learning design and medical education
DESCRIPTION
A presentation on Learning Design and Medica Education to accompany the more general workshop presentation on Learning Design for the ALTC National Teaching FellowshipTRANSCRIPT
Learning Design and Medical Education
James DalzielProfessor of Learning Technology &
Director, Macquarie E-Learning Centre Of Excellence (MELCOE)
Macquarie University, Sydney, Australia
www.melcoe.mq.edu.au
Recorded presentation for ALTC National Teaching Fellowship
Background
• Recorded presentation to accompany main Learning Design workshop recordings for ALTC National Teaching Fellowship– See 3 Workshop recordings, and 2 Larnaca Declaration
recordings at http://www.slideshare.net/jdalziel71
– Learning Design context and Larnaca Declaration
• Reflections on Medical Education issues in Learning Design– Problem Based Learning as a Learning Design
– PBL as a “meta-template” vs actual examples
– “E-Storyboard” for activity advice and quality assurance
Learning DesignLearning Design
Learning Design Practice(LD-P)
Learning Design
Conceptual Map
(LD-CM)
Learning Design
Framework(LD-F)
The Larnaca Declaration on Learning Design:New Definitions for the future of the fieldSee www.larnacadeclaration.org for document
PBL as a LAMS Learning Design template (single research phase)
Learning Environment: Characteristics & Values
External Agencies InstitutionEducator Learner
All pedagogical approachesAll disciplines
Educational Philosophy
A range based on assumptions about the Learning Environment
Theories & Methodologies
Guidance Representation Sharing
Core Concepts of Learning Design
Tools Resources
Implementation
Program
Module
Session
Learning Activities
Level of Granularity
Teaching Cycle
Feedback Assessment Learner Analytics Evaluation
Learner Responses
Creating learning experiences aligned to particular pedagogical approaches and learning objectives
Challenge
PBL as a Learning Design
• The adoption of Problem-Based Learning in Medicine is a key example for illustrating the ideas of Learning Design– Not just the sequence of teaching and learning activities (eg,
LAMS example), but also all the issues of guidance and sharing around this, and the wider issues noted in the Learning Design Conceptual Map
– Medicine is also a key example of large scale discipline transformation of teaching approaches
– PBL instantiates a student-centric pedagogical approach, so it is useful for illustrating alternatives to traditional lecture approaches
PBL as a Learning Design
• One of the lessons of our 2008-2010 Learning Design project in Medical Education was the way that a “PBL template” worked in practice (with Bronwen Dalziel)– PBL template created and shared with academics prior to content
creation
– Academics didn’t use actual template – built their own sequences from scratch
– But subsequent investigation showed that academics had valued the ideas of PBL and the PBL template, but they used them for “inspiration” rather than “direct re-use”
– Hence, PBL acted as a sort of “meta-template”
– For further discussion & project website, see: http://lamsfoundation.org/lams2011sydney/docs/RP/Dalziel.pdfhttp://lamsfoundation.org/lams2009sydney/CD/pdfs/06_Dalziel.pdf& http://www.melcoe.mq.edu.au/altcmedical/Welcome.html
PBL Learning Design example from UWS project
Another PBL Learning Design example from UWS project
PBL as a Learning Design
• A second lesson was the importance of documenting activities within the PBL Learning Designs, and using this documentation for quality assurance and improvement– Development of the “e-storyboard” to assist academics with
pedagogical advice on improving each activity in a sequence
– Reminiscent of parallel general work on “pedagogic descriptors” by Laurillard and Conole
Example of E-storyboard for individual LD activityFor further details see:
http://lamsfoundation.org/lams2009sydney/CD/pdfs/06_Dalziel.pdf
Conclusion
• In summary, Learning Design has been useful for PBL in medicine, but there are a wide range of accompanying issues that also need to be taken into account during implementation– Re-use vs inspiration
– Accompanying pedagogical advice/quality assurance
• These findings align well with the Larnaca “LD-CM” & “Guidance” aspect of the core Learning Design ideas