ADDIE Design

Dit is interessant hoe die ADDIE model se ontwerp (‘design’) gedeelte baie ooreenstem met die stappe wat gevolg moet word om ʼn kurrikulum te analiseer.  In ʼn mate is die ‘kurrikulum-analiseringsmodel’ meer logies uiteengesit as ADDIE.  Hier volg ʼn kort opsomming as ek die kurrikulumanaliseringsmodel moet toepas op ADDIE se 'design' (1ste D). 

Oorkoepelende doel van die kurrikulum

Filosofiese

Teen die agtergrond van die algemene behoefte en konteks, gee die oorhoofse filosofie, die raison d’être en dryfkrag agter die kurrikulum begrip wat die waardes, oortuigings en keuses is wat die kurrikulum help ontwikkel het en steeds laat groei. ‘(Swanwick, 2010).

Swanwick (2010) stel vier opsies voor wat die oorkoepelende doel kan uitmaak: die missie of die visie of die doelstellings of die eienskappe van die gegradueerde. Die posisionering van die kurrikulum tussen die twee ekstreme posisies op die “SPICES”-model help die eLeer ontwerper om te verstaan hoe innoverend of tradisioneel ‘n kurrikulum is (Harden, Sowden & Dunn, 1984).

Epistemologiese

Lackett se (Bitzer, 2011) beskryf diverse epistemologiese modelle om ‘n kurrikulum te beoordeel t.o.v. (1) praktyk vs. teorie, (2) die subjektiewe vs. die objektiewe, en (3) die kontekstuele vs. die reduktiewe.

In dissipline-gebaseerde GW-kurrikula is daar dikwels ‘n oorbeklemtoning van die kognitiewe (proposionele kennis) met ‘n progressie na psigomotor vaardighede tydens kliniese rotasies. Daar is egter kommer dat gegradueerde sukkel om kennis te kontekstualiseer (epistemiese kennis) en om persoonlike bevoegdheid te ontwikkel deur refleksie op refleksie-in-aksie (Wensing, Bosch & Grol, 2010).

Dit is die rede vir die fokus die afgelope dekade om nie slegs op dissiplinêre kennis te fokus nie, maar om ook eienskappe van die gegradueerde (“graduate attributes”) te ontwikkel. Die uitdaging vir die e-leer ontwerper is nie net om te bepaal of die “generiese” fokus ook deel van die oorhoofse doel van die kurrikulum is nie, maar ook hoe die eienskappe van die gegradueerde in dissiplines gekweek en geassesseer word (Snyman & Archer, 2011; RCPSC, 2005; GMC, 2003).

Ontologiese

Meld die oorhoofse doel van ‘n kurrikulum hoe die student as “eindproduk” daar moet uitsien t.o.v. sy kennis (kognitief), vaardighede (psigomotor) en sy houding en gedrag (affektief) (Jayawickramarajah, 1987)? So byvoorbeeld is die ontologiese elemente van die CanMEDS en Tomorrow’s Doctor, deel van die oorhoofse doel van meeste  GW-kurrikula in Kanada en die Verenigde Koninkryk onderskeidelik (RCPSC, 2011; GMC, 2003). In RSA het elk van die GW-beroepsrade van die RGSA ‘n profiel van ‘n bv. ‘n dokter, arbeidsterapeut, ens.

Harden (2007a) vrae of die oorhoofse raamwerk van die kurrikulum die eienskappe en waardes wat ‘n GW-student moet hê, beskryf en of die kurrikulum daaraan voldoen? Gee dit ‘n holistiese en geïntegreerde uitkyk op GW-praktyk?  Is dit duidelik en maklik verstaanbaar?

Metodologiese

Die oorhoofste doel van ‘n kurrikulum dui daarop of die kurrikulum primêr gaan oor prestasie of bevoegdheid (Scott, 2008). Uitkoms-gebaseerde onderrig vereis byvoorbeeld dat leeruitkomste eksplisiet gemaak word en dat spesifieke uitkomste die basis vorm vir besluite rakende die kurrikulum – wat beteken dat die kurrikulum beperk word tot opvoedkundige planne (Harden, 2007b). ‘n eLeer ontwerper moet dus weet of die kurrikulum die eindproduk (“ends or means”) as konsep aanhang en of die kurrikulum ‘n beskrywing is van opvoedkundige gebeure (Posner, 2004).

