Core skills taster 29.07 slides

Core Skills in Blended
Learning in Medicine
a taster session
(Welcome! We’ll kick off at 2pm)
Image from Pixabay.com

Ways of working…
• Informal
• Ask questions in the chat box
• Keep your mic muted
• Enjoy!

By the end of this taster session, you will be able
to:
• Discuss your ideas/concerns about blended learning
in medicine
Image from Pixabay.com

What brought you here today?
Write here:

Teaching in academic year 20/21 will be…
“a blended mixture of online and face-to-
face teaching, to allow for the greatest
flexibility in student learning depending on
what public health guidelines are in place”
(Vice-Principal Education, 27th May 2020)

https://twitter.com/BryanMMathers via https://www.open.edu/openlearn/education-development/education/take-your-teaching-online/content-
section-overview?active-tab=description-tab

https://jenniferdavies7.files.wordpress.com/2015/06/jelly-baby-tree-
evaluation.jpg
Circle the jelly baby that
you relate to most
regarding
‘blending’ your teaching

Core skills taster 29.07 slides

lectures
Bedside
Tutorial
Simulation based
General
Practice/
Outpatient

https://learningspaces.dundee.ac.uk/learningx/2020/06/24/3-what-is-the-abc-model/

This work is a derivative of ABC Learning Design by Clive Young and Nataša
Perović, UCL (2015) and is licensed under CC BY-NC-SA 4.0. Learning types,
Laurillard, D. (2012).
Download at abc-ld.org.
CentreforTechnology& InnovationinLearning(CTIL)
PartoftheLibrary& LearningCentre(LLC)
CTIL@dundee.ac.uk
Learning through acquisitioniswhat learners are doing whenthey are
listeningto a lecture or podcast, reading frombooks or websites, and
watchingdemos or videos
Acquisition

Acquisition
ConventionalMethod
 Reading books, papers
 Listening toteacher presentations face toface, lectures
 Watching demonstrations, master classes
UoD DigitalTechnology
 Reading images, websites, digital documents andresources
 Watching authoredeLearning content (Sway, ppt, H5P, LinkedIn Learning)
 Watching apre-recorded bite-sized lecture (Collaborate, Yuja)
 Watching alive lecture (Collaborate)
 Watching animations, videos (produced by others)

CTIL@dundee.ac.uk
Learning through collaborationembraces mainly discussion,practice,and
production.Buildingon investigationsand acquisitionitis abouttaking
part in the process ofknowledge buildingitself
Collaboration

Collaboration
ConventionalMethod
 Small groupproject
 Discussing others’ outputs
 Building joint output


Small groupprojects (LearningSpaces, Collaborate,teams)
Building joint digital outputs (LearningSpaces, OneNote)
Joint presentations (Collaborate)

CTIL@dundee.ac.uk
Discussion
Learning through discussionrequires the learner to articulatetheir ideasand
questions,and tochallengeand respondtothe ideas andquestionsfrom the
teacher, and/or from their peers

Discussion
ConventionalMethod
 Tutorials
 Seminars
 Discussion groups
 Class discussions

Online tutorials –lecturer or student led ( Collaborate)
Synchronous discussions (Collaborate)
Asynchronous discussion (Conversations in BB, LearningSpaces)
Discussions attached tooutputs (chat in Word etc)
Chat/breakout roomsin a live session (Collaborate)

CTIL@dundee.ac.uk
Learning through investigationguides the learner to explore, compare
and critiquethe texts, documents andresources thatreflect the concepts
and ideasbeing taught
Investigation

Investigation
ConventionalMethod
 Analysing the ideas in a range of materials & resources
 Data gathering andanalysis (in labs, street surveys etc)
 Comparingtexts
 Searching for,andevaluating information andideas
 Text based study guides
Analysing ideas andinformation in arange of digital resources
Using digital tools tocollect andanalyse data (LearningSpaces, forums, forms,)
Comparingdigital texts
Using digital tools forsearching andevaluating Web-based information andideas
Digital (text/ multimedia study guides)

CTIL@dundee.ac.uk
Learning through practiceenables the learner to adapttheir actionsto the
task goal, and use the feedback toimprove their next action.Feedback
may come from self-reflection,from peers, from the teacher, or from the
activityitself, if itshows them how toimprove the resultof their actionin
relationto the goal
Practice

Practice
ConventionalMethod
 Practising exercises
 Doing practice-based projects
 Labs
 Field Trips
 Surgery/Ward/Classroom /etc., practice
 Simulated practice
 In person role play
Virtual labs (Collaborate)
Virtual field trips –student led
Online role play – synchronous orasynchronous
Online Quizzes
Decision making activities – (BB quizzes, Mentimeter)

CTIL@dundee.ac.uk
Learning through productionis the way the teacher motivatesthe learner
to consolidatewhatthey have learnedby articulatingtheir current
conceptualunderstandingand how they used
it in practice.
Production

