I have found myself going back and forth in the past week, trying to understand implementation and evaluation. Nonetheless, I have found the articles written by Michael Treser on the different phases of ADDIE model very helpful. You can find them at: https://elearningindustry.com/getting-know-addie-analysis. From what I have been able to glean from the literature, evaluation can be formative or summative. Formative evaluation is done as part of the learning process and is used to evaluate the quality of the materials being used and their reception by learners. Summative evaluation on the other hand is done at the end of the course to determine whether or not the training had a positive effect.
For formative assessment I intend to use small group evaluation and a short survey (probably use google forms), while for summative evaluation would use the Donald Kirkpatrick evaluation model - arguably the standard for evaluating the effectiveness of training.
Wednesday 26 October 2016
Tuesday 11 October 2016
Analysis to design
Analysis to design
The goals of a Problem-based learning (in a problem-based curriculum) is for students to ;
• Acquire, synthesize and apply basic science knowledge in a clinical context;• Engage in critical thinking and problem-solving;• Teamwork;• Critically 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.
What colleagues and I have observation is that the students even in the later years of their medical training students still struggle with demonstrating some of 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 monitor students’ acquisition of the mentioned skills (especially in the first two years of the their training) were improved, there would be an improvement in the acquisition/development of the skills.
Analysis of this situation includes:
• evaluation of the current processes or mechanism/approaches used to monitor and ensure students ACTUALLY acquire the requisite skills;
• Needs analysis of students’ looking at their habits in relation to self-assessment, online interaction ( with regard to academic issues), information literacy and technical skills, internet access, receiving and giving feedback. This will be done by carrying out surveys and conducting focus group interviews
• Research e-learning methods (that are student-centred) that could be used to monitor skills acquisition or development
What I have been able to glean from the analysis thus far is that:
Generally, students do not self assess and are not comfortable with giving or receiving feedback from peers.
There is little online interaction (among students) with regard to academic matters
Students come from a system that is largely teacher-centred
Students have access to internet
There is limited space for reflection particularly in the earlier years of training
No peer feedback
Infrequent one-on-one feedback with the PBL tutor
PBL tutorial sessions are assessed. Rubric is based of some of the goals of PBL mentioned above.
With all these is mind, I want to creating an online social constructivist learning environment. I want to encourage collaborative learning and critical reflection. The plan is to an online activity (will call it Reflective thought) for students to think reflectively and systematically by writing about their development of 'PBL generic skills and attitudes' and exchange their thoughts online with peers. The exchange process will require students to comment on their peers thoughts as well as respond to comments from others on their own thoughts. The facilitator(s) will make comments as well. The plan is for students to use the Borton's framework of reflection. The intervention draws from the following theories: Social constructivism, transformative learning and the theory of critical reflection.
I am still thinking about what to use as a delivery mechanism and assessment format
The goals of a Problem-based learning (in a problem-based curriculum) is for students to ;
• Acquire, synthesize and apply basic science knowledge in a clinical context;• Engage in critical thinking and problem-solving;• Teamwork;• Critically 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.
What colleagues and I have observation is that the students even in the later years of their medical training students still struggle with demonstrating some of 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 monitor students’ acquisition of the mentioned skills (especially in the first two years of the their training) were improved, there would be an improvement in the acquisition/development of the skills.
Analysis of this situation includes:
• evaluation of the current processes or mechanism/approaches used to monitor and ensure students ACTUALLY acquire the requisite skills;
• Needs analysis of students’ looking at their habits in relation to self-assessment, online interaction ( with regard to academic issues), information literacy and technical skills, internet access, receiving and giving feedback. This will be done by carrying out surveys and conducting focus group interviews
• Research e-learning methods (that are student-centred) that could be used to monitor skills acquisition or development
What I have been able to glean from the analysis thus far is that:
Generally, students do not self assess and are not comfortable with giving or receiving feedback from peers.
There is little online interaction (among students) with regard to academic matters
Students come from a system that is largely teacher-centred
Students have access to internet
There is limited space for reflection particularly in the earlier years of training
No peer feedback
Infrequent one-on-one feedback with the PBL tutor
PBL tutorial sessions are assessed. Rubric is based of some of the goals of PBL mentioned above.
With all these is mind, I want to creating an online social constructivist learning environment. I want to encourage collaborative learning and critical reflection. The plan is to an online activity (will call it Reflective thought) for students to think reflectively and systematically by writing about their development of 'PBL generic skills and attitudes' and exchange their thoughts online with peers. The exchange process will require students to comment on their peers thoughts as well as respond to comments from others on their own thoughts. The facilitator(s) will make comments as well. The plan is for students to use the Borton's framework of reflection. The intervention draws from the following theories: Social constructivism, transformative learning and the theory of critical reflection.
Aim: To enable students to reflect on their PBL learning
experiences, articulate what the experiences mean and monitor their development
of 'PBL generic skills and attitudes'.
Outcomes (aligned with Borton's framework):
- Reflect on their significant learning and challenges vis-à-vis the PBL generic skills and attitudes
- Articulate what the learning experience reveal about themselves in relation to PBL skills and attitudes.
- Develop a plan to address identified deficiencies or to enhance success achieved.
- Monitor their development of 'PBL generic skills and attitudes'
Thursday 29 September 2016
ADDIE Model: Analysis
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.
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.
Tuesday 27 September 2016
My expectations...e-learning in HPE module
There are two things that I am hoping at the end of this module I would have an idea on how to deal with them. One of the things I have been wondering about is how to get students interested in using technology for their learning not just for social interactions. The other thing is aligning technology with individual student's learning style.
Friday 5 February 2016
Giving elearning a shot!
Welcome to my first post on elearning. I have just had an interesting session on elearning. One of the exercises is to think of problem in any of the areas that I facilitate in where a technological intervention can help. One of the things my students struggle with is identifying and find relevant learning resources on their own. The students' generally rely on resources I give them or point them to. At the moment I have no idea what technological intervention to use.... I would have think about and ask my colleagues if it is doable. I would like the intervention to built-in in our weekly PBL tutorial sessions.
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