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Authentic World Learning Environments

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eugene
33 diapositives · 510 Views · Oct 05, 2014

Authentic World Learning Environments. Norman Woolley Principal Lecturer, University of Glamorgan CEO & Technical Director, Authentic World Ltd Learning & Teaching Consultant, Higher Education Academy Health Sciences and Practice.

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Authentic World Learning Environments
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  1. Authentic World Learning Environments Norman Woolley Principal Lecturer, University of Glamorgan CEO & Technical Director, Authentic World Ltd Learning & Teaching Consultant, Higher Education Academy Health Sciences and Practice

  2. Some of the compounding factors (from a HE and practice perspective)…

  3. Some time ago I inspected a child’s drawing of ‘Silent night; Holy night’. As well as the traditional complement of holy family, wise men, shepherds, oxen and asses, there was also a cheerful, stout fellow in a brown jerkin gazing benignly into the crib. ‘Who is that?’ we asked. ‘Round John Virgin’, said the artist. Excerpt from ‘The Irrelevance of the Curriculum’ (Midwinter, 1972, p.278)

  4. Professional Language • von Glaserfeld (1987) argued that words are not containers of meaning. • Within higher education and professional nursing practice if we continue to assume that students & inexperienced practitioners understand our professional language we risk the generation and propagation of misconceptions.

  5. Typical methods employed in HE for the teaching of medication dosage calculation skills

  6. Typical word based formulae used in HE VOLUME DISPENSED DOSE CONTAINED IN PRESCRIBED DOSE VOLUME TO BE ADMINISTERED x = DISPENSED DOSE VOLUME DISPENSED DOSE CONTAINED IN x PRESCRIBED DOSE VOLUME TO BE ADMINISTERED = DISPENSED DOSE

  7. Well no it’s not OK. I haven’t got a clue how she worked it out… but I don’t want to look stupid by asking how she did it. We need Aminophylline 200 milligrams… it comes as 250 milligrams in 10 ml. Therefore we need to give 8 ml… OK Problematisation vs Proceduralisation Given the demands and pace of professional practice, professionals learn to use routinised practices devoid of problematisation (Eraut 1994)

  8. Failure to accommodate for a range of Cognitive Learning Styles in Mathematics

  9. 1 2 3 4 5 6 7 8 9 What is the sum of these numbers?

  10. 1+2+3+4+5+6+7+8+9 = 45 Inchworm strategy (recipe in nature)

  11. Grasshopper style (Sees ‘the whole’ and is able to regroup numbers in 10s)

  12. Medication Dosage Calculation Skills Online An Authentic World Solution? http://www.authenticworld.co.uk/awonline/mdcs/

  13. Authentic World Learning Distinguishing Features • Exposure to real world artefacts and problems • Scaffolded instruction • High quality media • Interactive learning • Worked examples • Authentic assessment • Diagnostic learner feedback

  14. Real world artefacts and problems presentation of problems as they exist in real world environments

  15. Scaffolded Instruction the systematic sequencing of content and tasks to support and optimize learning

  16. Interactive Learning to encourage active learner engagement with the content using a range of techniques

  17. Worked Examples step-by-step walk-throughs of the entire problem solving and calculation processes to aid understanding

  18. Diagnostic Feedback comprehensive evaluation of performance to identify and help remedy any calculation errors or provide positive reinforcement of abilities

  19. Authentic Assessment Process • Identify and extract appropriate information off prescription charts and medication labels

  20. Authentic Assessment Process • Orientate this numerical information appropriately in a selected equation form

  21. Authentic Assessment Process • Calculate the appropriate quantity of medication to be administered / rate of IV solution to be delivered • Select an appropriately sized vehicle for administration

  22. Authentic Assessment Process • Accurately draw up or dispense the quantity of medication to be administered / accurately set a volumetric pump or manually adjust a drop rate control mechanism

  23. Current Research Cardiff University Case Western Reserve University, Cleveland, Ohio Pre-test TCSM Didactic transmission Paper-based assessments Pre-test TCSM MDCS Online Authentic Diagnostic Assessment Pre-test TCSM MDCS Online Authentic Diagnostic Assessment

  24. Numeracy Pre-Test

  25. Numeracy Pre-Test

  26. Numeracy Pre-Test

  27. Preliminary Analysis

  28. Medication Dosage Calculation Skills Online • 2 hour lab-based introduction • 8 weeks self-paced exposure to learning environment

  29. Authentic Diagnostic Assessment • 100-point assessment • Tablets & capsules; liquid medicines; injections; IVIs • All levels of complexity

  30. Comparative Analysis

  31. Branch Specific Programme Online Assessment Domain Domain Level Level