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Before we start…….

Before we start……. Do not logon to the computer. Turn off your mobile phone. University of York. Department of Health Sciences. Computer Skills PBL E-learning Scenarios By Ian Cole Lecturer in C&IT. The I.T. Programme. Session 1.2: Introduction to Windows 2000. Session 1.4:

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Before we start…….

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  1. Before we start……. Do not logon to the computer. Turn off your mobile phone.

  2. University of York Department of Health Sciences Computer Skills PBL E-learning Scenarios By Ian Cole Lecturer in C&IT

  3. The I.T. Programme • Session 1.2: • Introduction to Windows 2000. • Session 1.4: • Network Info, Internet & E-mail. • Session 1.5: • Academic Word Processing. • Session 1.7: • Intro to Databases & Downloading Software. • Session 1.12: • Using Info Resources 1: Finding Books & Journals • Session 1:13 & 1.14: • Using Info Resources 2: Intro to Electronic Resources. • Using Info Resources 3: Effective Database Searching. • Session 1.15:Last Session • Computer Competency Tasks. • Session 1.31: This Session • Computer Skills Review (PBL). • Session 1.33: • PowerPoint & Presentation Skills. Make a note: This is presentation 15

  4. Session Plan • Problem Based Learning. • SONIC Project Evaluation. • SONIC Scenarios & Resources . • Student Group work. • Decide Group dynamics. • Communication outside of session. • Examine a SONIC scenario. • Explore the problems and answer questions • Group Presentation next time

  5. Problem Based Learning. PBLMethodology Problem based learning has several distinct characteristics which may be identified and utilised in designing a PBL curriculum. These are: • Reliance on problems to drive the curriculum - the problems do not test skills; they assist in development of the skills themselves. • The problems are truly ill-structured - there is not meant to be one solution, and as new information is gathered in a reiterative process, perception of the problem, and thus the solution, changes. • Students solve the problems - teachers are facilitators. • Students are only given guidelines for how to approach problems - there is no one formula for students to approache the problem. • Authentic, performance based assessment - is a seamless part and end of the instruction. (We will NOT be assessing the presentations) (Adapted from Stepien, W.J. and Gallagher, S.A. 1993. "Problem-based Learning: As Authentic as it Gets." Educational Leadership. 50(7) 25-8 and Barrows, H. (1985) Designing a Problem Based Curriculum for the Pre-Clinical Years.

  6. Problem Based Learning. Problem Based Learning assists students to solve problems by the process of continually encountering the type of ill-structured problems confronted by practicing health professionals. As with information literacy, PBL develops students can: • Clearly define a problem • Develop alternative hypotheses • Access, evaluate, and utilise data from a variety of sources • Alter hypotheses given new information • Develop clearly stated solutions that fit the problem and its inherent conditions, based upon information and clearly explicated reasoning Students who acquire PBL skills are well prepared for situations which rarely have a supervisor who has time, inclination, or knowledge to tell the worker what to do. They are also well prepared for the explosion of knowledge which fills the world today.

  7. Aims of PBL The aims of PBL are to develop the students' competency in a number of skills which will be important in their professional life: • Problem-solving • Self-directed learning • Small group learning • Critical thinking skills • Integration of different parts of the curriculum

  8. PBL – the Process PROBLEM situation, scenario HYPOTHESIS identifying issues, clarifying learning needs RESOURCES planning what to use REPORTING BACK learning from study and modifying information ACTION PLAN resolution via care/action plan Problem Based Learning.

  9. PBL Web Resources • http://meds.queensu.ca/medicine/pbl/pblhome.htm • http://score.rims.k12.ca.us/problearn.html • http://omni.ac.uk/browse/mesh/C0243013L0285096.html • http://pbl.cqu.edu.au/content/online_resources.htm • http://www.uclan.ac.uk/facs/health/nursing/sonic/PBL.htm • http://www.heacademy.ac.uk/709.htm

  10. Sonic Project Evaluation • The aim of the project is to develop and evaluate web-based resource-enriched scenarios that encourage independent learning and student enquiry within facilitated small groups, using problem-based learning (PBL). • You will be evaluating SONIC via completion of the student workbook and feedback in your presentations. • Overview of student workbook • Questions before using SONIC (page 4) • Jottings each time you use SONIC (max 5) • SONIC Evaluation after presentations (page 12) • All workbooks back to me.

  11. SONIC Scenarios & Resources • 5 Scenarios • 2 Adult • 1 Learning Disabilities • 1 Child • 1 Mental Health • 1 group will explore each scenario. • Start with an outline. • Form Questions. • Explore Resources. • Present the scenario (next session).

  12. Student Groupwork. • Student groupwork – form 5 teams. • Explore your Scenario. • (on your own and with the group). • Form an action plan for the presentation. • Who’s doing what • Who's researching which bit of the presentation. • Communication methods • Meet F2F / E-mail / Use Discussion Board • Contact me with any difficulties by 31st Jan

  13. Presentation tips • If people are working on parts of the presentation collate it into one PowerPoint file. • Keep what you say simple – remember who your audience are. • Rehearse & time the presentation. • Don’t Panic!!!!

  14. Needed for next time • A 15 minute group presentation with 5 minute Q&A (20 mins total). • The presentation should include: • A Patient / Client history. • The answers to questions raised. • Conclusions / Action Plan. • Everyone's completed SONIC student workbook.

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