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Simon Cotterill , Gordon Skelly , Tony McDonald School of Medical Education Development, University of Newcastle upon

Design and integration issues in developing a managed learning environment which is responsive to changing curriculum and policy requirements. . Simon Cotterill , Gordon Skelly , Tony McDonald School of Medical Education Development, University of Newcastle upon Tyne. Overview.

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Simon Cotterill , Gordon Skelly , Tony McDonald School of Medical Education Development, University of Newcastle upon

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  1. Design and integration issues in developing a managed learning environment which is responsive to changing curriculum and policy requirements. Simon Cotterill, Gordon Skelly, Tony McDonald School of Medical Education Development, University of Newcastle upon Tyne

  2. Overview • Introduction / Background • Features of the MLE • Design and Integration • Changing Curriculum and Policy Requirements • Supporting Independent Learning • Future plans

  3. Introduction / Background • 8 years service delivery • TLTP3-86 collaborative project -> NLE • Regional medical school -> MLE • 1,400 students • 1,600 contributing staff • Multiple points of entry: • Standard 5 year programme • Accelerated (4 year) programme • Joint programme with Durham

  4. Features of the MLE • CMS -> Portal Management System • Outcome based e-Guides • Learning resources • Library and MIS data • Self-assessment • Patient based scenarios • Reflective portfolio • Assessment marks • and feedback • Discussion forums • Course announcements • Course evaluation • Timetable information • Curriculum map

  5. Design and Integration • Design Philosophy • Data is only entered once ! • Ease of use by non-technical admin staff • Devolved content management • Tailored content • Using robust Open Source solutions

  6. Design and Integration #2 • Content Management Life-cycle • Formatted word documents • Dissected by a ‘grinder’ XML • Structure • Content • ‘Value-added’ features in the online curriculum • Training and Support • Quality Assurance

  7. Learning resources Study guides etc. Students Download resources Communicate Curriculum Management Communications Teachers Create resources Requests Services Admin Upload results Gather mgmt. data Learning Environment Each type of user sees a different ‘portal’ view of the MLE data Staff and Student data Curriculum data Other data sources: -student option selection -portfolio data -assessment data ‘External’ users e.g. teachers/tutors in NHS automated daily update automated daily update Institutional MIS data Library data

  8. Usage / Evaluation • Monitoring usage - informative • Eg. 5,100 logins / month • Typical student downloads 2 learning resources / session • 94% of students have used self-assessment • Responsive to student feedback • Focus Groups • Staff-Student Committees • Included in regular MBBS QA processes

  9. Responding to Changing Curriculum and Policy Requirements • Changing curriculum: • The only constant is change ! • Functional -> Modula -> Outcomes-based curriculum • NEW entry routes to the Medical programme • Devolved Regional Medical School • Changing Professional Requirements • Good Medical Practice, GMC • Tomorrow's doctors. Recommendations on undergraduate medical education. GMC, 2003

  10. Responding to Changing Curriculum and Policy Requirements #2 • HE Policy Requirements • Personal Development Planning • Dearing Report, 1997 • Guidelines for HE Progress Files. QAA, 2001. • Widening Participation • Accessibility • Special Educational Needs and Disability Act, 2001.

  11. Supporting Independent Learning • Personal and Professional Development (PPD) • Online formative self-assessment • Access to assessment results and feedback • Supplementary learning resources • Explicit learning outcomes • Electronic portfolios…

  12. Managed Environments for Portfolio-based Reflective Learning- Integrated Support for Evidencing Outcomes.  • A collaborative FDTL-4 project: • To support a reflective approach to evidencing the attainment of programme outcomes. • Including outcomes that are not amenable to traditional instruments of assessment. • To promote the development of the reflective capabilities of medical students, giving greater responsibility for managing their own learning and preparing for aspects of work-based and lifelong learning. • To integrate the ePortfolio into the online curricula / MLE

  13. Managed Environments for Portfolio-based Reflective Learning - Integrated Support for Evidencing Outcomes.  FDTL-4 Newcastle development work: • Generic ePortfolio • Stand-alone • Portfolio framework • Customisation: • Component selection • Outcomes / skills sets • Terminology • MBBS ePortfolio • Integrated into the VLE • Piloting in 2003/4: • Years 1-2 diary / log-book • Year 3 rotation in Child Health • Year 4 placements (SSCs)

  14. Current Research and Evaluation Studies • -Questionnaires (before and after using the ePortfolio) • change in awareness of intended learning outcomes ? • factors influencing use of the ePortfolio: • - Continuing Learning Inventory (Oddi, 1986) • - prior reflective practice • - attitudes to computers in education • - demographic data • attitudes and perceptions of using the electronic portfolio • perception of impact of using the electronic portfolio • evaluation of technical features and ‘usability’ • -Focusgroups • - Supervisors’ Questionnaire (random sample) • Evaluation of an electronic portfolio to facilitate reflective learning in stage 4 medical students during their student selected components. • Cotterill SJ, McDonald AM, Bradley P, Robinson R, Hammond GR

  15. Current Research and Evaluation Studies (cont.) • -Focusgroups • -Questionnaire • 2. Evaluation of a Phase I Portfolio/Log Book (paper and electronic versions). • Cotterill SJ, Sarma S, McDonald AM, Bradley P 3. Feasibility Study of an Electronic Portfolio to Support Faculty Contract Research Staff (CPD) Cotterill SJ, Heseltine L, Drummond P, McDonald AM -Piloting -Structured telephone interviews

  16. Summary • The MLE for Medicine at Newcastle: • Integration of MLE components • Highly adaptive to changing requirements • Developed in an ‘Action Research’ like approach • Changing emphasis • Content delivery Interactive • Instructional Constructionist

  17. MLE: Future Plans • Technical • RLOs • IVIMEDS – international virtual medical school • Interoperability • Supporting mobile devices (WAP, PDAs etc) • Delivery and Evaluation • Integrated service delivery • Introducing more systematic evaluation

  18. Further Information • School of Medical Education Development • http://medical.faculty.ncl.ac.uk/medev • ePortfolios • http://www.eportfolios.ac.uk • Gordon Skelly: Gordon.Skelly@ncl.ac.uk • Simon Cotterill: S.J.Cotterill@ncl.ac.uk

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