Breaking barriers, building bridges and boiling the CETL

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Breaking barriers, building bridges and boiling
the CETL

• Elinor Clarke
• (Associate Director CIPeL)

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Breaking barriers, Building bridges and boiling
the CETL

• Introduction CETLS,CIPEL Creativity.
• Breaking barriers with Interprofessional
  e-learning
• Building bridges structures and design
• Boiling the CETL lots of hot water (pedagogy)
  and steam (research)
• Conclusion - Disce, doce, dilege

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Centres of excellence in teaching and learning
(CETLS)

• CETL Background
• In 2005, the Higher Education Funding Council
  England (HEFCE) invested 315Million pounds in
  Centres of teaching and excellence (CETLS)
  following a biding process, 74 Centres
  identified.
• The purpose of the CETL initiatives is to
  enhance learning and teaching activity HEA
  (2006)
• Coventry University was awarded three CETLS
  CIPeL, SIGMA and Transport product design
  (CETPD)
• The CETL vision
• vibrant, dynamic entities with a visible
  presence in their own institution(s), engaging
  directly purposively with student learning and
  serving as a catalyst for change (HEFCE, p.5)
• CETL evaluation two years on and the Interim
  evaluations are due at end of July.

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CIPeL Centre for excellence in Teaching and
Learning

• A Centre of Excellence in Teaching and Learning
  (CETL) based on a collaboration between
• The Faculty of Health and Life Sciences,
  Coventry University and The Faculty of Health
  and Wellbeing, Sheffield Hallam University.
• Each University had
• Demonstrated Excellence in T L effectiveness.
• Evidence of partnership working
• Potential Impact 4,500 students.

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Aims of CIPeL

• Develop and disseminate solutions to current
  barriers that hinder the advance and embedding of
  inter-professional learning (IPL) in health and
  social care education.
• Act as a beacon of best practice and promote
  and disseminate inter-professional e-learning
  (IPeL) nationally and internationally
• Stimulate, support and develop staffs
  inter-professional e-learning skills.
• Through research and evaluation contribute
  significantly to the development of a pedagogic
  evidence base, which will inform future
  development in IPeL.
• Provide a national and international
  inter-professional e-learning observatory and
  resource.

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e-approaches to Interprofessional Learning
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What is Interprofessional e-learning?

• The Concept of e-learning
• Learning facilitated and supported through the
  use of information and communications
  technologyit can cover a spectrum of activities
  from supported learning,
• to blended learning to learning that is
  delivered entirely online.
  (JISC, 200410)
• Interprofessional Education
• occurs when two or more professions learn with,
  from and about one another to facilitate
  collaboration in practice (CAIPE 1997)
• Possible Professionals?
• HCPs. Other opportunities???

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• What are the barriers for IPE?
• Lack of appropriate, contextualised learning
  materials
• Stereotypical, counter-productive views of other
  professions
• Professional status and power relationships
• Limited professional representation/
  under-representation (students from smaller
  professions).
• Unequal exposure to IP working on placements.
• Capacity and logistics
• Addressing the patient perspective

See CIPeL Information sheet on Breaking the
Barriers with IPeL
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• CIPeL Three stands of Activity
• Specify, design and create teaching and learning
  resources to address IPL capabilities
• IPL learning objects
• learning activities
• assessment tools
• Research, and development of pedagogic strategies
  and models related to e-approaches to IPL.
• Dissemination engagement
• internal and external stakeholders
• Includes staff development strategy/programme

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The CETL vision vibrant, dynamic entities
with a visible presence in their own institution
(s), engaging directly and purposively with
student learning and serving as a catalyst for
change (HEFCE5)
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E-approaches Learning objects have been defined
as a set of resources that can be used as
independent and reusable units through different
context and platforms (Morgado, Penalvo and Ruiz
2005) Podcasts one example Others -
suggestions
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Building Bridges structure design

• Planning, Structure and Design
• Culture differences
• Communication
• Language terminology
• Common Understandings
• Respect
• Roles
• Pedagogy
• Teams

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Building Bridges
Stake Holders Students Service Users and
carers Staff CETLS RLO Special Interest Groups
(SIG) International Sweden
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Heating the CETL
Core Team
Secondees 2 Phd students Student interns
Service users SIG Critical friends
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Boiling the CETL (hot water)

• e- approaches are thought to overcome the
  barriers to IPL By permitting and encouraging
• collaboration around e-resources
  (scenarios/activities) that specifically address
  IP Learning Outcomes.
• exploration of different philosophies/ values
  /models of practice in a safe, virtual learning
  environment
• access to professions not represented within the
  HEI.
• wider opportunities to fulfil IPL objectives than
  can be guaranteed in practice placements.
• collaborative learning enabled on/off campus and
  on placement. Overcomes logistical barriers.
• Access patients/clients authentic stories
  without the patient/client having to speak to
  students en masse

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Boiling the CETL (steam)

• Web-based patient journeys which address IP
  Learning Outcomes (CU)
• Multimedia accounts of patient/ client experience
  (SHU)
• Inter-professional action learning sets (SHU)
• Online reflection on critical incidents on
  placement (CU)
• Building on an educational framework, provided by
• Inter-professional capabilities framework (CUILU,
  2004) 16 capabilities in 4 domains Ethical
  practice, Knowledge in practice,
  Inter-professional working and Reflection

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Boiling the CETL ( hot steamy)

• Learning Objects- ambiguity in the use of the
  term
• small, reusable units of learning (Polsani
  2003, Campbell 2003)
• a unit with a learning objective, together with
  digital and independent capabilities containing
  one or a few related ideas and accessible through
  metadata to be reused in different contexts and
  platforms (Morgado et al 2005)

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Boiling Water 14 Secondments (2006/7) 5
collaborativeCIPeL Community of practiceIPeL
for all Undergraduate HCPs Service users
Carers Student InternsFE linksLearning
TechnologistsSteamCollaboration and
PartnershipCultural and Pedagogic
ChangeChallenging Institutional Process CURVE
(Equella/TLC)Creativity
Boiling the CETL in Coventry
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• Summary
• What can we learn from, with and about each
  other?
• What do we want to learn - from and with each
  other?
• What sort of bridges do we want to build?
• Will Internationalisation bridge the gap?

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• Thank you for your attention.
• Any Questions?

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References

• Elinor Clarke, Rebecca Khanna (2006) Complicated
  labour delivering Inter-professional learning
  objects.m-ICTE2006, Spain. www.formatex.org/micte2
  006
• Paul Torday Salmon Fishing in the Yemen Phoenix
• Higher Education Council for England (HEFCE)
  (2004) Centres for Excellence in Teaching and
  Learning Invitation to bid for funds. HEFCE
• Higher Education Academy (HEA) Subject Centre for
  Health Sciences and Practice

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• Links
• www.hefce.ac.uk
• www.cipel.ac.uk
• www.health.heacademy.ac.uk

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Disce, doce, dilege(Teach, learn, pay
attention)