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Developing Reusable Learning Objects for Evidence-based Healthcare in a Global Context Professor Heather Wharrad School of Health Sciences University

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(1)

Developing Reusable

Learning Objects for

Evidence-based Healthcare

in a Global Context

Professor Heather Wharrad

School of Health Sciences

University of Nottingham, UK

(2)

Outline

Background

What are RLOs

Evidence based design and development

Evaluation & impact

(3)

Design and develop

learning resources

and tools for

healthcare

Collaborations –

HE, FE, NHS Trusts,

charities, institutes,

EU & global partners

Research&

Evaluation in

e-Learning

www.nottingham.ac.uk/helm

School of Health Sciences Health e-Learning & Media Group (HELM)

Centre of Excellence

for Teaching &

(4)

RLO growth & topics

(200 - released as open educational resources (OER))

Research methods

RLO

Time

Biology

Sciences

Mental health

Paediatrics

Evidence-based practice

Clinical Skills

Health promotion

Ethics

Communication

Learning disabilities

User and carer

Patient Safety

(5)

40 RLOs covering EBP topics

(6)

Evidence-based design (Mayer’s

work on multimedia learning)

Small in size (5-15 minutes)

Focused on single issue/learning

goal

Uses a mix of media

Standalone

Interactive

Designed by communities

(7)

+ activity

+assessment

+ links

media assets

instructional design

+

interactivity

(8)
(9)

Development methodology

Storyboard

workshops

Spec

Review

De

velop

Review

Use &

evaluation

(10)

Stakeholder workshops: building communities

of practice

Patients &

Carers

Students

Lecturers

Clinicians

(11)

Research

:

Multiple Benefits of RLOs

1)…… for student learning

enhance student learning, enjoyment and engagement improve

exam scores and confidence in practice skills

flexibility, accessibility, and ability to allow users to go over material

repeatedly

- important for healthcare practitioners and students

interweaving their learning around busy shifts and

demanding courses.

(Education & Technology for Health Research Group: Wharrad &

Windle 2010; Lymn et al, 2008; Bath-Hextall et al, 2011; Windle et

al, 2011; Blake 2010)

(12)

Highly significant effect of RLO group

- total (p<.001)

- practical (p<.001)

- psychosocial (p<.001)

Generally large effect sizes

RLO+ group: better knowledge

6 weeks after fitting

d=.95 d=.88 d=.65

2) As an educational intervention in healthcare

RLOs to first time hearing aid users (n=167)

Practical Hearing Aid Skill Tasks

(PHAST); 18 items

Highly significant effect of RLO group

overall (p<. 001)

(13)

Research

:

Multiple Benefits of RLOs

3)…… for disseminating research findings

“Every death is

different” -

qualitative study

(Pollock et al 2014)

funded by the

Alzheimers Society

Findings distilled

and disseminated in

two RLOs

(14)

Evaluation & Research

Optional

1-2% returned

based on

comparison with

server logs

Analysis

n=13217

(15)

Measuring impact: Global feedback from 71 e-learning objects, by region

and cluster type (n=13,217 )

KEY

:

Biology Foundations Clinical Skills Evidence Based Practice Pharmacology

(16)
(17)

Some respondents

from South

(18)
(19)
(20)
(21)

Users & Carers

Students

Lecturers

Clinicians

“.. I have been very confused after sitting through lectures with my professor. This just explained VD [volume of distribution] in about 15 minutes.” (student - medicinal chemistry at the University of Minnesota 2011)

“I find statistics difficult to grasp and have always found so-called ‘easy’ statistical concepts such as sensitivity and specificity difficult. Your programme, with its clear and unambiguous instruction and clear graphics, has revealed all. Yes, it is ‘easy’ when taught well. I never thought I would ever be able to teach these concepts, but now I can – with confidence.” (Anaesthetist -University of Sydney, Sensitivity and Specificity RLO 2012)

“As a parent, you can easily get lost in the heat of the moment and feel that you are the only one going through this... I would like to see a link to this site for teaching staff at all our schools.” (‘Hello my name is Tom’ 2010)

It was quick and to the point I teach anatomy and physiology and have trouble getting the point of

inflammation across (Teacher, San Antonio College, Texas, U.S.A., 23/10/2008)

(22)
(23)

Development methodology

Storyboard

workshops

Spec

Review

De

velop

Review

Use &

evaluation

(24)

Storyboard

‘Storyboarding’

-is a technique

developed in the

filming industry

- now used much

more widely in

producing DVD

and computer

materials

(25)

Specification form

metadata

content

(26)

Specification in Powerpoint (notes view)

Slide

section:

graphics,

animations

Notes section:

Text,

Instructions

(27)

Specification using iPad app - iMockup

Wireframe –

iMockup app

£4.99

(28)
(29)

Evidence Based Healthcare in global contexts –

what’s your idea for a reusable resource?

What’s the issue/ learning goal?

Keep it focused

Miller’s Law -

7 ± 2 in working memory

-Chunking theory

Miller (1956) ‘The Magical Number Seven, Plus or

Minus Two: Some Limits on our Capacity for Processing

(30)

Use a theme? ….

Multiple views……

Scenarios/Case studies

(Patient) journey…)

(31)

Beginning…..

Capture attention

Learning goal/clarify aims

Purpose

Audience

(32)

Consider best media to help users achieve goal

Consider the media

Images –

copyright ; Creative

commons licence (handout in

pack

)

Video

Animations

Reduce Text –

150-200 words

(33)
(34)

Ending/conclusion

Self-contained resource

Self-assessment

Further work/resources

Glossary

Reflection

(35)

The Future ?

http://uk.yhs4.search.yahoo.com/yhs/search?hspart=btbar&hsimp=yhs-002&type=br112dm25af119747&p=a%20magazine%20is%20an%20i

pad%20that%20does%20not%20work%20m4v%20download

(36)

Workshop Outputs

6 RLO specifications

3 peer reviewed reusable learning objects (RLOs)

funding for technical development post-workshop

joint authorship

open access

Virtual networks to sustain links between participants

Ideas to pursue funding opportunities for participants

to travel between countries to sustain the

collaboration

(37)
(38)

LOAM

Footprint

5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 Alignment Assess-ment Navigation Self-direction Feedback Support Pre-requisites Richness Context Integration Objective Inter-activity

Learning Object Pedagogical Attributes

Image manipulation Problem solver Interactive elements Image selection Self-assessor Video Text entering Contributor Animation

Drag and drop Active participant Images Answer Selection Navigator Audio MCQ Recipient of information Text Activity (%) Roles (%) Environment (%)

IMS Learning Design Framework

5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 Alignment Assess-ment Navigation Self-direction Feedback Support Pre-requisites Richness Context Integration Objective Inter-activity

Learning Object Pedagogical Attributes

Image manipulation Problem solver Interactive elements Image selection Self-assessor Video Text entering Contributor Animation

Drag and drop Active participant Images Answer Selection Navigator Audio MCQ Recipient of information Text Activity (%) Roles (%) Environment (%)

www.nottingham.ac.uk/helm http://www.nottingham.ac.uk/research/groups/eth/index.aspx http://uk.yhs4.search.yahoo.com/yhs/search?hspart=btbar&hsimp=yhs-002&type=br112dm25af119747&p=a%20magazine%20is%20an%20ipad%20that%20does%20not%20work%20m4v%20download

References

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