prescott & mc_kinnell_conf_10
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The use of action learning sets and wikis to enhance learning in clinical settings
Learning & Teaching Conference 2010: Re-thinking the Curriculum
Dr Stephen McKinnellDirector of e-Learning
Denise PrescottDirector of CPD
Faculty of Health & Life Sciences
Mentorship through Action Learning in Health and Social Care
National agenda plus a direct request from the SHA.
First delivered - 2007/08No use of wikis
Difficulties for action learning sets communicating/meeting
Serendipity – a chance conversationSuggestion– use a wiki
Student Characteristics
Multi-professional Health Care Practitioners: Nurses, Physiotherapists, Occupational
Therapists, Radiographers, Radiotherapists, Paramedics, Social Workers.
Working in advanced roles…senior, experienced staff.
May or may not have recent educational experience.
Most are not IT natives.
Working within the “IT” constraints of the NHS.
Action Learning
“Experiential Learning is the process of consciously learning from experience in order to improve future practice. Action Learning is an approach to the development of people in organisations which takes the task as the vehicle for learning. It is based on the premise that there is no learning without action and no sober and deliberate action without learning”
Pedler (1997)
Professor Reg Revans
The practicalities!
Usually groups of 4-8
May or may not be facilitated
Meet to discuss issues which need to be current
The owner of the problem must want to resolve it.
The process works for problems rather than puzzles.
The process Identify & clarify the problem
Identify and list all possible actions
Select which action to take
Action
Reflect & Review
Interprofessional Learning Driven centrally by government
Patient centred care…in teams (High Quality Care for All, (DoH 2008))
“Two issues are emerging in health care as clinicians face the complexities of current patient care: the need for specialised health professionals, and the need for those professionals to collaborate” (Hall & Weaver, 2001)
Cooperative/Collaborative Paradigm
In cooperative learning, students work in heterogeneous groups to support the learning of their members.
Wikis facilitate computer-supported collaborative learning, i.e., the development of collaboration by means of technology to augment education and research (Augar, Raitman, & Zhou, 2004).
Enhances peer interaction and group work, and facilitating sharing and distribution of knowledge and expertise among a community of learners (Lipponen, 2002).
Enhance asynchronous communication and cooperative learning among students, and promote cooperation rather than competition (De Pedro et al., 2006).
Community of Practice
Collaborative learning becomes even more powerful when it takes place in the context of a community of practice.
A community of practice consists of people engaged in collective learning in a shared domain. Thus, learning becomes a collaborative process of a group.
Community of Practice
Wikis can serve as a knowledge platform for a community of practice where members can share their knowledge with the group, put up interesting pieces of information, work together, discuss issues, etc. (Schaffert, Bischof, et al., 2006).
Wikis are characterized by some elements fundamental to successful communities of practice, including a virtual presence, a variety of interactions, easy participation, valuable content, connections to a broader subject field, personal and community identity and interaction, democratic participation, & evolution over time (Schwartz, Clark, Cossarin, & Rudolph, 2004).
What are wikis
Websites that allow easy creation and editing of any number of interlinked web pages via a web browser;
Ward Cunningham “the simplest online database that could possible work”;
Hawaiian for “fast”;
Backronymed by some to “what I know is”
Usage – Group 1 (421) 2008/09(n = 6)
Page Views
Edits Contributors
Comments
11.6.09 16 1 1 0
18.06.09 23 3 1 1Action Learning Set Minutes (14/09/09) 17 1 1 0
Ambulance Induction Logbook 18 1 1 1
Home 151 3 1 3
meeting 17.08.08 1-2pm 22 1 1 0
meeting dates 31 2 1 2
Minutes 16.07.09 27 1 1 0
minutes format 22 1 1 0
minutes format structure 20 1 1 0
Minutes from Meeting 17/08/09 24 1 1 2
The rules group 1 18 1 1 0
Topic 1 63 2 1 6
Topic 2 47 1 1 8
Topic 3 33 1 1 7
Topic 5 15 1 1 2
Usage – Group A (421) 2009/10(n = 4)
Page Views
Edits Contributors
Comments
Group A rules 24 4 4 0
Home 148 9 4 0
Meetings 35 4 3 2
minutes 3rd June 24 6 2 4
Minutes from 19/3/10 Case scenario 2 21 5 2 0
scenario 1 - 11.3.10 34 6 4 0
Scenario 3 64 10 3 12
Scenario for 3rd June 30 1 1 6
Student Evaluations
“The teaching methods helped me to learn” SA = 3, A=5, N =1
“The module content and delivery prepared me for the assessment” SA = 3, A = 5, N = 1
Which aspect of the module did you enjoy most? Relevance of action learning to practice = 7 Use of wikis = 4
“The module exceeded my expectations and the action learning element was positive”
Take Home Message
Matching pedagogy to practice. Recognition that the delivery of teaching has to fit
the context. Sometimes when something doesn’t feel right it
isn’t right (even if student evaluations are okay) Positive experience of using wikis
Support action learning Support collaborative learning Support the development of Communities of
Practice Enhanced student experience Enhanced tutor experience
References
Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with wikis. Proceedings of the 21st Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Perth: December 5-8, 95-104. http://www.ascilite.org.au/conferences/perth04/procs/pdf/augar.pdf
De Pedro, X., Rieradevall, M., López, P., Sant, D., Piñol, J., Núñez, L., et al. (2006). Writing documents collaboratively in Higher education (I): Qualitative results from a 2-year project study. Congreso In- ternacional de Docencia Universitaria e Innovación (International Congress of University Teaching and Innovation), Barcelona: July 5-7. http://uniwiki.ourproject.org/tiki-download_wiki_attachment.php?attId=98&page=Uniwiki- Congressos
References
Department of Health (2008) High Quality Care for All, Stationery Office, London.
Lipponen, L. (2002). Exploring foundations for computer-supported collaborative learning. Proceedings of the Computer-supported Collaborative Learning Conference 2002, Boulder, CO: Jan 7-11, 72-81. http://newmedia.colorado.edu/cscl/31.pdf
Pedler, M. (1997) Action Learning in Practice, Gower Publishing, Surrey.
Schaffert, S., Bischof, D., Buerger, T., Gruber, A., Hilzensauer, W. & Schaffert, S. (2006). Learning with semantic wikis. Proceedings of the First Workshop on Semantic Wikis – From Wiki To Semantics (SemWiki2006), Budva, Montenegro: June 11-14, 109-123. http://www.wastl.net/download/paper/Schaffert06_SemWikiLearning.pdf
References
Schwartz, L., Clark, S., Cossarin, M. & Rudolph, J. (2004). Educational wikis: Features and selection crite- ria. International Review of Research in Open and Distance Learning, 5(1). http://www.irrodl.org/index.php/irrodl/article/view/163/692