Blended learning: designing for and developing practice through interdisciplinary communities of inq

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Blended learning designing for and developing
practice through interdisciplinary communities of
inquiry

• Tarsem Singh Cooner, Associate Director,
• Centre of Excellence in Interdisciplinary Mental
  Health (CEIMH),
• The University of Birmingham, UK.

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Presentation aim

• Demonstrate blended learning design.
• Nursing (BNurs) and Social Work (MA/BA)students
  to share
• professional perspectives, knowledge, values and
  skills
• Student voice in curriculum to
• create social, collaborative and meaningful
  constructions of knowledge
• breakdown barriers - misunderstandings of roles,
  stereotypes
• promote interdisciplinary approaches and values

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Context

• Interdisciplinary practice good mental health
  services
• Lack of interdisciplinary learning at
  qualification level
• time, place and access
• Silo mentality
• CEIMH objective to seek solutions through
  funded blended learning approaches

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Collaborative learning initiative

• Enable nursing and social work students to
• Explore
• Professional roles and values
• Theoretical perspectives
• Develop an interdisciplinary dialogue to
  improve service delivery of mental health care
• Community of Inquiry model.

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Enquiry-based Learning design

• Majority of work was problem-based case studies
  designed to focus student discussions and tasks.
  
• Core learning in interdisciplinary groups of 6/7
  joined by a service user or carer colleague.
  (Seven groups)
• Groups worked together to prepare and deliver
  presentations (preparation time was programmed
  in).
• Process of enquiry, dialogue and debate resulted
  in interdisciplinary design aims being met.

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(No Transcript)
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Weeks 1 to 3 Exploration and preparation
Weeks 3 to 4 Consolidation
Weeks 5 to 7 Application
Presentation problem-based case study
Explore and share views on different perspectives
of mental distressCognitive Behavioural,
Social, Biomedical, Critical Psychiatry and User
Carer
Three face to face sessions to explore the issues
related to case studies
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Community of Inquiry Framework
Social Presence Open Communication Group
Cohesion Affective/personal
Educational Experience
Garrison and Vaughan (2008) Blended learning in
Higher education frameworks, principles and
guidelines. San Francisco Jossey-Bass.
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Community of Inquiry Framework
Cognitive Presence Triggering event Exploration I
ntegration Resolution
Educational Experience
Garrison and Vaughan (2008) Blended learning in
Higher education frameworks, principles and
guidelines. San Francisco Jossey-Bass.
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Community of Inquiry Framework
Teaching Presence Design and Organisation Facilit
ation and Discourse Direct Instruction
Educational Experience
Garrison and Vaughan (2008) Blended learning in
Higher education frameworks, principles and
guidelines. San Francisco Jossey-Bass.
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Community of Inquiry Framework
Supporting Discourse
Educational Experience
Setting Climate
Selecting Content
Garrison and Vaughan (2008) Blended learning in
Higher education frameworks, principles and
guidelines. San Francisco Jossey-Bass.
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General feedback negative

• Video triggers, Wiki
• Technical difficulties accessing
• Would have liked the video linked like YouTube
• More training
• Share comments with wider group
• Case studies
• Did not like having to prepare for presentations
• Needed more time to prepare presentations other
  commitments
• Working in groups
• First meeting should be f2f not online
• Not everyone pulled their weight

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General feedback positive

• Video triggers
• Stimulated discussion
• Wiki
• Kept record of discussions
• Easy to create collaborative documents
• Case studies
• Helped focus discussion
• Clarified roles and responsibilities
• Working in groups
• Understand each others viewpoints
• By staying in the same groups developed mutual
  trust
• Created a space to challenge attitudes,
  assumptions and beliefs
• User/carer input very highly rated
• Helped change perspectives

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Concluding comments

• In addition to the student evaluation
• Service user/carer involvement
• Logistical achievement of two student groups (3
  cohorts)
• Promoted enquiry around issues of
  interdisciplinary mental health in a blended
  learning environment

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Further Information

• www.ceimh.bham.ac.uk/tv/SWNursIntro.shtml
• Tarsem Singh Cooner
• t.s.cooner_at_bham.ac.uk