OER MATERIALS DEVELOPMENT WORKSHOP PRESENTATION

Kamuzu Nursing College

University of Malawi30 March – 1 April 2009

SWEET DESIGNS

Use the sweet you picked from the box as a trigger to introduce yourself to the group.

FACILITATORS Christine Randell:

Has worked in distance education in South Africa and Southern Africa since 1993. She started as a Professional Development Coordinator at the South African Institute for Distance Education (SAIDE) and is now an independent education consultant. Over the years she has coordinated and facilitated numerous workshops in areas such as curriculum design, course design, learning materials development, learner support systems design and tutor development and has reviewed and evaluated diverse learning materials.

Andrew Moore: After 14 years of teaching he has spent the last 5 years working for Neil Butcher and Associates. Passionate about teaching and supporting the learning process he has been involved in numerous projects that look to uplift the quality of African education in both secondary and higher education through both improved staff capacity and the development of open education teaching resources. Andrew has Masters Degrees from the University of KwaZulu-Natal and the University of Pretoria.

Overview of workshop

Introduction to OER’s

Basics of Competency based Learning and Teaching

• Competency profile• Assessment outline

Select suitable learning resources to support

Problem Based Learning

Outline of learning resource plan

Create learning resources for use in

own context

Sample learning resource pack

Post workshop plan of action

Day OneDay Two

Day Three

WORKSHOP AIMS

Introduction to OER and OER Africa Discuss problem-based learning and teaching Agree on set of competencies for nursing

care for women in labour, delivery and postpartum

Orientation to various media to support the acquisition of practical skills

Introduction to OER adaptation techniques Prepare activity driven learning resources Compile post-workshop plan of action

The basics of competency based learning and teachingDay 1 Session 2

GETTING THE BASICS RIGHTS

What do you understand by problem based learning?

In pairs brainstorm ideas

Let’s share our ideas

PROBLEM BASED LEARNING – IDEAS FROM SELECTED SOURCES

PBL is not about problem solving per se, but rather it uses appropriate problems to increase knowledge and understanding.

ABC of learning and teaching in medicine Problem based learning

PBL starts with individual examples or problem scenarios which stimulate student learning. In so doing, students arrive at general principles and concepts which they then generalize to other situations.

AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide

PROBLEM BASED LEARNING – IDEAS FROM SELECTED SOURCES

It is helpful to think of PBL as active learning stimulated by, and focused round a clinical, community or scientific problem.

AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide

At its most fundamental level, PBL is an instructional design characterized by the use of real world problems as a context to learn critical thinking and problem solving skills while actively learning the knowledge content of the course.Albanese & Mitchell (1993) in Experience with Problem Based Learning in MBBS course at Fiji School of Medicine

Case study to show how problem-based learning can be implemented

Child - Principles of caring for a child with a cardiovascular dysfunction.

Scenario Outline

Bobby Braithwaite is a new born baby. He has Down’s syndrome. He is the first child for Steve and the third for Joanne. He was born at 42 weeks gestation weighing 3.14Kgs. At birth a heart murmur is detected. He was admitted directly to the neo-natal unit and his heart murmur worsened. He is feeding poorly and has visible pallor and breathlessness. He is transferred to the Regional cardiac unit for further management. http://www.uclan.ac.uk/health/schools/school_of_nursing/studying_in_school_of_nursing/sonic/scenarios/bobby/bobby.php

Case study to show how problem-based learning can be implemented

Example

THE PBL PROCESS1. Problem

situation, scenario

2. Hypothesis

identifying issues, clarifying learning needs

3. Resources

planning what to use

4. Reporting back

learning from study and modifying information

5. Action plan

Resolution via care/action planFrom uclan guidelines pages 3 - 4

WHAT ARE THE BENEFITS OF PROBLEM-BASED LEARNING?

If used appropriately PBL can have these benefits Relevance Identification of core Integration of curriculum Generic competences Student centred Motivation Deep approach to learning Constructivist approach to learning Prototype cases

From AMEE Medical Education Guide

WHAT ARE SOME CHALLENGES OF USING PROBLEM-BASED LEARNING?