Spesifieke doelstellings en meetbare uitkomste

‘n GW-kurrikulum het doelstellings nodig om te beskryf watter vaardighede en bevoegdhede (“competencies” en “capacities”) ‘n student aan die einde moet hê sodat daar voldoen word aan nasionale en internasionale standaarde.  Dit behels kennis, vaardighede, maar ook die professionele karakter wat ‘n student moet weerspieël (FGW, 2010a; RCPSC, 2005; GMC, 2003).

Studente moet weet van die doelstellings en leeruitkomste en dosente moet weet wat van hul verwag word om student te help om die uitkomstes te bereik.  Die basis van assessering moet ook bekend wees Harden (2007b). Harden (1986) stel voor dat ‘n kurrikulum goed gekommunikeer word deur ‘n rooster, gereelde inligtingsessies, ‘n handleiding vir dosente en ‘n studiegids vir studente.

Opvoedkundige strategieë en inhoud

In hierdie stap fokus die kurrikulum-ontwerper op die leer- en onderrigstrategieë om te bepaal hoe dit uitvoering help gee om die doel, doelstellings en leeruitkomste te bereik. Daaruit vloei die oorhoofse organisering van die kurrikulum, die inhoud en die onderrigontwerp

Die posisionering van die kurrikulum t.o.v. die twee ekstreme punte van die sg. SPICES-model sal bepaal hoe die kurrikulum oorhoofs georganiseer word (Barr & Tagg, 1995; Harden, Sowden & Dunn, 1984; Harden, 1986).

In die ontwerp van die kurrikulum se inhoud word bepaal hoe goed dit belyn is, hoe toepaslik (“scope”) dit is vir waar die studente hul nou in hul studies bevind, hoe logies die volgorde (“sequence”) is, en of die inhoud help om die dissiplinêre uitkomste te bereik, asook die eienskappe van die gegradueerde (Swanwick, 2010; Goldie, 2006; RHO, 2004; Harden, 1986). Kern, Thomas en Hughes (2009) en die GMC (2003) wys daarop dat dit van belang is om te bepaal tot watter mate die eienskappe van die gegradueerde met die inhoud geïntegreer is.  Halden (2007b) en Jayawickramarajah (1987) vra die vraag of die rooster genoegsame tyd toelaat dat studente die inhoud effektief binne ‘n sekere tyd kan baasraak. ‘n Ander area wat veral in die mediese omgewing ondersoek moet word, is tot watter mate die dosente bedrewe is om effektiewe leer te fasiliteer. Mediese studente leer meestal by kliniese assistente, wat nie toegerusting ontvang het vir die onderrigtaak nie.

Ten slotte moet daar ook oorweging geskenk word aan die logistieke beplanning, soos bv. plekke van opleiding, personeel (kliniese omgewing, onderrig, administratief), vervoer na gemeenskapplasings, veiligheid van studente, koste-effektiwiteit, ens.

Aangepas vanuit my werksopdrag vir Kurrikulumanalise (MPhil GWO 2011)

Cognitive load and e-Learning

The cognitive overload in most PowerPoint presentations are most often not compatible with how the brain learn.  Despite this, medical teachers - who are suppose to know how the brain functions - neglect basic principles of adult learning.

It is demonstrated here.

Sources:
Cognitive load [Online]. 2011. Available: http://www.articulate.com/community/blogdemo/celltower03/player.html [2011, November, 2]. 
Zull, J.E. 2002. The art of changing the brain. Sterling: Stylus Publishing.

e-Learning was really effective for me when...

In a survey by Race (2011) it was found that students value e-learning as part of a blended approach when it supports face-to-face learning, helps to consolidate learning, avails audio as well as visual information, assists to do revision, helps students to understand what was taught and because it allows students to work on their own and their own pace.

