Student Centered Learning: Demonstration of an eLearning Case Study Luann Drolc Fortune, PhD lfortune@saybrook.edu Saybrook University Elearning journeys Rzeszów, Poland October 25, 2016

Integrative Medicine & Healthcare Global shift to a wellness model In US: Encouraged by new national healthcare Departure from conventional service delivery models Refocus from treating pathology to preventive approaches Elevating wellness to a priority: Optimal human performance and experience

Instructional Demands of Integrative Medicine Additional training for healthcare professionals and medical practitioners New roles, e.g. healthcare coach, nutritionist Research: Evidence for best practices Explanatory studies: identify mechanisms Exploratory scholarship: develop frameworks Each of these requires a new way of thinking Technical training Scholarly knowledge acquisition Developing translational researchers Multi-disciplinary collaboration to draw from multiple traditions and modalities

Case Report: Saybrook College of Integrative Medicine Demonstrate the workings of an online classroom Designed for a humanistically framed pedagogy directed to adult learners Interactive presentation will include an exploration of classroom architecture and functions engagement activities and assignments to generate interactive learning expectation setting via standard assessments, procedures, and policies how the curriculum is operationalized into an electronic medium (Canvas) Summarize advantages & limitations of model for other applications & settings

Saybrook Culture: Grounded in Learner’s Self-Care • Integrative mind-body education begins with the individual student • Curriculum includes training in self-care, and cultivates self-awareness for wellness • Learners use this knowledge and experience to work within their professional communities to facilitate optimal wellness and healing for others.

Parallel linked systems: One Drive, Email, My Records, My Saybrook (library & website-catalog), My Learning

Student gateway https://my.saybrook.edu/students/Pages/default.aspx

Demonstration Classroom architecture and functions Based on template Standardized by home section and work modules Each course runs on predictable schedule Content revised each year Engagement activities and assignments constructed interactively formalized under a standard assessment system Curriculum operationalized into eLearning classroom via Canvas

Classroom Architecture Each course is based on a detailed syllabus & contains a standardized Home Module: Syllabus Videoconference information Q&A section, Announcements Links to library, admin contacts Policies & Procedures Course and program resources See MBM5600 Master Home Section: https://tcsedsystem.instructure.com/courses/11563

Syllabi Standardized to a Template Course Description (from catalog) Course Objectives Required Readings Assignments with Detailed Descriptions Triangulate with College Guidelines, Policies and Best Practices Module by Module Instructions and Spaces for Submissions and Interactions MBM5600 syllabus - See https://tcsedsystem.sharepoint.com/sites/mbmadmin/_layouts/15/WopiFrame.aspx?sourcedoc=%7B2e6b248c-909f-4349-be93-c1c532b38b94%7D&action=default

Classroom Functions Each module: Overview: objectives, readings, assignments, resources Assembled weekly or bi-weekly Discussion forums, content-based with choices Engagement Activities: Writings: Essays, Papers, Logs Videoconference Agendas Recordings Posters

Visit a Canvas Classroom https://tcsedsystem.instructure.com/courses/11830 MBM5540 Master

Assignments as Engagement Activities Academic Research Paper: Consistent academic standards, e.g. taxonomy, APA format & style, critical thinking, scholarly flow Reflection Paper:  Shorter paper, often a case report Skill Development Posts: Written assignments that demonstrate knowledge base or skill mastery Videoconference Calls: Agenda to support Module content, include student presentations Log/Evaluation Entries: e.g., Coaching, Biofeedback, Hypnosis, and Somatics Practice Content mastery: Quizzes, exams Discussion Questions: Peer engagement with content Refer to online syllabus template at https://tcsedsystem.sharepoint.com/sites/mbmadmin/_layouts/15/WopiFrame.aspx?sourcedoc=%7BD421AB30-363C-4ED4-8968-CFF7C73584F8%7D&file=CIMHSCourseSyllabusTemplateV.9.docx&action=default

Discussion Forums: Learning through Peer-Interaction Discussion Questions: Short expository essays (250-350 words) One or two per module based on content Choices of multiple questions Required replies constructed to establish a conversation thread based on question Standards set for grading points assignment: accurate, well cited, clear, advances conversation Faculty are to summarize the themes generated See MBM5600 master at https://tcsedsystem.instructure.com/courses/11563

Curriculum to Operationalization Program development & course mapping Course development: objectives, resources, interactive assignments, current and relevant resources, expert facilitator Review by faculty/student committee Creation of online course master Assessment by students & faculty: revisions Curriculum to Operationalization Courses develop from program sequence and competencies All new & revised courses begin with a concept developed by leaders & content expert All course content begins in detailed syllabus & supplements designed for online learning All syllabi are vetted by program directors and Academic Review Committee (faculty & students) Finalized syllabus are converted to online “masters” and then recopied for each live course

Advantages and Limitations Most of course work can be done from a distance on learner’s schedule Allows multiple content-expert instructors to share their practice expertise Course materials & classroom pre- established Familiarity promotes efficiency Optimizes learning through andragogy Reduced face-to-face contact Added expense of traveling to residential conferences Demanding pace for students and faculty with few breaks Requires advanced technology and specialized instructional expertise Reduces flexibility and spontaneity in the classroom

Other Applications and Settings Ideal for emerging fields relying on practice-driven expertise Well suited to geographic, global distribution of learners and faculty Provides opportunities for articulation agreements and institutional collaboration More appropriate for mature adult learners who are self- motivated and disciplined Better matched to didactic knowledge demanding strong writing skills and executions

Questions? Luann Drolc Fortune, PhD Saybrook University College of Integrative Medicine and Health Sciences lfortune@saybrook.edu