Louise O'Connor LSBU Mar. 20081 Collaborative Learning in Partnership Louise O’Connor London South Bank University March 2008.

Slides:

Advertisements

Similar presentations

Resource for: Stage 1, Stage 2 mentor preparation and ongoing annual Mentor Updates. 10 Chapters: Chapter 1: Mentorship – an overview. Chapters 2 – 9:

Advertisements

A Masters in Education in eLearning The University of Hull.

School of Medicine FACULTY OF MEDICINE AND HEALTH Does interprofessional education and working have any impact on perceptions of professional identity.

Department of Hospitality, Leisure & Tourism Management Business School The Higher Education Academy Subject Network Pedagogic Research Day March 2005.

An Introduction to Teamwork

Students’ experience of the process of practice assessment; a multi-professional case study from Social work, Midwifery and Emergency Care. Tracey Proctor-Childs;

Clinical Psychologist Counselling Psychologist

Mentoring Awareness Workshop

Note: Lists provided by the Conference Board of Canada

Strengthening Foundations

Welcome The challenges of integrating service user and carer experiences into the Health and Social Care curriculum Reflections on an Open University.

Study on the outcomes of teaching and learning about ‘race’ and racism Kish Bhatti-Sinclair (Division of Social Work Studies) Claire Bailey (Division of.

Education Studies Degrees and Employability A HEFCE / ESCalate project by Julie Anderson & Helena Mitchell.

Interprofessional Education and Practice: Creating Leaders and Opportunities for Clinical Learning MODULE 1 Overview of Programme and Participants Overview.

Leadership Development Programme for Professional Service Managers Planning Workshop 4th March 2011.

BLENDED LEARNING UNIT A Centre for Excellence in Teaching and Learning (Part of the University of Hertfordshire Learning and Teaching Institute) Conclusions.

The Impact on Practice (ImP) Project: A framework to maximise the impact of continuing professional education on practice Liz Clark, Jan Draper and Shelagh.

Context Early in 2009 Edinburgh Napier University adopted a revised Employability policy of aiming ‘to create a learning environment which maximises the.

Insert date here if needed Development of the Curriculum for Dementia Education (HEDN) January 2014 HEE workshop.

Developing a Personal Development Plan

The London Metropolitan University Writing Centre: An overview of teaching and research Savita Bakhshi School of Psychology, Faculty of Life Sciences,

CPD4k Skills Competitions, CIF & PS

Critical Partnerships: Using Peer Support to Develop Skills in Writing at Masters Level Sue Forsythe Maarten Tas School of Education

Connecting Work and Academics: How Students and Employers Benefit.

Study Skills for Computing CC1H01

Is there a Doctor in the house? Then take me to your leader. Engaging medical and clinical staff in Post Graduate accredited workbased leadership development.

PEER ADVICE ON LEARNING (PAL): WHAT’S IN IT FOR ALL OF US? Debbie Witney, Faculty of Business Tatia Batsikadze, Business and Management Spot the PAL leader.

Welcome Maria Hegarty Equality Strategies Ltd. What ? Equality/Diversity Impact Assessment A series of steps you take that enable you to assess what you.

Dawne Gurbutt, Discipline Lead, Health Related Studies 11 th July 2013 Enhancing the student learning experience through Patient & Public Involvement Practice,

Oslo 27 th September 2011 Interprofessional Education at UEA Overview of IPL delivery & Lessons learnt.

Mentorship Preparation Programme Week 6 Clinical Assessment processes Queen’s University Belfast Open University University of Ulster.

DEVELOPING THE PARTNERSHIP SKILLS OF SOCIAL WORK STUDENTS MONDAY 10 TH MARCH 2008 Institute of Applied Social Studies Kathryn Farrow Joy Fillingham UB.

University of Strathclyde Faculty of Education A long history in the field of teacher education (Early Years, Primary and Secondary) and the graduate training.

Enhancing student learning through assessment: a school-wide approach Christine O'Leary, Centre for Promoting Learner Autonomy Sheffield Business School.

Louise O'Connor LSBU Jan Learning to Learn: the Collaborative Challenge. Louise O’Connor London South Bank University January 2008.

Educational Solutions for Workforce Development Unit 1: Inter-professional and Adult Learning Aim Explore the concept of inter-professional learning Provide.

Effectiveness of Competences and Competencies during Transition from Higher Education to Employment: A Case Study of Community Learning and Development.

Go Communication Team! Heather Hallett & Kay Hemming SLTs & Lisa Price OT Working in Communication Teams in Special Schools in Birmingham.

What We've Learned: How Service Prepares Individuals for Employment and Post-Secondary Education Sheila Fesko Dana Carpenter.

Aims of Workshop Introduce more effective school/University partnerships for the initial training of teachers through developing mentorship training Encourage.

Postgraduate Taught Experience Survey (PTES) 2010 Interim Results Dr Pam Wells Adviser, Evidence-Informed Practice.

