Adult learning theories for Flexible Learning.

Activity 9

Adult learning theories for Flexible Learning.

Explore adult learning theories relevant to your context. Start with looking at Four Orientations to Learning

The behaviorist orientation: purpose is to produce behavioural change in desired direction.  The educator arranges the environment to elicit desired behavioural response.  Learning is expressed as observable behaviour. (Good for learning skills, facts, anatomy and physiology, drug calculations, etc.)

The cognitive orientation   Also known as the information processing learning theory.  Key factors are insight, perception and meaning.  Control lies with the individual learner and how they process information.  Purpose: to develop capacity and skills to learn better.  The educator structures the content of the learning activity. (Good for clinical scenarios, teaching evidence based practice, assignments that involve research and application of ideas and problem solving activities)

The humanist orientation.  This views earning from the perspective of the unlimited potential for human growth.  These beliefs are the foundation of many adult learning theories that focus on the self-directed learner and the value of the learning process.  The purpose in education is to become self-actualised and autonomous (self-driven or self-directed) in learning.  The educator facilitates the development of the whole person.  (Good for exploring ethical dilemmas, developing critical thinking, project and portfolio work where there are general guidelines but no fixed or set limits on content.

The social and situational orientation.  This is based on the belief that people learn from others and interacting with other.  The context is important and the interaction of many factors help learning.  The purpose in education is full participation in communities of practice and utlisation of resources.  The educator works to establish communities of practice in which conversation and participation can occur.  (Good for class projects/activities, sharing experiences while on clinical placements).

·         Choose a learning theory for your Flexible learning Plan. (Explain the theory and why it is appropriate)

For this activity, I am going to focus on outcome 1. Demonstrate an ability to appropriately apply communication micro skills;

This outcome requires the student to appropriately apply communication micro skills.  As communication skills are an observable behaviour that can be changed I am going to use behavioural theory. 

First, I would select a case study where a number of communication skills could be assessed.  a mother takes her child to a clinic and the nurse has to take an oral health assessment of the child. 

I would organise students into groups of three: One as young adult/one as mother and one as observer.  The observer would have checklist that I had made to assess the desired communication skills.  It would include a tick list of required oral and non-verbal communication skills.  Measures would include ‘yes/no’, and a 7 point Likert scale to assess the extent the person demonstrated the observable behaviour of ………………………………

Students would read the case study and role descriptions before starting the exercise.  The first run through would be without any briefing concerning the required communication behaviours. .  Observers would report back to the other group members.

Then I would show a previously made DVD of the scenario showing all of the required professional communication skills. 

Students would then repeat the role play exercise.  Communication behaviours would be assessed again to see if the demonstrated communication behaviour had been achieved.  Roles could be swapped around so that everyone’s behaviour is assessed.

This communication role play activity could be used in a variety of other situations to teach ‘appropriate’ skills.  Through affirmation that students were performing the skills correctly evident in a higher score on the marking criteria, the desired communication skills would be reinforced (and hopefully the negative aspects extinguished). 

I have found an article (Brown et al., 2011) about assessing the communication styles of undergrdaute health students.   It mentions a Communication Style Measure which I might be able to track down and use.  it would be intersting to do a pre and posrt course measure.  This would be another indicator that behaviour had changed.

Reference. 

Brown, T., Williams, B., Boyle, M., Molloy, A., McKenna, L. Palermo, C., Molly, L, and Lewis, B. (2011).  Communication stlyes of undegraduate health students. Nurse Education Today (31), 317-322. 

Open Education….opening up to the global world….

A definition….

Open educations practices are publically available, usually free educational resources that are typically available on the internet.  Wikis are the most commonly used media for disseminating information. The idea is to connect individuals globally and to contribute to enhancing social capital.  Open Education Resources provide a helpful media for educators looking for teaching resources and for students participating in courses or doing research on a topic. 

The Otago Polytechnic has been using WikiEducator – “one of the world's fastest growing and most productive open education wiki communities in the formal education sector”..  It has also set up Learning4Content – “the world's largest free training project to develop wiki skills for education”.

Some strategies/resources I could use….

In regard to the Applied Psychology for Nurses course I am teaching, in addition to Wikipedia and You tube, I could use some of the free resources on these websites:

http://www.psychexchange.co.uk/.  I have just logged in to this teacher exchange and will keep you posted on how useful I find it!

There is also a huge website of resources (some are free) on this website http://www.all-about-psychology.com/psychology-research-methods.html.  Wow, I could get lost for hours here!!

There is another website which might be handy.  It has games and videos that look really interesting. http://freenursetutor.com/menuparent-growth-and-development/flash-a-match-ericksons-theory.html

Open education resources and philosophies are important for teaching and learning…because….

It allows teachers and learners to keep in touch with the latest trends and practices in their fields.  It enables communities to share ideas and contribute to knowledge in their discipline.  Resources allow educators to keep up with the changing world….lunch break becomes computer play time!

