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