Many staff and students are initially uncomfortable with PBL because they are used to subject-based learning. They don’t really understand and have the competences to use PBL

PBL may be time consuming for students as they have to do their own research. It may take longer to cover the same subject content

PBL assumes the students are good at problem solving. This is not always the case and some students will need to consciously develop the skill

From Implementing problem based learning in a medical setting - UCLAN

PBL ENCOURAGES POSITIVE STUDENT BEHAVIOURS Innovative in practice Challenging and creative Self reliant in ways of working Responsible and accountable in

their work Flexible to changes in demand Resourceful in methods of

working Work as change agents Able to share good practice Adaptable to professional

needs

From UCLAN guidelines

IMPLEMENTING PBL

Coherent strategy Assessment strategy Production of learning packs Staff development Orientation for students Monitoring and evaluation

ASSESSMENT STRATEGY

Innovative strategy that reflects the PBL process and incorporates:

Seen scenarios Case studies Objective structured

clinical assessment Self assessment Peer assessment

Photos from The Health Foundation

PRODUCTION OF LEARNING PACKS

Student pack Scenario description,

resources and guidelines

Facilitator pack Important learning

concepts, assessment procedures and background information

Photos from The Health Foundation

STAFF DEVELOPMENT

Staff need a good understanding of:

educational concepts underlying PBL

facilitation methods the role of the

facilitator the role of students

STAFF TRAINING AND DEVELOPMENT STRATEGY

Special workshops introducing PBL

training resources to support staff

opportunities for peer support

other forms of formal professional development

ORIENTATION FOR STUDENTS

Student learning must involve:

Activation of prior knowledge

Engagement with suitable resources

Active processing of information

Opportunities for organizing knowledge

Learning skills Teamwork

Meaningful context

Competency profileDay 1 Session 3

COMPETENCE =

Appropriate Knowledge Skills Values Attitudes

Group activity

Brainstorm competences of a midwife in Malawi. Draw a mind map for presentation.

COMPETENCE STATEMENTS

Towards an assessment outlineDay 1 Sessions 4 and 5

Read the following paragraph and then answer the questions.

Some socklings were mipping cleds into a bild. Unstrengly, the bild had a wantle in it and caddled into twerds, pumperdinking all the socklings. Wantled bilds often caddle.

1. Who were mipping cleds into a bild?2. What happened while the socklings were mipping cleds?3. Why did the bild caddle?4. What happened to the socklings when the bild caddled?

Feedback

Check your answers:1. Some socklings2. The bild caddled into twerds3. The bild had a wantle in it and wantled bilds

often caddle into twerds4. The socklings were pumperdinked

Reflection

1. What did you feel about doing the test?2. What is this test assessing?3. Did you need any prior knowledge to

succeed in the test?4. What are your reactions to this type of

assessment?

• Wanting to learn (motivation)

• Learning by doing (experiential learning, practice)

• Feedback (finding out how the learning’s going)

• Digesting (making sense of what has been learned – understanding)

Race, Phil, 1996, ‘Helping Students to Learn from Resources‘in Brown, S & Smith, B, 1996, Resource-Based Learning, London: Kogan Page

Successful learning

Four factors seem to be needed for successful learning

COMPETENCE AND ASSESSMENT Focus of assessment is on building identified

competences to improve practice The assessment strategy includes formative

and summative assessment

FORMATIVE ASSESSMENT

Happens throughout the learning process.

It is diagnostic as it provides feedback on student’s strengths and weaknesses and progress.

Shows whether student is ready for summative assessment.

SUMMATIVE ASSESSMENT …

Evidence gathered in summative assessment activities leads to making a final judgment about level of competence achieved.

Is the student sufficiently competent to progress to the next level?

SUMMATIVE OR ASSESSMENTIS IT ALWAYS CLEAR?

The primary purpose of assessment determines whether it is formative or summative notthe particular method or instrument used

INTEGRATED ASSESSMENT

Assess a number of outcomes together –’coherent chunks of learning’

Combine theory and practice

Assess across the subject within a specific field

Assess across different subjects

Use a combination of assessment methods and instruments

KnowledgeList, name, define

ComprehensionExplain, summarize, predict

ApplicationSolve, apply, modify

AnalysisHow does it apply/work?

Compare and contrast

SynthesisWhat predictions can you make based

upon …?How would you investigate and solve the

following problem?

