Developing learning and teaching: implementing studentcentred resources for problembased learning an

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Developing learning and teachingimplementing
student-centredresources for problem-basedlearni
ng and learning styles
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Developing learning and teachingimplementing
student-centredresources for problem-basedlearni
ng and learning styles

• Key skills, collaboration and PBL
• Does using SONIC enhance key skills in any
• way?
• Angela Darvill and Moira McLoughlin
• Senior Lecturers
• University of Salford
• School of Nursing
• Allerton
• M6 6PU
• a.darvill_at_salford.ac.uk,
• m.mcloughlin_at_salford.ac.uk

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Developing learning and teachingimplementing
student-centredresources for problem-basedlearni
ng and learning styles

• The aim of this presentation is to consider the
  effectiveness of using web-based materials
  SONIC purposefully developed to support
  students using problem-based learning.
• The specific focus today is to examine whether
  using SONIC enhanced Key Skills.

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Barrows (1986) educational objectives of PBL

• The structuring of knowledge for use in clinical
  contexts
• The development of effective clinical reasoning
• The development of self-directed learning skills
• The increased motivation for learning
• The development of team skills
• Barrows (2000)

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What does the literature tells us about PBL?

• 3 key reasons
• First reason was developing skills and more
  specifically clinical reasoning skills
• Second reason was that learning should take place
  in context for students
• Final reason was the promotion of self-directed
  learning.
• Savin-Baden (1996)

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Developing learning and teachingimplementing
student-centredresources for problem-basedlearni
ng and learning styles

• SONIC is not trying to create PBL online but a
  model of computer mediated collaborative PBL with
  a focus on scenarios and depth of understanding,
  open knowledge building and the inclusion of all
  participants in the broader knowledge community.
• Here the role of the facilitator is crucial to
  this model of content and support but the team
  feel that the move towards an integrated model
  where online discussion, processing information
  and undertaking tasks are central for the future
• Mason (1998)
• discussed by Savin-Baden (2004)

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Salmon (2000) The Five-Stage Model for learning
online
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Developing learning and teachingimplementing
student-centredresources for problem-basedlearni
ng and learning styles

• MAKE IT COUNT SKSP
• Managing own learning
• Problem solving
• Communication
• Information Technology
• Numeracy
• Working with others

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Managing own learning

• Managing time and resources appeared frequently
  in the data collected from different sites.
• New way of learning
• An increase in knowledge
• Link between theory and practice
• Things that they learnt from using SONIC enabled
  them to realise that they need to stay focused
  and spend more time linking the sonic work to the
  scenario that they are using.

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Problem-solving

• DEVELOP A STRATEGY FOR PROBLEM SOLVING
• MONITOR PROGRESS AND ADAPT YOUR STRATEGY FOR
  SOLVING THE PROBLEM
• EVALUATE YOUR STRATEGY AND PRESENT THE OUTCOMES
  OF YOUR PROBLEM SOLVING
• The Key Skills Standards and Guidance (order ref
  QCA/04/1272).
• This fits with the PBL process developed from the
  literature and used with all the triggers both
  online and in other modules Onion model also
  written to support curriculum
• Problem-solving learning (like SONIC) helps me
  learn deeply rather than surface learning

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Communication

• On-line communication- blackboard, web CT, email,
  file exchange
• having peers at initial session enabled us to
  exchange suitable ideas/topic areas to access
• Support from friends or tutors

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Information technology

• Increasing confidence and competence evident in
  the data from the evaluations from partner sites
• Keen to access a new source of information and a
  new way of developing skills
• Being able to access information from a
  reputable internet site.
• Students were apprehensive about being able to
  access the site when not on university premises
  and having poor IT skills. They anticipated
  gaining confidence in using a computer and
  gathering information.

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Working with others

• European Union (EU) directive 77/435/EEC) and the
  Nursing and Midwifery council professional body
  requirement are that students gain exposure to
  clients care needs that exist outside their field
  of expertise (NMC 2004).
• With SONIC this became an important issue for
  consideration as the five scenarios that have
  been resource enriched meet the requirements of
  the pre-registration branch programmes.
• Evidence materialised about students supporting
  each other in the classroom and computer labs
  when accessing the SONIC materials.

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References

• Barrows, H.S. (1986). A taxonomy of problem-based
  learning methods. Medical
• Education. 20, p481-486.
• Barrows, H.S. (2000). Problem-based learning
  applied to medical education. Southern
• Illinois School of Medicine Illinois.
• Mason, R (1998) Models of Online Courses. ALN
  Magazine 2 (2) http//www.aln.org/alnweb/magazine/
  vol2_issue2/Masonfinal.htm accessed 22/11/2005
• Salmon, G (2000). E-Moderating the key to
  teaching and learning on line. LondonKogan Page.
• Savin-Baden, M, (1996) Problem-based learning a
  catalyst for enabling and disablling disjunction
  prompting transitions in learner stances? Ph D
  thesis University of London. Institute of
  Education
• Savin-Baden, M (2004) Pedagogical evaluation of
  Students on-line in Nursing Integrated curricula
  (SONIC) Unpublished report.