Read more: 

Race, P. 2011. Interactive blended learning and teaching: taking a fresh look at e-learning and addressing the problems we have with making learning interactive.  PowerPoint presentation at MIT. [Online]. Available: http://phil-race.co.uk/wp-content/plugins/download-monitor/download.php?id=277  [2011, October22.

Audience analysis: Motivating students to learn through a learning management system

My blended learning module will focus on teaching student teamwork skills. Medical students in their fifth year will take this compulsory Management and Leadership module as part of the MBChB programme at Stellenbosch University.  The Teamwork Theme will be their first contact session of the new academic year, so students will, from past experience, be pretty much in ‘holiday mode’.  They may be rested following the extended Christmas break but also slow to get back into ‘study mode’.

It is also a known fact that students don’t regard Management and Leadership as ‘hard core clinical medicine’, so it will take extra effort to motivate them as to the relevance of the topic for their future practice.  The practical, experiential approach will also cause dissonance and uncertainty as it is not the traditional approach where students merely have to memorise and regurgitate facts, as is the case with most other theory modules. In fact, they have to work in teams and take responsibility for their own and peer learning.

So in designing the module, I have numerous ideas how to create curiosity to motivate to learn, but then I also need to focus and not overburden them with too much information and motivational videos, etc.  What will you do to motivate students?

eLearning in ICF

I'm sitting at a WHO ICF Reference Group meeting - and guess what... they are planning a eLearning curriculum for teaching the ICF.

And they also don't know ADDIE!  The poor guy.

Take a pole at the bottom

If you cannot take it anymore
If your backend is very sore
If the MPhil is evoking enormous rage
please take the pole at the bottom of this page...

Excellent article to use with ADDIE

An article appeared in the special e-Learning edition of the Medical Teacher earlier this year. It is a great resource to use in conjuction with ADDIE.

See the PDF on the Discussion Board on Blackboard.

AMEE guide 32: e-Learning in Medical Education

I would like to give you a quick summary of the AMEE Guide for e-Learning in Medical Education (Ellaway & Masters, 2008) – and apply it to the South African context.

The first part of the guide is an overview of e-learning, e-teaching and e-assessment for novices, while the second half of the guide focuses on the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues.

I’m not going to bore you with the e-learning-for-idiots part, but just highlight a few issues what I think is relevant to our situation. 

As I was reading through the AMEE guide, what struck me was the reference to two e-Learning paradigms: e-learning content vs. e-learning processes.

e-Learning content can be divided into, for example,  online course materials, e-books, e-library, commercial e-learning content (e.g. Apple health apps), plug-and-play plug-ins to WebCT and Blackboard, the internet as a whole (e.g. Google Scholar, Wikipedia), podcasts, vodcasts, RSS, etc.  One advantage of placing content online, is that it can be divided into chunks that can be reused for various courses and reduce duplication (e.g. one link for everyone if you use the same diagram in different modules).

e-Learning processes evolve over time, e.g. online discussions, chat, conferencing, e-assessment, e-portfolios, etc.  It also supports increasing the common outcomes or competency frameworks (e.g. CanMEDS) by cross-mapping the internal curriculum.  A potential great advantage of an e-Learning system is to develop and assess the longitudinal development of graduate attributes in students.  Unfortunately most e-courses are discrete courses and may not support tracking of curricula integration, sequencing patterns, etc.

The guide suggests that longitudinal e-portfolios may be the answer to develop and assess graduate attributes, through blogging, reflection, appended files, assessment, etc.  In our context it could mean that students are enrolled to a ‘Graduate Attribute’ e-module over a course of 6 years, compiling evidence of his/her growth in the key competencies needed to be a doctor in the 21^st century.

In our context the big challenge is to ensure that students take the development of the key competencies serious and that they are mature in self- and peer review.  This may be why a signature learning experience in the first year may be of importance: to lay the foundation from day one to equip freshmen with the competencies to develop graduate attributes and to develop a longitudinal e-Portfolio.

