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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.