Adding to the toolbox! Blended learning appears to be preferred by students.

I have just read an article on problem-based learning of teaching nurses and will use this as one of my teaching strategies. 

Problem-based learning provides an excellent bridge between theory and practice.  So what is it?

According to Chunta and Katrancha (2010), it is a method of teaching using a case scenario that challenges critical thinking and provides a framework for directed learning, self evaluation, interpersonal communication and access and retrieval of information.  It helps the leaner link facts, concepts and principles to make decisions related to clinical situations.  Problem based learning will help me to deliver the outcomes of my course which has an inter-personal component and a theory component (see last blog posting).  

The problem –based learning method has four basic stages problem analysis, brainstorming, self-directed leaning and solution testing.  The student group works together to gain knowledge about the problem by using a range of resources and tools such as text books and internet information.  This simulates the kind of problem solving activity that a nurse would engage in to solve a problem in a clinical nursing situation. 

Problem–based scenarios are usually case studies that have been written with a clear purpose and learning objectives.  They are considered as a living document as they need revision and updating over the process of learning.  The educators’ role in learning is that of group facilitator, to model, guide and coach the learning process.  The educator should also encourage decision making and collaboration among the students.  The group evaluates the decision at every step of the process and feedback is provided by the facilitators. 

Sounds very helpful and a process that embraces learner centred-flexibility.  The challenge will be to write the case scenarios! 

Reference

Chunta, K. and Katrancha, E. D. (2010).  Using problem-based learning in staff development. Strategies for teaching registered nurses and new graduate nurses.  The Journal of Continuing Education in Nursing, 41(12), pp 557-564.

Horray, I've managed to blog on!!!!

Activity Five – Design and describe flexible learning strategies for your context.

The course I teach is an “applied theory” paper.  This means that there is a mix of theory (content that should be learned) and doing (talking about and applying theory to nursing situations. 

Teaching strategies are designed to meet the course learning outcomes which I have organised into the relevant content areas.

Communication:

1. To demonstrate an ability to appropriately apply communication micro skills;
2. Increase their self awareness and effectiveness as communicators with individuals and within groups;
3. Demonstrate effective use of assertive communication and problem solving skills
4. Discuss use of the diverse technologies for effective communication.

The methods that I currently use are classroom based, face-to-face activities including role plays, case studies, small group activities and debates. 

This part of the course is formally assessed by a small group oral presentation worth 20%.  Groups have to self-mange the process of doing the presentation.  Students have to justify their choice of communication method and technology when presenting their assigned topic.

They then complete an individual written review of the group process that they were involved in that includes a reflection on their involvement in the communication activity.  This is also assessed at 20% of the course grade.

In order to foster a group dynamic, students are kept in the same tutorial group for the year so they can get to better know each other. 

Theory

1. Discuss key psychological concepts and begin to relate these to nursing practice;
2. Demonstrate understanding of physical, social, emotional and cognitive development and spirituality and culture and how each may relate to the health of people across the lifespan.

This is done by reading the course text book, answering questions related to case studies in the text and from other sources, group discussion that brings in examples from current clinical placements.  Short answer questions are provided at the end of each class so students can practice answering them.  A selection of these questions is used to make up the final examination. This helps students to learn the concepts during the year and gives them a chance to work together and practice writing their answers before the time of the examination.

Talk to colleagues about the strategies they use for teaching and learning.

They use similar strategies in the theory courses.

Investigate the Gallery of Strategies on the Australian Flexible framework site. This is about eLearning but many strategies are applicable in all areas of learning.

There is an amazing variety of strategies here.  I use case studies, debates, problem-based learning, role plays, student presentations and web based content – audio and graphic. 

There are a lot more that I could be using …food for thought!!! 

Design and describe strategies for your context, and post them to your blog.

Nursing uses a blended learning approach (Ireland et al., 2009).  This is a method of educating at a distance that’s uses technology (internet) combined with traditional (stand up) education and training.  The theoretical elements of undergraduate nursing education have traditionally been delivered on-site with face-to-face methods being the traditional core.  This is the model that I am currently using. 

To be more specific, the methods I am currently using include directed study, proximate study, lectures/group activities, enquiry based learning and assessment of oral and written communication skills. 

When I look at Figure 2 in Heinz and Proctor (2004), the course content delivery mode is on-line via Moodle.  Apart from the printed course outline, Moodle becomes the electronic instructor providing information, instruction and resources for the course.  It is however, one-way unless students engage in the discussion forum in the course set up.  I will think of how to make this course m more interactive as part of my design plan.

References:

Heinze, A. & C. Procter (2004). Reflections on the use of blended learning. Education in a Changing Environment. University of Salford: Salford, Education Development Unit.

Ireland, J., Martindale, S., Johnson, N., Adams, D., Eboh, W., and Mowatt, E (2009).  Blended learning in education: effects on knowledge and attitude.  British Journal of Nursing, Vol. 18(2), pp 124-130.