I have started reading about ADDIE model. Before I started reading I was wondering why should I be following the ADDIE model/process. That is what is it that it offers? I have so far realised that the model provides step-by-step framework for developing a training programme with attainable objectives. What I have gleaned from the literature is that the first phase of the model (analysis) helps one to gain good understanding of the following: target group, learning goals, environment the training will offered (including physical and organisational barriers), requirements of the course, structure of the training programme, learning resources and assessment.
In terms of an e-learning intervention, I am thinking of creating an online social constructivist learning environment. I want to encourage collaborative learning and critical reflection. I am thinking of EITHER
i) PROMOTE STUDENTS INTERACTION & SYSTEMATIC THINKING ........create e.g. a wikisite where students post their thoughts (related to the content of the course) and correspond with each other, say on a fortnightly basis. The posts could covered the following; 'I learned', 'I wondered', 'I was surprised', 'Aha', 'I will study' etc.
OR
ii) ENCOURAGE STUDENTS TO THINK REFLECTIVELY..... We run an PBL (MBBS) curriculum and through PBL, students should learn: team work, self-directed learning and use of resources, critical evaluation of literature etc. Students ( year 1) will be required to think reflectively and systematically by writing/post (say in a blog) about the PBL goals (and personal attainment of such) as they go through their year 1 curriculum and exchange their thoughts online with others.
The question that have is: is any of these interventions good enough for the e-learning assignment.
What interesting ideas, Enoch! The ideas you have are definitely good enough for a number of reasons. Firstly, you have identified a need in terms of facilitating student learning. You are also not neglecting learning theories or the curriculum. Remember, whatever you decide to do, do not add technology as a nice-to-have, it should be an essential part of the programme while also being something that will enhance student learning more than if you did not use it.
ReplyDeleteSo building on what you know about ADDIE so far, how would you go about conducting the analysis of your students and programme?
The goals of a Problem-based learning (in a problem-based curriculum) is for students to ;
Delete• Acquire, synthesize and apply basic science knowledge in a clinical context
• Engage in critical thinking and problem-solving
• Teamwork
• Critical evaluate literature
• Effectively utilize information technology and identify the most appropriate resources for knowledge acquisition and hypothesis testing
• Self-direct
• Contextualize and communicate their knowledge to others
• Develop the ability to evaluate their own and the group's learning and collaborate with peers
Students should be able to demonstrate these skills during their PBL tutorial sessions. What I and others have observation is that students even in the later years of their MBBS training students still struggle with demonstrating some the skills the PBL is trying to infuse or show little evidence that they have acquired or acquiring the above-stated skills. This is despite the training they receive when they join the medical school (first module in year 1). May be if the processes/mechanisms/approaches that are used to help or ensure and/or monitor students’ acquisition of the skills (especially in the first two years of the their training) were improved, there would be an improvement in the acquisition of the skills.
Analysis of this situation would include
• evaluation of the current processes or mechanism/approaches used to ensure students ACTUALLY acquire the requisite skills;
• needs analysis looking at the need to change or improve approaches used to ensure and/or monitor acquisition of skills by carrying out surveys and conducting focus group interviews with first year students and second year students (because this is the target audience);
• Needs analysis of students’ information literacy and computer skills
• Research e-learning methods (that are student-centred) that could improve skills acquisition
your project sounds really interesting, I like the idea- it creates a more student centered learning environment. Students have to reflect on what they learn. I am interested to learn how you are thinking of using elearning in PBL ( I think thats what you discussed ) that sounds really interesting. I just got back from a trip to Malawi and I met clinical officers there, I want to have them connect with american pa students so that they can connect regarding what they learn, what clinical issues they deal with etc.
ReplyDeleteI also have been reading ADDIE this week and I think what it is , is a framework to help us design a program. I think many times technology interventions do not work because the user was not consulted and I think ADDIE helps avoid this. I liked in the the Turkish model they looked at what types of phones people used. I also liked the feedback part, it gave great insight into how to make the project better.
I enjoyed reading your post, it was very thoughtful and well thought out
I look forward to learning from you - Marie
Your proposed idea has triggered my curiosity too. I do not have experience with PBL but would like to learn more about it and how elearning may be applied. Is your proposed intervention going to apply across the whole first year program or do you have sectors/levels etc or what in the traditional setting would be courses? I have observed that learners tend to focus on what may count towards the pass fail issues and just reflecting on the idea, is there a chance the participation will be say, voluntary?
ReplyDeleteWow Enoch you have really given your prospective e-learning intervention some great thought. Thank you for your expansive explanation of PBL, I'm sure we all can learn from it. Bosire raises an interesting point: the pass or fail scenario. We as educators know that when it comes to assessment that is foremost in the student's mind so I am also curious to know how your students will be assessed.
ReplyDeleteThe goals of a Problem-based learning (in a problem-based curriculum) is for students to ;
ReplyDelete• Acquire, synthesize and apply basic science knowledge in a clinical context
• Engage in critical thinking and problem-solving
• Teamwork
• Critical evaluate literature
• Effectively utilize information technology and identify the most appropriate resources for knowledge acquisition and hypothesis testing
• Self-direct
• Contextualize and communicate their knowledge to others
• Develop the ability to evaluate their own and the group's learning and collaborate with peers
Students should be able to demonstrate these skills during their PBL tutorial sessions. What I and others have observation is that students even in the later years of their MBBS training students still struggle with demonstrating some the skills the PBL is trying to infuse or show little evidence that they have acquired or acquiring the above-stated skills. This is despite the training they receive when they join the medical school (first module in year 1). May be if the processes/mechanisms/approaches that are used to help or ensure and/or monitor students’ acquisition of the skills (especially in the first two years of the their training) were improved, there would be an improvement in the acquisition of the skills.
Analysis of this situation would include
• evaluation of the current processes or mechanism/approaches used to ensure students ACTUALLY acquire the requisite skills;
• needs analysis looking at the need to change or improve approaches used to ensure and/or monitor acquisition of skills by carrying out surveys and conducting focus group interviews with first year students and second year students (because this is the target audience);
• Needs analysis of students’ information literacy and computer skills
• Research e-learning methods (that are student-centred) that could improve skills acquisition