EvaluationWhat judgment can you make

about …?Is it right to say… motivate your

answer

Bloom’s taxonomy

From: Bloom, B.S. (ed., et.al.) (1956) Taxonomy of Education Objectives: Handbook 1,Cognitive Domain. New York: David McKay Co. Inc

DETERMINING THE MIX OF ASSESSMENT AND LEARNING ACTIVITIES

In a practically oriented course, a good balance of outcomes using Blooms taxonomy would be:

20% at the knowledge level 30% at a comprehension level 50% at the application level

Freeman, R. (2004)

Levels of competence

Level 2 Level 3 Level 4

Knowledge and comprehension

60% 30% 20%

Application 30% 40% 40%

Analysis 10% 30% 40%

Example of ratios of competence for Levels in a vocational programme

ASSESSMENT CRITERIA AND RUBRICSA rubric is: a printed set of scoring guidelines

(criteria) for evaluating work (a performance or a product) and for giving feedback.

A useful way of summarizing the assessment standards in order to show students clearly what kind of competence is expected and to help lecturers to assess the competence more accurately

CRUMBS, IS IT A DELICIOUS BISCUIT?

Task Make a chocolate chip biscuit that I would like to eat

EvidenceA baked chocolate chip biscuit

CriteriaTexture, colour, number of chocolate chips, richness

Range of performance Delicious (14 – 16) Tasty (11 – 13) Edible (9 – 10) Not yet edible (0-7)[www.sdst.org/shs/library/powerpoint/rubrics.ppt]

THE BISCUIT RUBRIC

Delicious4

Tasty3

Edible 2

Not yet edible1

# chips Chips in every bite

75% chips

50% chips Less than 50% chips

texture Consistently chewy

Chewy middle, crispy edges

Crunchy Like a dog biscuit

colour Even golden brown

Brown with pale center

All brownOr all pale

Burned

richness Buttery, high fat

Medium fat

Low-fat flavor

Nonfat flavor

Checklist

Assessment Criteria: Yes No

• Contributed to discussions willingly

• Listened to others

• Waited for their / my turn to speak

• Made relevant contributions

• Made own notes

• Changed opinion based on data

• Respected the opinions of others

Observation gridParticipation in group discussion (peer and/or self assessment)

http://curriculum.pgwc.gov.za

POSSIBLE ASSESSMENT ACTIVITIES

Critical incident analysis Case study analysis Observation of practice Learning log Self test quiz Portfolio

EXAMPLE OF OVERVIEW OF ASSESSMENT ASSESSMENT TASKS

MALAWI Project 2009\WORKSHOPS\MARCH WORKSHOP\2007 01 10 OVERVIEW YEAR ONE (CR).doc

MALAWI Project 2009\WORKSHOPS\MARCH WORKSHOP\2007.01.10. Year 1 Assessment Task 2.(CR).doc

IDENTIFY AN ASSESSMENT ACTIVITY AND CRITERIA

Group activityIdentify and record an assessment activity and criteria linked to a specified competence

REFLECTION ON DAY ONE

What have we achieved today?

What new insights have you gained about the programme?

What questions are still unanswered?

Solve a puzzle

Pair activity

How many triangles do you see?

You have 5 minutes to count as many triangles as you can see. Write down the number of triangles

Overview of workshop

Introduction to OER’s

Basics of Competency based Learning and Teaching

• Competency profile• Assessment outline

Select suitable learning resources to support

Problem Based Learning

Outline of learning resource plan

Create learning resources for use in

own context

Sample learning resource pack

Post workshop plan of action

Day OneDay Two

Day Three

Refocused day two

Strategies for selecting and creating OERs Create a scenario Find suitable learning resources

First selection Describe how you intend using the resources Identify the level of adaptation necessary Critical review of proposed adaptations

