldineO’Neill,EducationDeveloper,NationalForumfortheEnhancementofTeachingandLearning,Ireland

• AdvancingPhysiotherapy:TheclientintheircontextBhanu Ramaswamy,IndependentPhysiotherapyConsultant,SheffieldHallamUniversity

• Howisyourorganisationalcultureandtheworkingenvironmentcontributingtomakinganimpact?ProfessorRobertMcSherry,ProfessorofNursingandPracticeDevelopment,Teeside University

• TheImpactofPhysiotherapyinCanadaMichaelBrennan,ChiefExecutive,CanadianPhysiotherapyAssociation

AssociateProfessor,GeraldineO’Neillgeraldine.oneill@teachingandlearning.ie11-12th November,2016.ER-WCPT,Liverpool

NationalForumfortheEnhancementofTeachingandLearninginHigherEducation

FraserandBosanquet (2006)highlightedthatstaffworkinginhighereducationhaveverydifferentunderstandingsoftheterm‘curriculum’

FraserandBosanquet (2006)

Product Thestructureandcontentofaunit(subject)

Thestructureandcontentofaprogramme ofstudy

Process Thestudents’experienceoflearning

Adynamicandinteractiveprocessofteachingandlearning

O’Neill, 2015

ProductProcess

See also Knight, 2001

Stasis Chaos

http://www.123rf.com/stock-photo/learning_from_each_other.html

Product

-Enquiry/Problem/Case-based

-Dialogue(activityandConversation)-SocialCritical

-NegotiatedCurriculum-Experientialand/orReflective

Practitioner

Discipline-basedTheme-based

ThresholdConcepts

e.g.Broberg,2005

PROCESSPRODUCT

See Appendix 2 for definitions and references

Level1:Reaction:Enjoy, satisfied

Level2: Learning:Attitudes,knowledgeandskills

Level3:Application inpractice

Level4: ResultsOrganisational,professional,societalimpact

ProductProcess

Impact of an educational experience: Kirkpatrick's levels

Lifelong learning

Zirn et al, (2016); Curran et al, (2009); Barr et al, (2005); Kirkpatrick (1994)

Level1:Reaction:Enjoy,satisfied

ProductProcess

Lifelong learning

Level2: LearningAttitudes,knowledgeandskills

ProductProcess

Time

Level3Application inpractice

Level4Results:Organisational,professional,societalimpact

ProductProcess

Time

Unger&Hanekon (2014)

Level4: ResultsOrganisational,professional,societalimpact

ProductProcess

Time

O’Neill, 2015, see pp25-38.

1.CollaborativeNon-Accredited

2.UnstructuredNon-Accredited

3.StructuredNon-Accredited

4.Accredited

NewIrishProfessionalDevelopmentFrameworkforallwhoteachinhighereducation(NationalForum,2016)

Kleiman, 2011; Knight, 2001

Barnett,R.andCoate,K.(2005)EngagingtheCurriculuminHigherEducation, Buckingham:SRHEandOpenUniversityPress.Barrett,T,IMacLabhrainn andHelenFallon(eds)(2005)HandbookofEnquiryandProblem-basedLearning:IrishCaseStudiesand

InternationalPerspectives,AISHE,http://www.aishe.org/readings/2005-2/begin.pdfBarrH,KoppelI,ReevesS,Hammick M,Freeth D.Effectiveinterprofessional education:argument,assumptionandevidence.Oxford:

BlackwellPublishing;2005.DOI:10.1002/9780470776445BROBERG,C.AARS,M.BECKMANN,K., EMAUS,N.,LEHTO,P.,LAHTEENMAKI,M-L,THYS,W.,VANDENBERGHE,R.(2003)AConceptual

FrameworkforCurriculumDesigninPhysiotherapyEducation– anInternationalPerspective,AdvancesinPhysiotherapy, 5,Darrah,J.Loomis,J.,Manns,P.,NortonB.,&MayL.(2006)Roleofconceptualmodelsinaphysicaltherapycurriculum:Applicationofan

integratedmodeloftheory,research,andclinicalpractice,PhysiotherapyTheoryandPractice, 22:5,239-250,DOI:10.1080/09593980600927765Tolinktothisarticle:http://dx.doi.org/10.1080/09593980600927765

Clouder,Lynn(2005)Caringasa‘thresholdconcept’:transformingstudentsinhighereducationintohealth(care)professionals,inTeachinginHigherEducationVol.10,No.4,October2005,pp.505-517

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McMahon,S.,O’Donoghue,G.Doody,C.,O’NeillG.,&Cusack.,T(2016):Expertopinionregardingthepreparationofentry-levelphysiotherapistsforprimaryhealthcarepractice,examinedusingBiggs3P’smodelofteachinglearning,EducationforPrimaryCare,Vol27,3,196-204,DOI:10.1080/14739879.2016.1179598http://www.tandfonline.com/eprint/Ay6JipZ4cmvCQUAiYxBG/full

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Appendix 1: O’Neill, G. (2015).

http://www.ucd.ie/t4cms/UCDTLP0068.pdf

ProductModels(examples) Process Models(examples)Discipline-based:Centreonconceptualstructureofthedisciplineorsubject(ignoresknowledgebetweendisciplines).(Ornstein&Hunkins,2009;O’Neill2015)

Dialogueapproaches(activityandconversation)Salmon’s(2011)‘five-stage’model2011,p.32),emphasises dialogicperspectiveone-learninglearnersLaurillard’s (2002)‘conversationalframework’

Theme-BasedCurriculum :Emphasises theimportanceoffindingpatterns/relationshipsbetweenconcepts.Basedonculture,experiences(Ornstein&Hunkins,2009).Canbeadapted‘clusters’astheyemergeacrossdisciplinaryboundaries.SeealsoDirkx &Prenger(1997)Lansu etal(2013)

EnquiryorProblem-basedlearning Engagementwithacomplexproblemorscenario,thatissufficientlyopen-endedtoallowavarietyofresponsesorsolutionsStudentsdirectthelinesofenquiryandthemethodsemployed, drawonexistingknowledgeandidentifytheirrequiredlearningneeds.(Kahn&O’Rourke,2005;Barrett etal,2005)

Thresholdconcept(Landetal2008)A'thresholdconcept'isacoreconceptthatonceunderstood,transformsthelearner’swayoflookingat,andactingin,thediscipline.(seealsoO’Mahoney etal,2014;Clouder,2005)

Sociallycriticalmodel seekstodevelopacriticalconsciousnessinstudentssothattheybecomeawareofthepresentissuesofoursocietyandaremotivatedtoalleviatethem’(Toohey,1999,63).AlsoPeach,S.(2010)

Negotiatedcurriculum Students,withintheboundariesoftheresourcesavailable,negotiatewhattheywilllearn.Useoflearningcontracts,varietyofassessments.(Ornstein&Hunkins,2009)

Experientialand/orReflection Beliefinimportanceofpersonalrelevanceandlearningfromexperience.Adultlearninordertobeabletosolveproblems.Curriculumorganisedaroundlifesituations,Authenticassessment(Toohey,1999,O’Neill2010).Canincludereflectivepractitionermodels.