Professionally Speaking : Qualitative Research and the Professions. Using action research to gauge the quality of feedback given to student teachers while.

UNIVERSITY OF HUDDERSFIELD SUPPORTING PRE-SERVICE TRAINEES ON PLACEMENT Pre-service Mentor Training 2011.

Fundamental principles in training experienced face to face (f2f) lecturers to moderate online courses Marga Navarrete Imperial College London

School Improvement Partnership Programme: Summary of interim findings March 2014.

Force Results – August 2012 Sussex Police Employee Survey 2012.

Students seizing responsibility: A revolution of collegiality Amie Speirs, Zoe Welsh, Julia Jung and Jenny Scoles Introduction: In our project Students.

Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.

Collaboration in Undergraduate Students’ Simulated Clinical Practice by Nancy McNamara MHSc (hons), BN, RCompN, CATE Rebecca Giles BSW, RSW, PGDip Ed,

Exploration of the Academic Experience of International Students Studying Project Management *Dr Reda M Lebcir, Hany Wells and Angela Bond The Business.

Kerry Cleary An evaluation of the impact of Values Based Interviewing at the OUH Values Based Conversations and wider engagement strategies.

Students as Change Agents Exploring issues of Student Engagement among On- Campus MSc Students Denise Ryder, Jonathan Doney, Nii Tackie-Yaoboi With Nadine.

1 Welcome to the Team : Tutor and Demonstrator Development Program Faculties of Science.

The Higher Education Academy - enhancing the student experience Teaching, learning and the disability agenda Yvonne Dickinson Adviser: Disability NADO.

Practice-based interprofessional peer-learning between medical and midwifery students – a pilot study Celia Woolf¹ & Adele Hamilton² ¹Institute of Health.

The single assessment process training resource SAP Care Coordinator Role 1 The single assessment process The Care Coordinator Role.

KEVIN SMITH & KIM HORTON JULY 2015 Educational research and teaching Wales.

Assessment and Learning in Practice Settings (ALPS) © Structuring observational assessment to promote learning in practice 12.

Transition Skills Self-belief. Do you have trouble believing you can perform well in situations you find difficult, for example writing an academic essay.

Copyright © May 2014, Montessori Centre International.

I ntegrating our research into BSc Diagnostic Radiography curriculum Health Sciences Research Centre 15 th December 2015 Robert Higgins, Peter Hogg, Leslie.

Today’s presentation  Background and context  Rationale  Aim and objectives  Design and method  Impact  Reflective commentary  Transferability.

Research on adults in Higher Education: Who benefits? Lesley Adshead and Anne Jamieson Birkbeck, University of London 4-6 th July 2006 Leeds.

Race for Equality – A report on the experiences of Black students in further and higher education

OUR FOCUS FOR 2011 TO 2012 The CfWI produces quality intelligence to inform better workforce planning, that improves people’s lives.

Quality Education for a Healthier Scotland Improving Practice Elaine Kwiatek, Education Projects Manager, NES.

Building Occupational Therapy students’

Introduction to Coaching Skills for Senior School Leaders

Work Integrated Learning – improving career management skills?

Presentation transcript:

Louise O'Connor LSBU Mar Collaborative Learning in Partnership Louise O’Connor London South Bank University March 2008

Louise O'Connor LSBU Mar “It’s all good in the end. This Unit drags you out of your comfort zone by the throat and batters you with learning.” Student quote

Louise O'Connor LSBU Mar Focus of Study & Workshop Plan First stage of two-part study Undergraduate BA Social Work & BSc Nursing and Social Work (learning disabilities) Focus on teaching & learning of ‘Partnership & Participation’ Overview & Background Research project Collaborative task Reflections? Initial findings Questions / Themes

Louise O'Connor LSBU Mar Partnership - a dangerous liaison? (Preston-Shoot 2007:670) Original Module & assignment (essay) Involvement in SCIE Knowledge Review (2006) Missed opportunities? 06/07 Piloted group learning activity Students + lecturer reflection & feedback on pilot and assignment What does it mean? How can we teach this?

Louise O'Connor LSBU Mar Revised Module aims: Maximise collaborative inter / intra- professional learning Explicit emphasis on: - group work theory and skills - personal and experiential learning Effective collaboration necessary to achieve outcome Group & individual elements ‘Intrinsic motivation’ (Mc Dowell, 2001)

Louise O'Connor LSBU Mar Learning Process & Assessment Tasks Group task (40%) Random groups Identified self-directed study periods Exploration of key themes related to partnership Application to case scenario Group presentation and group mark Individual Task (60%) Produce poster Criteria included : understanding of partnership and participation analysis of anti-oppressive aspects reflection on learning process & group experience identification of personal skills

Louise O'Connor LSBU Mar Study – Stage 1: Key Questions Impact of an innovative learning and assessment process? Contribution to students’ collaborative and individual learning? Skill and knowledge development (within and across professional boundaries).

