Enhancing inter-professional learning within a Virtual Learning Environment

In 2004 I was awarded an Oxford Brookes University Associate Teaching Fellowship, the award provided me with the opportunity to design a project in the School of Health & Social Care to develop inter-professional learning facilitated within an eLearning environment .

The following series of pages present my application for an Associate Teaching Fellowship as part of the National Teaching Fellowship Scheme (NTFS)

Presentation at an E-learning in Health & Social Care: Theory to Practice Conference at North East Wales Institute NEWI (March 2005).

Claim for fellowship

Teaching Philosophy:

I believe my teaching philosophy to be one based on 'learning by doing' experiential learning, and learning through reflection (Kolb, 1984), which I believe to be a fundamental, component of health & social care practice.

I strongly believe in students having the opportunity to experience and explore the content of the curriculum within a supportive learning environment. The WebCT platform provides an environment in which aspects of the vocational role can explored and questioned with tutor moderation to support and steer student e-learning interactions. I encourage the use of questions to clarify understanding; this is facilitated within asynchronous communication via a discussion board, telephone and face-to-face tutorials. As a professional teaching on a vocational programme (Learning Disability Nursing) I believe it is of paramount importance for students to engage in activities to reinforce their learning experiences. Experience in an activity builds insight into how if feels to be both a provider and recipient, developing insightful practitioners.

Rationale for development of a Virtual Learning Environment (VLE) within health and social care practice:

Practitioners in the 21st century are required to develop skills in using communications and information technology. The NHS Plan(Department of Health, 2000) specifically identifies the need to be able to use electronic patient records, going along side that is the growing development of specialist organisation web sites, with many health and social care organisations developing their own web sites and web portals to disseminate information to patients and staff a like. The launch of NHS direct with it's web site and telephone support widened the need for nurses to know how to 'surf' the World Wide Web, but also identified the need to know what is worth reading and what is robust enough to inform your practice. Blair (2002) identified the often isolated working environments of learning disability nurses, and the limited access they may have due to geographical and financial boundaries, many being employed by small organisations without the capital to fund higher education, in the traditional sense. He emphasised the importance of e-learning opportunities for this small professional group as a means of communicating via networking and access to resources for continual professional development. I concluded in this light that students require developing the skills for learning within a VLE, developing the necessary skills for web searching, utilising on-line resources and communication skills to optimise their study skills via on-line learning opportunities to equip them with the necessary skills for continued professional development in an increasing technologically enhanced workplace.

Criterion for 'Rising Star' category

The following section demonstrates how I have fulfilled each of the selection criterion for the 'rising star' award category.

Over the past two years I have increased my development and integration of content and it's delivery within a VLE; namely WebCT platform. Using WebCT I began to develop a resource environment for students on the pre-registration Learning Disability Nursing programme. Learning outcomes in use of IT were integrated within the module and skills were demonstrated through engagement in the discussion and interaction in tasked activities during introduction to WebCT. I developed this environment in collaboration with the programme team, developing induction materials for both students and teaching staff which could be delivered in a taught session 'introduction to WebCT'. Discussion areas were created for each cohort, to provide an environment for peer support, moderation of this environment was minimal. Discussion areas were also developed for each module these environments were supportive to the material delivered during 'face to face' teaching activities and provided students with an area to ask questions of the module leader, to seek clarification, talk and share practice issues, achievements and keep in contact with peers, during evaluation several students commented on the development of their personal support network which arose from getting to know their peers within the VLE, they expressed that they had been able to spend time talking and getting to know each other, something they had said they were unable to do in the classroom as there was little time available. Safety was also indicated, students expressed feeling more comfortable to ask questions without feeling inhibited, and this may be due to the 'informal' manner in which many communicated within the VLE. This informality is recognised by Salmon (2000) as one of the facets of communicating within the environment. Students positively evaluated the activity, however they commented on the personal difficulties using the WebCT platform but saw it as a useful skill to develop. These evaluations were used to inform and influence the development of the e-learning component of the module in its revision before being implemented in subsequent modules.

In September 2002 I commenced my PCTHE, which afforded me the opportunity to concentrate my efforts on an action research project. During this project I concentrated my exploration of students appraisal of web materials. During the earlier development using WebCT I had observed student use of web-based materials within their learning to be predominantly restricted to browsing web sites for information with little apparent regard for the credibility of the author or the accuracy of the material presented. I wanted to identify how I could make this process a more educationally sound activity, where web browsing contributed to student learning and professional development, whilst developing IT skills.

