eLearning; Building Reflective Practice. Pat Kenny CQSW;
Adv.Dip CPW; MSc Applied eLearning. [email protected] Tel: 00353
(0) 860453876 www.hseland.ie,
Slide 3
A Short History of.. Project Initiation 2004. Launch Q 1 2005
with two eLearning courses, Service Planning, and Clinical Audit
Suite of OTS courses largely focused in ICT skills and soft skills
development. 2013, HSELanD has over 80,000 healthcare workers
registered. There are now over 110 courses on HSELanD with an
increasingly clinical orientation. 2013 Gold Medal winner Brandon
Hall for excellence in online learning.
Slide 4
A Personal Journey Many people get overly vexed with the
medium.but the medium is not the determinant of good teaching and
learning. The journey to understand teaching is endless. There is a
space in which, given the right conditions, teachers and learners
engage on a mutual journey to the satisfaction of each.
Slide 5
Working out whats important. An example LO (A)after completing
this programme you will know how to use the word processor
application, (MSWord for example). A better option might be
(B)After completing this programme, you will be able to accurately
write up a patients record/notes using MS Word and safely store
them on the computer. Which do you think is best A or B? Is this
important? Yes/No (POLL) Why?
Slide 6
Poll Is there a preoccupation with regulation and procedure in
the workplace? Y/N/DK In the workplace, how does that manifest
itself? Text answer for short discussion in group.
Slide 7
Practical Wisdom. Barry Schwartz, argues that the plethora of
policies, procedures and guidelines is paralysing and undermines
innovation and commitment.
http://www.ted.com/talks/barry_schwartz_on_our_loss_of_wisdom?lang
uage=en#t-5074
http://www.ted.com/talks/barry_schwartz_on_our_loss_of_wisdom?lang
uage=en#t-5074 Alistair Smith http://www.alistairsmithlearning.com
argues that policies, rules, evidence and targets among others are
the refuge of what he calls NOVICES. Its a bit unkind, but the key
point is that when we become EXPERT, as he has it, we are able to
readily adapt to evolving situations even while under
stress.http://www.alistairsmithlearning.com Lets take a couple of
minutes to look at a video. http://vimeo.com/100349352 Inductive vs
Deductive
Slide 8
The elephant, the rider and the path What were the key elements
in this video? Do you subscribe to them? We can of course translate
this into more familiar language.
Slide 9
How Adults Learn Six Elements Why are we doing this? What? How?
Why? Prior knowledge. Make use of the expertise you already have.
Make use of experience. Involve Learners. Adults need to be
actively involved if they are to learn. Learn through doing. Adults
need an emotional reason for inventing in anything. Use stories to
engage learners, learn from their stories. Learn a little; Learn
often! Make you learning always available and engaging. Good
teaching and good design are a perfect match. Test in the real
world. Learning how to use a computer or an application is not the
same as learning how to accurately record patient notes.
Slide 10
SOLO Taxonomy
Slide 11
Lets Talk About Stories. Alistair Smith, (
http://www.alistairsmithlearning.com/blog/) says that people are
naturally inclined to seek and make patterns out of events that
occur. http://www.alistairsmithlearning.com/blog/ Roger Schank
describes the story-centred curriculum (
http://www.socraticarts.com/approach.cfm?lead=Curriculum) What does
this mean? (Discussion)
Slide 12
Our commission We are asked to develop an eLearning programme
for public health nurses/health visitors. The aim of the programme
is to teach the assessment of older persons living in the
community.
Slide 13
Briefing In our briefing we are told that there are two key
challenges (amongst all the others): Communication Decision
making
Slide 14
Our teaching challenge How might we begin to approach the
teaching of communication in clinical practice to a group of
nurses? Brainstorm on whiteboard?
Slide 15
Whiteboard?
Slide 16
What is a story, what is meaning? a story is not a story until
it is told; it is not told until it is heard; once it is heard, it
changesand becomes open to the beauties and frailties of more
change: or: a story is not a story until it changes. Della
Pollock
Slide 17
Healthcare has evolved into a highly technical process, tightly
bound to procedures and protocols that promote and facilitate best
practice. Medical advances are now occurring at a breath-taking
pace. And Yet
Slide 18
Something is missing!
Slide 19
There is an increasing demand for productivity in health,
fuelled by economic stress and political combat that diminishes the
ablity of people to communicate with each other. One social care
manager recently said to someone I know, the homecare assistant is
not there to speak to your mother, thats not part of our job
Slide 20
The Person? The primary or pre-eminent method of human
communication is through stories. Stories convey both the event and
the meaning associated with that event for the narrator, which in
turn is shared with the listener. Stories therefore have four
inter-locking pillars that make them work as an effective narrative
form. If one of these components is missing, then whatever it is,
it is not a story.
Slide 21
Stories, most notably those that reflect a lived experience,
are essentially unfinished. There is always more to tell. This is
their strength. They dream the pastperforming what happened as an
image of what might happen. Entwining what is with the normative
claims of what might be, oral histories tell the past in order to
tell the future, not to predict, to reveal, or to foreclose on it
but to catch it in ethical threads drawn in the act of telling
(Della Pollock)
Slide 22
In practice this means that the essential strength of stories
can be harnessed into a co- operative learning process that
actually engages people in the story to create new endings.
Consider this story from Audre Lorde (VO) from Sara.
Slide 23
How would you make use of this story to aid learning?
Slide 24
Refs Ballatt, J., & Campling, P. (2011). Intelligent
kindness reforming the culture of healthcare. London: RCPsych
Publications. Lorde, A. (1994,). The Cancer Journals. Aunt Lute
Books Mezirow, J. (1990). Fostering Critical Reflection in
Adulthood: A Guide to Transformative and Emancipatory Learning (1st
edition.). Jossey-Bass. Neuhauser, P. (1993). Corporate legends and
lore: the power of storytelling as a management tool. New York:
McGraw-Hill. Pollock, D. (2006). Memory, remembering, and the
histories of change. The Sage handbook of performance studies,
87105. Robinson, K., & Aronica, L. (2009). The Element: How
Finding Your Passion Changes Everything. Penguin. Taylor, E. W.,
& Cranton. (2012). The handbook of transformative learning:
theory, research, and practice. San Francisco: Jossey-Bass.
Slide 25
Thank you for listening. V mulumim pentru a asculta.