Louise O'Connor LSBU Mar Workshop Small Group Task Task: 1. Introductions, name & role. 2. Plan a group presentation called ‘The Strengths and Limitations of Service User Involvement in Social Work Education’ 3. Identify 3 key areas of theory / research that will inform the presentation 4. 3 weeks to prepare; present in CCCU 31 March 5. Develop basic plan to achieve task

Louise O'Connor LSBU Mar Workshop Task Consider: How would you plan this as a group? Assume your normal ‘day job’ / roles continue. How can you collaborate? What needs to be thought about? What challenges or difficulties might arise?

Louise O'Connor LSBU Mar Reflection: Stop & Think! How did you:  share information about yourselves?  negotiate plan?  agree communication?  agree roles?  negotiate practicalities  identify possible challenges? Did everyone have a voice? Secret fantasies?

Louise O'Connor LSBU Mar Study – Stage 1: Data Two cohorts of employment based (EBR) undergraduate social work students (social care posts, attend part-time) Mature, experienced & ethnically diverse: EBR 06 – 17 students EBR 05 – 20 students Taught jointly – 12 week module Questionnaire (Likert Scales) & Focus group Stage 2 – 50 Social Work & 25 Nursing / Social Work students (May 08) 37

Louise O'Connor LSBU Mar Respondents: 14 White / White British 10 Minority Ethnic 4 Ethnicity not indicated Age (Mean 42) 18 female 8 male 1 disabled 28 questionnaires completed 1 focus group

Louise O'Connor LSBU Mar Views on Personal Learning ‘I learn more when..’(1 strongly disagree 5 Strongly agree) I experience challenge or tension I am involved in small group discussions

Louise O'Connor LSBU Mar Skill development: Time management Team work Communication Negotiation Personal awareness Reflection Presentation Assertiveness Use of IT Researching literature Group task improved skills in all areas Range – 70-92%

Louise O'Connor LSBU Mar Improve Skills in Interprofessional Practice?

Louise O'Connor LSBU Mar Understanding of Theory / Literature: Group dynamics* Groupwork models Partnership Participation Anti-oppressive practice* Applying theory to practice* Group task improved skills in all areas Range – 64 –77% * Increase in ‘Disagree’ / ‘Don’t know’

Louise O'Connor LSBU Mar Focus Group - analysis in progress Initial themes:  Strong emotions and behaviours experienced in groups  Complexity of process  Learning achieved

Louise O'Connor LSBU Mar Questions raised by Preliminary Analysis: Facilitation of groups to enhance learning and conflict resolution? – or will this prevent learning? Relevance of identities within and across professional boundaries? Impact of physical location on behaviour / identities ?

Louise O'Connor LSBU Mar Qualitative Data Main benefits? Student quotes: ‘ putting partnership skills into practice – clarifying roles, challenging each other, developing shared responsibility..’ ‘working with difference i.e. colleagues’ perspectives, attitudes & ways of working.. helped me to accept these and share my ideas..’ ‘Learning to manage group dynamics and the complexities involved’..

Louise O'Connor LSBU Mar Qualitative data Main drawbacks? Student quotes: ‘personalities & levels of participation … although this exists in the workplace managers and supervisors are there to support the group’..’ ‘not being able to complete tasks to my own agenda, timeframe..’ ‘it does not always show the difficulties that occurred and the learning that took place’ Group conflict …. it got nasty and personal..

Louise O'Connor LSBU Mar Focus Group Themes: Tension, safety, control … ‘It was very difficult.. Lots of tensions, lots of ‘storming’ all the way through.. ‘Two cohorts.. power dynamics going on..’ ‘There was a feeling … “them and us”…’ Maybe they felt it was a safe environment.. the university.. a lot of stuff came out.. they would not have been said in workplace..’

Louise O'Connor LSBU Mar Focus Group Themes: professional boundaries / identities 'they would be disciplined for some of the things that were said… ‘work is safe because you know there is some sort of redress…’ ‘in work … always difficult professionals.. [but] always someone higher managing that…’

Louise O'Connor LSBU Mar Correspondence to Louise O’Connor Senior Lecturer in Social Work Faculty of Health & Social Care, London South Bank University

Louise O'Connor LSBU Mar References Barr, H. Interprofessional education, Today, yesterday and tomorrow. A Review. Learning & Teaching Support Network for Health Sciences & Practice, CAIPE. Jackson, c. (2007) Motivating learning through innovative assessment Accessed online 20 Jan 2008 McDowell, L. (2001) Students and innovative assessment. York: LTSN Generic Centre [available online] Preston-Shoot, M. (2004) Responding by Degrees: Surveying the Education and Practice Landscape. Social Work Education Vol. 23, No. 6, December 2004, pp. 667–692 Race,P, Brown, S, Smith, S. (2005) 2 nd Ed. 500 Tips on assessment. London: Routledge. Taylor, I, Sharland, E, Sebba, J, Leriche, P, with Keep, A & Orr, D. (2006) The learning, teaching and assessment of partnership work in social work education. Knowledge Review 10. Social Care Institute for Excellence