Once again, with encouragement from my colleagues I developed a series of activities to engage the student in critical appraisal of web sites they browsed and critical appraisal of e-journal articles using CASP tools (PHRU, 2004). Following my personal reflection on the activity and reflection with teaching colleagues I carried out a student evaluation, I developed an on-line questionnaire, this was generally positively evaluated by the students, comments lead to several action points being taken forward for development in activities within subsequent modules, which were evaluated. I am always mindful of the amount of evaluation students are asked to engage in, I try and overcome 'evaluation fatigue' through ensuring the feedback is pertinent to their needs. Ongoing evaluation ensures technical; difficulties within the WebCT environment are remedied in a timely manner, feedback can be acted upon within a short space of time, personal issues can integrated into personal learning goals and feedback does not solely focus on benefiting those students following in their wake. Heightened user expectation was one of the challenges I faced as an e-moderator, expectation for a speedy response to questions and a rapid resolution to problems this is a challenge highlighted by Salmon (2000) it is part of the role of e-moderator to facilitate the establishment of communication in an appropriate manner, I introduced standards of 'netiquette' to shape the developing communication threads, which proved successful, students who breached these standards were informed of their breach and their contribution to the discussion was amended accordingly.

During these past two years, as my confidence, skill and knowledge of teaching within a VLE have increased; I have found myself providing support to colleagues across departments and across schools within the university. I provide informal mentor role to a colleague in the School of Technology, who is integrating WebCT within his course. I supported a colleague through development of WebCT within the school of health and social care; my roles included design, manage, e-moderate and facilitating a seminar group within the undergraduate research module. I have informally been approached by several colleagues for advice on 'getting started' in integration e-learning into their programme content and I have been able to discuss learning objectives, design of the WebCT environment and suitable teaching and learning activities alongside the pro's and con's of particular formative and summative assessment methods within the platform.

I am a member of the University e-learning forum (previously e-learning committee) and a member of the school Placement Learning Committee, and Practice Education Group where I ensure e-learning is incorporated into the school teaching and learning agenda.

As a committee member I have contributed to the development of the university Learning, Teaching and Assessment Strategy 2002/2005 Oxford Brookes University (2002) and the School of Health & Social Care e-learning Strategy 2003-2006 (Draft) Oxford Brookes University (2003).

I have supported colleagues in other departments within the university in being a panel member during presentations during recruitment and selection of e-learning technologist.

I utilise Boud et al (1985) to reflect in and on practice, whether that is teaching and supporting learning within the university or within my clinical practice.

Examples can be seen via the following sources: An example of my reflective approach to teaching can be seen in my development of a web site for the PCTHE, Issues In Assessment - Group B - PCTHE (2002-2003) (Turner, 2003). An example of my reflective approach to practice can be seen in my contribution to a book focusing on learning disability nursing (Turner, 2004 ).

Track record

21 I have been teaching at Oxford Brookes University since August 2000, during that time I have taught on programmes at undergraduate level, on both pre-and post registration courses. I am module leader for several undergraduate pre-registration modules and pathway leader for the post registration Specialist Community Practitioner award.

Within the learning disability nursing programme I have been module leader for several modules, this role requires a systematic approach in developing learning outcomes and designing the module content to ensure the curriculum is delivered accordingly. I am involved in delivering lecture content as well as facilitating seminars and small group work. All of the modules I lead have an e-learning component integrated within the learning outcomes. I am involved in setting and assessing both formative and summative assessment within these modules.

Outside of my programme team I have been part of the module team for a number of modules within other programmes, which are integrated within the core strand across the school of health and social care, these modules are multi-disciplinary with an inter-professional learning agenda. I have been involved in developing the e-learning component within one of these modules.

I have completed my PCTHE and developed a wide repertoire of skills and developed my knowledge and understanding of how e-learning can be successfully integrated within a higher education curriculum. I have used my skills to contribute to the development of a portal for the learning disability nursing programme and ensure 'web presence' of each of the programme specific modules, the portal is due to be launched in September 2004, as we move into semesters.

I previously referred to my committee involvements, I am a member of the Placement learning committee (PLC), my role being to coordinate placements and ensure they are of suitable quality for the learning experience, to facilitate mentor development and ensure support is available to them in role. To enhance the support role and improve inter-agency and inter-professional communication, I have negotiated with colleagues to develop a web-based portal for mentor support and provision of a single access point for mentor documentation. This is currently an outstanding action, which will be undertaken within Practice Education Group. My emphasis in this committee is to ensure that the learning experience for the student is a valuable experience and that support mechanisms complement the experience.

As a member of the Practice Education Group (PEG) my role is to contribute to the development of learning through practice, I concentrate on the quality of the learning experience and ensure that we consider systematic approach to the work we are commissioned to do by PLC. I am a member of a working party commissioned to develop a web-based resource for placement areas, providing off campus access to placement resources for both mentors and students.

As a previous member of the Mentor Action Group (MAG), a group established comprising of academic staff and service representatives, to identify and address issues which may hinder learning in practice and work together across the organisations in Oxfordshire to address and resolve the issues; I have contributed to towards development and setting of standards for the placement learning experience.