Reflection of day two

Strategies for selecting and creating OERsDay 2 Session 1

OER LIFE CYCLE

SEARCH & FIND# OER Repository URL1 MIT Open Courseware http://ocw.mit.edu

2 Utah State University http://ocw.usu.edu/

3 OpenLearn (Open University - UK) http://www.open.ac.uk/openlearn/home.php

4 Connexions (Rice University) http://cnx.org/

5 MERLOT (All Licences, not only CC) http://www.merlot.org/merlot/index.htm

6 OER Commons http://www.oercommons.org/

7 Directory of Open Access Journals (DOAJ) http://www.doaj.org/

8 United Nations University (UNU) http://ocw.unu.edu/

9 Open Learning Initiative (Carnegie Melon) http://www.cmu.edu/oli/index.shtml

10 Yale University http://oyc.yale.edu/

11 webcast.berkeley (Podcasts and Webcasts) http://webcast.berkeley.edu/

OER LIFE CYCLE

COMPOSE

Link to Outcomes Language (translation, remove

colloquialisms) Pitch at your learners level Chunk information appropriately Insert into your methodology/pedagogy Contextualise materials

OER LIFE CYCLE

ADAPT

Use (Use OERs as per original) Reuse (Rework OER but remain true to its

message) Remix (Mix OER materials) Be true to copyrighted conditions of

materials

OER LIFE CYCLE

PRODUCE, DEPLOY & REFINE

Produce: Medium, (Paper vs Digital) has implications for distribution and access.

Produce: Quantity, implications for cost. Deploy: Who should have access to the

documents and when? Refine: After the first run the document

needs to be refined/revised based on ‘lessons learnt’ so that it is remains useful.

OER LIFE CYCLE

SHARE

Need to get the OER’s back to the OER community.

Others should benefit from your revisions (especially in Africa where material context is significant)

Need to advertise your ‘improvements’.

Create a scenarioDay 2 Session 2

Problem based learning – a continuum

Resource: The AMEE GuideLook at the diagram on page 133. Reflect on how you want to use scenarios

in the midwifery programme Where does your approach fit on the

continuum?

How to create a scenario

Individual ReadingRead extracts about scenarios in these resources. Make notes of the points that struck you as being important

Resources: AMEE Guide What makes a good problem scenario?Page 135 - 136

ABC of learning and teaching in medicinePBL in curriculum designPage 329

Create a scenario for your programme

Group activity1. Brainstorm ideas for a scenario in your topic2. What learning do you expect the scenario to

stimulate? (learning outcomes)3. Type the scenario for presentation to the

group4. Use the checklist on page 239 of the ABC

document to guide your scenario design

Find suitable learning resourcesDay 2 Session 3

Search and identify suitable learning resources in support of the scenario

Pair activityResources: CD, textbooks, articles

Initial scan Scan the resources and identify those that

you think can be used. Type details about the resource on the

mapping instrument in columns 1-4.

Search and identify suitable learning resources in support of the scenario

Pair activityResources: CD, textbooks, articles

Critical interrogation: Does it fit our context?

Examine the resources you listed critically. How would you use the resource? Type your ideas on the mapping instrument

in column 5. Be prepared to share your ideas with the

group

Search and identify suitable learning resources in support of the scenario

Pair activityResources: CD, textbooks, articles

Critical interrogation: Does it fit our context?

Examine the resources you listed critically. How would you use the resource? Type your ideas on the mapping instrument

in column 5. Be prepared to share your ideas with the

group

What adaptations are needed for our context?

Group activityEach group reviews one of the proposed resources and critically reflects on the kind of adaptations that may be necessary.

Record and present your ideas

Review proposed adaptationsPlenary reflection and discussion1. Are the proposed adaptations fit for our purpose?2. What is involved in making the proposed

adaptations?3. Do we have sufficient resources (expertise, time,

technical support) to make the adaptations?4. Do we need to refine our ideas about the

adaptation?

Record the agreed adaptations

1. Are any changes necessary? What changes would we make?

2. What do we like about the proposed adaptations?3. What don’t we like about the proposatat

REFLECTION ON DAY TWO

What have we achieved today?

What new insights have you gained about the programme?

What questions are still unanswered?

Icebreaker activity – day one

How good are you at communicating your ideas?

This is a pair activity One person draws a simple

object on a coloured card. Without naming the object

describe it to your partner. The partner draws what

s/he hears on a coloured card.

Compare the two drawings. What did you find?

Refocused day three

What will our problem based learning pack look like?

Create a problem based learning pack: getting started (team writing activity) Critical selection of the resources scanned on

day two Design a key assessment activity Create relevant learning activities linked to the

resources Regular reviews of team writing Post-workshop plan Evaluation of workshop

What does a learning guide look like? An example

What will our problem based learning pack look like?

Example

OER LIFE CYCLE