Production
ConventionalMethod
 Statements
 Reports
 Accounts
 Designs
 Performances
 Artefacts
 Models
 Videos
 Essay

 Producing digitaldocuments
 Recorded practice/performance (Yuja/Collaborate)
 Digital Artefacts
 Digital Resources andmodels
 Animations
 Powerpoint slideshows
 Blogs /Wikis (LearningSpaces)
 ePortfolio (LearningSpaces/ discipline specific tools)


Adapted from: Houston, Suzy (2020) Responsive Curriculum
Design Toolkit for staff.
Glasgow Caledonian University
CTIL@dundee.ac.uk
Help your learners tofind a goodbalancewithtechnology. Ensure your
curriculumdesign doesn’trisk digital overloadfor learners.
Embed and/or signpostactivitiesthat help the development of digital
literaciesin relationto personal wellbeingandsafety online.
DigitalWellbeing & Safety

Digital Wellbeing & Safety
Conventional Method
 Technology ‘breaks’
 Mindfulness andmeditation
 Ambient audio





 Netiquette guidance
 Legislative guidance andfact sheets
 Community Rules andstandards
 Resources forreducing risks and negatives oftech:
• Usage monitoring
• ManagingCommunication
• Online training
 Resources forharnessing positive benefits oftech
• Wellbeing and health apps

CTIL@dundee.ac.uk
Onlinelearning requiresastrongsocial scaffoldtoworkeffectively. Technologycan enable onlinesocialisationandnetworking,but
thisis dependentuponagooddesign, effectivee-moderation(Salmon2004) andpartnershipwith learners.
Learnersneed tobeabletoengagein the broadrangeofactivitiesthatmakeup thewideronline processof online socialisation.
This includes:developing personalonline presence andidentity;interactingeffectively withothersbothsynchronouslyand
asynchronously;feeling connected toindividuals andthe communityasawhole;showing respectandsupportforothercommunity
members.
Socialisation

Socialisation
ConventionalMethod
 One toone meetings
 Peer support groups
 Tutorials
 Social Events
 Group work
 Class interactions
Ice-breaker activities (Conversations in BB, LearningSpaces, Collaborate)
Social Media tools
Personal learning profile page / avatar(BB )
Private 1:1 meetings (Collaborate, teams)
Peer groupmeetings (Collaborate)
Asynchronous discussions. (Conversations/LearningSpaces)
Sharing/ commenting on Blogs (LearningSpaces)
Synchronous discussions (Collaborate)
Online social events
Group work

CTIL@dundee.ac.uk
Learners need supportin navigatingand decoding online content. Provide
explicitinstructions,signposts and‘road maps’ andmake all constructive
alignmentvisible.
Signposting

Signposting
Conventional Method
Class based instructions andannouncements
Module handbooks
Handouts
Timetables
 Short videos (< 2 mins)
 Descriptive labels and/or images
 Visual promptse.g. (accessible) colour coding ofcontent types
 Online study planners/checklists
 Explicit content navigation e.g. numbering

https://www.queensu.ca/ctl/deciding-between-synchronous-and-asynchronous-approaches

• What is the USP of the session that you are
redesigning?
• Who is the target audience?
• How much time do you have to undertake this?
• What learning materials already exist?
• Will this align with the curriculum and
assessment?
Facilitator Considerations
Slide by Dr Alana Brown Kerr – Teaching Fellow

• How will they engage with this?
• How much time do we expect them to spend on
it?
• How can the learner ask questions / gain
feedback?
• Can we incorporate formative assessment?
Learner Considerations

• What programmes are supported by your
institution?
• File size – videos etc
• Editability
• Familiarity
• Useability
• How will feedback be obtained?
Technology Considerations

What will you focus on in the coming
weeks?
Write here:

Blended Learning Bootcamp
Sessions
Conceptualise blended learning – How do I teach now?
Designing and developing blended learning content and learning activities
How to communicate online, be safe and foster a sense of social presence
How to produce video learning resources

Core Skills 2.0 – developing skills for blended learning in Medicine
Planning for blended learning
Facilitating groups (online & face-to-face)
Making lecture materials digestible
Clinical teaching (workplace-based learning
/case-based learning)
Formative assessment
Supporting Learning
CPD for your educator
role
Maps fully to the GMC
framework areas for
‘Trainer Recognition’
Delivered via interactive
virtual classroom
www.bookwhen.com/staffdevelopment

By the end of this taster session, you will be able
to:
• Discuss your ideas/concerns about blended learning
in medicine

References:
• https://learningspaces.dundee.ac.uk/learningx/
• https://www.queensu.ca/ctl/deciding-between-synchronous-and-
asynchronous-approaches
• Blended Learning Bootcamp by Dr Persefoni Stylianoudaki
• Slides 31-34 by Dr Alana Brown Kerr

Core skills taster 29.07 slides

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Core skills taster 29.07 slides

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