Blending Interactive Web-based Instruction with Active Learning in the Classroom to Teach Communication and Collaborative Problem-solving Skills Elizabeth

Blending Interactive Web-based Instruction with Active Learning in the Classroom to Teach Communication and Collaborative Problem-solving Skills

Elizabeth Campbell Brown, Elizabeth Campbell Brown, Instructional Designer, Centre for e-LearningInstructional Designer, Centre for e-Learning

Dr. Rose Goldstein,Dr. Rose Goldstein, Vice Dean Academic, Faculty of MedicineVice Dean Academic, Faculty of Medicine

Professor Ellen B. Zweibel, Professor Ellen B. Zweibel, Faculty of LawFaculty of Law

Specific Objectives

At the end of this session, you will be able to:At the end of this session, you will be able to:

• Design your own blended-learning approach to Design your own blended-learning approach to achieve a specific learning objectiveachieve a specific learning objective

• Identify the ways that blended learning can Identify the ways that blended learning can accelerate the theory-practice transfer of accelerate the theory-practice transfer of knowledge and skills as well as the shift from knowledge and skills as well as the shift from surface to deep learningsurface to deep learning

• Identify how you can use a blended-learning Identify how you can use a blended-learning approach in your own teachingapproach in your own teaching

Background of the Project

Royal College of Physicians and Surgeons CanMeds 2000 Roles


The Royal College of Physicians and Surgeons CanMeds 2000 Roles

Defines Physician Roles:Defines Physician Roles:

• CommunicatorCommunicator

• CollaboratorCollaborator

• ManagerManager

• ProfessionalProfessional

• Health AdvocateHealth Advocate

• Medical ExpertMedical Expert

• ScholarScholar

Targeted Core Competencies

• Employ strategies Employ strategies to resolve interpersonal to resolve interpersonal difficultiesdifficulties in professional relationships in professional relationships

• Promote cooperationPromote cooperation among health-care among health-care professionalsprofessionals

• Effective Effective listening and communicationlistening and communication

• Contribute to interdisciplinary teamwork through Contribute to interdisciplinary teamwork through conflict resolutionconflict resolution

• AdvocateAdvocate effectively for change in health and effectively for change in health and social policysocial policy



Face-to-face WorkshopsFace-to-face Workshops



Face-to-face Workshops

Online ResourcesOnline Resources




Online Resources

Collaboration with the Centre for e-LearningCollaboration with the Centre for e-Learning

Collaboration with the Centre for e-Learning

Instructional Design Team

Instructional Designer Subject-matter Expert

Production Team

Programmers

Graphic Designers

Photographer

Audio-video Technicians

Actors

Pilot Testers


Blended Learning



Online Resources

Collaboration with the Centre for e-Learning

Blended learning:

Online instruction is used in conjunction Online instruction is used in conjunction

with face-to-face instruction to allow for with face-to-face instruction to allow for

more active learning in the classroom more active learning in the classroom

(role plays, simulations, etc.)(role plays, simulations, etc.)

Why We Chose Blended Learning

• Collaborative problem solving and communication skills Collaborative problem solving and communication skills mature over years of practice – unlimited access to online mature over years of practice – unlimited access to online materialsmaterials

• Skills acquisition is enhanced by reflective learning Skills acquisition is enhanced by reflective learning experiences experiences

• Active learning is the best use of limited classroom timeActive learning is the best use of limited classroom time

• Theory and course content can be taught through Theory and course content can be taught through interactive online materialsinteractive online materials

• Skills introduced in the classroom can be reinforced Skills introduced in the classroom can be reinforced through Web-based practice activities through Web-based practice activities

• The autonomy and flexibility are well suited to adult The autonomy and flexibility are well suited to adult learners – especially time pressured medical learners – especially time pressured medical professionalsprofessionals

Characteristics of the Course Design

• Research-based approachResearch-based approach

• Learner-centredLearner-centred

• Adult learnersAdult learners

• Socio-constructivist approachSocio-constructivist approach

The Web-based Modules

Design Characteristics of the Online Modules

Modular teaching with learning cycles:Modular teaching with learning cycles:• TheoryTheory

• Application ExerciseApplication Exercise

• Immediate FeedbackImmediate Feedback

Activity

Demo:Demo:

““The Difficult ConversationThe Difficult Conversation””

Small-group Activity

You are a group of professors designing a You are a group of professors designing a workshop on “Using interest analysis to workshop on “Using interest analysis to productively deal with conflict in a health-productively deal with conflict in a health-care environment.”care environment.”

The Problem

Learners:Learners:

• Can state the importance of analyzing the Can state the importance of analyzing the interests of all partiesinterests of all parties

• Have difficulty applying an interest analysis Have difficulty applying an interest analysis to the other sideto the other side

• Have difficulty thinking of options to meet Have difficulty thinking of options to meet the other side’s intereststhe other side’s interests

Targeted Learning Objective

At the end of the workshop, At the end of the workshop, the learner will be able to :the learner will be able to :

• analyze the problem from the other analyze the problem from the other person’s perspectiveperson’s perspective

• generate options that meet the interests generate options that meet the interests of all partiesof all parties

The Task

Design a blended-learning approach Design a blended-learning approach that combines:that combines:

1.1. Face-to-face contact timeFace-to-face contact time

2.2. Online resourcesOnline resources

Blended Learning

Take maximum advantage of blended Take maximum advantage of blended learning’s potential to:learning’s potential to:• Free up classroom time for active learningFree up classroom time for active learning

• Introduce theory/course content through Introduce theory/course content through Web-based practice cyclesWeb-based practice cycles

• Reinforce skills in the face-to-face through online Reinforce skills in the face-to-face through online activities that take advantage of interactive activities that take advantage of interactive multimediamultimedia

• Allow learners time for reflectionAllow learners time for reflection

• Autonomy and flexibilityAutonomy and flexibility

What We Did

In Class: East/West NegotiationIn Class: East/West Negotiation

What We Did


What We Did


What We Did

Online Activity:Online Activity:

• Learner is the facilitatorLearner is the facilitator

Case Study: “Foreign Residents Training Program”

The letter to the Dean introduces the “Foreign Residents The letter to the Dean introduces the “Foreign Residents Training Program” case study from the Faculty of Training Program” case study from the Faculty of Medicine’s Web siteMedicine’s Web site

The letter to the Dean introduces the “Foreign Residents The letter to the Dean introduces the “Foreign Residents Training Program” case study from the Faculty of Training Program” case study from the Faculty of Medicine’s Web siteMedicine’s Web site

Case Study: “Foreign Residents Training Program”

Further Reflection Exercise

Web Site Access

First Name:First Name:

Last Name:Last Name:

Email Address:Email Address:

One-minute Paper

• What insight did you gain from this What insight did you gain from this session?session?

• Do you have any other feedback for the Do you have any other feedback for the presenters?presenters?

Documents

Blending Interactive Web-based Instruction with Active Learning in the Classroom to Teach Communication and Collaborative Problem-solving Skills Elizabeth