AAAARRRRGH!!!!!!

Ok ppl, we have a few more days to go. This post is more of a venting space regarding implementation. I would have really, really, really loved to have implemented or at least tried out the tool in the time we've had with this project....but SERIOUSLY WHERE IS THE TIME?????? I was all gungho about getting a few students to try it out and see what they think, but in retrospect, this was a very idealistic mindset to have had.

I think, just like so many other good ideas, it's going to take time and investment of resources (human and technology) to get this going. So I guess all I have to do is ensure that WHEN this is presented to the Undergraduate Program Committee in our Division, no one can say "lack of planning has constituted an emergency on my part"

Ok, venting done, now to invest in the implementation (at least in theory) before executing the evaluation!

Oh, here's a clue to the tool: "It's previous name had the first part of the name of a warm, coffee drink"

Delving into the development

Ok, so it's mostly downhill from here. Just two more weeks to go and then the finished product should be there for all to see!

Just a quick recap.....
I am using the ADDIE model to facilitate the process of introducing e-learning into the 3rd year curriculum in a formalised manner. The ultimate goal is for the current PBL module, i.e. Applied Physiotherapy, to build on the constructivist and collaborative learning environment already created and use the e-learning tool to allow for a clearer understanding of the cognitive processes involved in developing learning materials.

So, how is this going to be developed in a very full curriculum, one in which students are already struggling to adapt to the shift from didactic lecture-based learning environments, to a PBL environment?

As I see it, the issues which need to be addressed are:

1. Who is involved? (all stakeholders)
2. What content is included?
3. Where does this fit into the curriculum?
4. What is the roll-out plan?
5. How is this going to be assessed?
6. What is it going to cost?

I've been struggling with this step, as what I've seen in my reading is not as helpful as the literature has been on the other steps of the ADDIE model. The articles all seem to describe this component almost in a basic "business plan" type of language. Something like, 'this is done by so-and-so, using that to do this which costs that for this or that purpose.'

My biggest challenge right now, is how to present this proposal for an e-learning tool............. Maybe I should just use the tool to put the entire ADDIE process to those who need to see it? Now to get them to put the necessary software onto their pc's so that they can all be amazed at how simple e-learning can really be :)

De-mystifying the Design

After a really heavy week at home and at work, I've finally had some time to reflect on the Design aspect of the ADDIE process. I have come to the conclusion that the incorporation of an e-learning component into the curriculum requires us to use both the theories of teaching and learning along with the prinicples of change management. It has been a really enlightening experience to realise that so many of the modules we have already completed in the MPhil program are finally being incorporated into one, aptly dubbed (I think), T & L tool which can be seen as the way of the future. So, in de-mystifying the design, it is necessary to include all stakeholders, adopt an Appreciative Inquiry approach in the change management plan to the constructivist pedagogy of the PBL module into which the e-learning tool will be integrated into the curriculum!
LOL, that was a mouthfull, even for me!
I think I'll stop there before I hurt a brain cell :)

Addressing the Analysis.....

Ok, so I think I've come up with my 'A' in the ADDIE-of-it-all.....or at least what I'm able to do in the time we have available.

In order to incorporate an e-learning component into the Physiotherapy curriculum, it is necessary to firstly analyze the who, what and why of the proposed endeavour. The 'who' involved are the staff and 3rd year students within the Physiotherapy program at Stellenbosch University. The 'what' concerns the APT and/or CPT modules incorporating the use of an e-learning tool in a PBL format. They 'why' relates to the fact that PBL has been reported to encourage the use of self-directed, deep level processing in understanding the work (Moust, Bouhuijs & Schmidt, 2007). This is not however clearly demonstrated in the feedback from students currently enrolled in the module.
The initial analysis of the situation yielded the following challenges:

• 3rd year students are in a transition phase from didactic lecture-style instructional approach to a PBL instructional approach and clinical/practical learning
• Students have begun to understand the importance of group work, but still struggle to adapt to the new level of responsibility required with self-directed learning.
• The possible difficulties that students are having in this transition phase can result in extra resistance to a completely foreign instructional tool in an e-learning module/component.
• Staff members may be resistant to the resources (time and personnel) needed for the new tool to be implemented within the program.

Further analysis of these challenges has lead to these possible solutions:

• Incorporate the style of the APT module with the learning in the clinical area.
• Keep the group work rationale, while encouraging deep level processing from each
  individual in order to produce the final product.
• Use a learning tool that is not completely foreign in terms of current technological capabilities and what the students are used to, i.e. MS Office, e-mails and basic internet researching.
• Staff members might be less resistant to the resource requirements once they are informed of the benefits of a simple, easy-to-use tool which could solve the currently conceived problem relating to the students' engagement with learning material.

These challenges have illuminated the necessity for literature confirming the assumptions and for guiding the way forward.

To effectively introduce e-learning into any curriculum, an understanding that e-learning is simply a means of using technology to meet society's learning needs (Cohen & Nycz, 2006). This statement implies that there is a need from students for academic staff to adapt their methods of instruction. This has been found to be true in Physiotherapy courses elsewhere (Willett, 2004).
Problem-based learning has been used in a hybrid format in the Physiotherapy curriculum at Stellenbosch University since 2007. The APT module requires an increased level of student responsibility for their own learning as they address clinical problems in small groups in order to generate their own learning outcomes and materials. Currently, the level of interaction that the students have with technology within the module are directly linked to the research they are required to do in order to source their learning materials and specifically in assessment via
multiple-choice questions via the WebCT program. Using e-learning together with PBL has been found to have a positive impact on students learning outcomes (Taradi, Taradi, Radic & Pokrajac, 2004). Students have also had a reported high satisfaction rate and usage rate of e-learning tools in PBL programs implemented in medical schools (Gurpinar, Zayim, Ozenci & Alimoglu, 2009).

Ultimately, students and staff alike have found that e-learning enhances both teaching and learning (Rulz, Mintzer & Lelplzg, 2006) and though neither are expected to abandon classroom or group work learning environments, both groups can benefit from exploring the possibility of the benefits within Physiotherapy (Willett, 2004).

So here we go.....Time to De-mystify the DESIGN :)

Putting the "P" in PBL

So as with most of my assignments I'm once again using our hybrid-PBL module as my playground for this module assignment. As I'm already doing my thesis on the module, I've found a number of problems/areas that could be addressed to make the module more user-friendly. The issue I'm faced with though is that the majority of our staff-compliment are fairly resistant (to put it lightly) to any form of E-learning....maybe as a result of the fear of the unknown.

So now, in analyzing my proposed topic, I've come to a few conclusions:

1. This needs to be done on a VERY small scale to make the introduction of e-learning as problem-free as possible.
2. This cannot be initially implemented directly into the PBL module due to time and resource limitations.
3. A much smaller group of students (than the 30 enrolled in the module) will have to be part of the initial project.
4. Initial literature searches support using multi-media in PBL for improved/increased transferrability of learning, this means that I'll need to summarize this literature in order to make a presentation to staff and students to sell them on the idea.

So, that's where I am right now on putting the "P" or problems into perspective in terms of using a PBL format for my e-learning experience.

The journey continues......

Li

mE-Learning????

Ok, so what now? I'm knee deep in work, the results chapter of my thesis and now we need to start applying our minds to the E-learning module! I honestly don't know how I'm going to do it! Firstly, there's going to have to be quite a bit of reading and re-reading of the contact week "notes" just to remind myself of what exactly this ADDIE model is....cause honestly, I'm clueless right now.

On the plus side, I actually kinda know what it is that I'm going to do for my e-Learning module! So, hopefully, at the end of these four weeks, I can say....E-learning = mE-learning!