Sources:

Ellaway, R. & Masters, K. 2008. AMEE Guide 32: e-Learning in medical education. Part 1: Learning, teaching and assessment. Medical Teacher, 30:455-473

Wiley, D.A. (Ed.). 2000. The Instructional Use of Learning Objects [online]. Available: http://reusability.org/read [2011 October, 21].

e-Learning's strategic role in 21st century Health Sciences Education

In 1910 the Flexner Report on Medical Education in the United States and Canada (Flexner, 1910) was published. This led to major changes in medical education, such as the compulsory introduction of basic science to curricula. Today it is nearly unthinkable that hundred years ago anatomy, physiology, pathology and pharmacology, etc., weren’t necessarily part of a doctor’s education.  This major overhaul in health sciences education (HSE) contributed to the doubling of life expectancy during the previous century.

However, today, all is not well in HSE (Frenk, Chen, Bhutta, Cohen, Crisp, Evans, Fineberg, et al., 2010).  Recently three major publications* saw the light urging for major transformation in HSE to equip students with the competencies to effectively address the health needs of the twenty first century.  In one of these publications, Frenk et al. (2010), propose instructional reforms needed in HSE to enable equity in health through transformative learning and interdependence in education.  The strategic role of e-Learning and open educational resources (OER) is pivotal in this proposal to reform HSE.

In addition to this, Ellaway (2011) states that good evidence is needed to prove that e-Learning contributes to learning that will produce agents of transformation and urges the scholarship of e-Learning to be more critically engaged with the broader dimensions of technology use in medical education. In this, the involvement of students and faculty is needed throughout the design and implementation of new learning technologies (McGee & Kanter, 2011).

In my assignment I will take to this challenge by exploring the use of e-Learning as part of a blended learning approach to equip medical students with the knowledge, skills and character to effectively work in a healthcare team and to recognise and manage conflict appropriately. This initiative will take place in the Leadership and Health Management module, as part of the MBChB programme for fifth year medical students, at Stellenbosch University (SU).

Do you have any ideas how we can use innovative e-Learning technologies to cultivate and assess teamwork skills?

References:

*Frenk, J., Chen, L., Bhutta, Z.A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., et al. 2010. Health Professionals for a new century: transforming education to strengthen health systems in an inderdependent world. Lancet, 376:1923-1958.

Sandars, J. 2011. It appeared to be a good idea at the time but… A few steps closer to understanding how technology can enhance teaching and learning in medical education. Medical Teacher, 33:265-267.

Ellaway, R. 2011. E-learning: Is the revolution over?  Medical Teacher, 33:297-302.

McGee, J.B. & Kanter, S.L. 2011. How we develop and sustain innovation in medical education technology: Keys to success. Medical Teacher, 33:279-285.

Flexner, A. 1910. Medical education in the United States and Canada: a report to the Carnegie Foundation for the Advancement of Teaching. New York: The Carnegie Foundation for the Advancement of Teaching.

Frenk, J., Chen, L., Bhutta, Z.A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., et al. 2010. Health Professionals for a new century: transforming education to strengthen health systems in an inderdependent world. Lancet, 376:1923-1958.

*Institute of Medicine. 2011. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press.

*Interprofessional Education Collaborative Expert Panel. 2011. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.

eLearning module: my prototype prototype of learning intervention

I've been spending the past week to read some of the background articles on eLearning. To be honost, I've been involved in eLearning and eFundraising since 2003 on various fronts: in the NGO sector as consultant for UNICEF, MSF, CANSA and various other organisations, but never read an academic article about the topic. It is great to read and to learn the theory behind the practice, but it is very difficult not to fall asleep when you also have a nerwborn in the house - and where every minute of sleep is precious!

I'm struggling to find an appropriate project for this module.  I don't want to make it too big, because I also need time to finish my dissertation which must be finished by 10 November.

Please give me advise which project I should attempt:

1. To develop an longitudinal ePortfolio framework for students to record their own development in terms of the Faculty's graduate attributes for the duration of their studies. There is a big need to develop such a framework, allowing students to plan, reflect and  assess their own growth. I need to do this anyway for our Faculty within the next 6 months, but how far is far enough for this module. It may be too ambitious for the timeframe allowed.
2. An easier project  will be to reform the excisting eLearning module for students on their rural clinical rotation during their Middle Rotation.
3. Or to revise the eLearning Module for the Middle Rotation in Psychiatry.

Do you have any ideas.  JP, what do you think?