2004 04 newcastle_mle管理化的学习环境与电子学档

© 2004, School of Medical Education Development, University of Newcastle upon Tyne

Newcastle MLE Network Learning, 2004

Simon CotterillSimon Cotterill, , Gordon SkellyGordon Skelly, Tony McDonald, Tony McDonald

School of Medical Education Development, School of Medical Education Development, University of Newcastle upon TyneUniversity of Newcastle upon Tyne

Design and integration issues in developing aDesign and integration issues in developing amanaged learning environment managed learning environment which is responsive to changing which is responsive to changing

curriculum and policy requirements. curriculum and policy requirements.



Overview• Introduction / BackgroundIntroduction / Background

• Features of the MLEFeatures of the MLE

• Design and IntegrationDesign and Integration

• Changing Curriculum and Policy Changing Curriculum and Policy RequirementsRequirements

• Supporting Independent LearningSupporting Independent Learning

• Future plansFuture plans



Introduction / Background

• 8 years service delivery8 years service delivery• TLTP3-86 collaborative project -> NLETLTP3-86 collaborative project -> NLE• Regional medical school -> MLERegional medical school -> MLE

– 1,400 students1,400 students– 1,600 contributing staff1,600 contributing staff– Multiple points of entry:Multiple points of entry:

• Standard 5 year programmeStandard 5 year programme• Accelerated (4 year) programmeAccelerated (4 year) programme• Joint programme with Durham Joint programme with Durham



Features of the MLE

• CMS -> Portal CMS -> Portal Management SystemManagement System

• Outcome based e-Outcome based e-GuidesGuides

• Learning resourcesLearning resources• Library and MIS dataLibrary and MIS data• Self-assessmentSelf-assessment• Patient based scenariosPatient based scenarios• Reflective portfolioReflective portfolio

• Assessment marksAssessment marks

and feedbackand feedback• Discussion forumsDiscussion forums• Course announcementsCourse announcements• Course evaluationCourse evaluation• Timetable informationTimetable information• Curriculum mapCurriculum map



Design and Integration

Design PhilosophyDesign Philosophy• Data is only entered once !Data is only entered once !• Ease of use by non-technical admin staffEase of use by non-technical admin staff• Devolved content managementDevolved content management• Tailored contentTailored content• Using robust Open Source solutionsUsing robust Open Source solutions



Design and Integration #2

Content Management Life-cycleContent Management Life-cycle• Formatted word documentsFormatted word documents• Dissected by a ‘grinder’ XMLDissected by a ‘grinder’ XML

– StructureStructure– ContentContent– ‘‘Value-added’ features in the online curriculumValue-added’ features in the online curriculum

• Training and SupportTraining and Support

• Quality AssuranceQuality Assurance



InstitutionalMIS data

Library data

Staff andStudent data

Learning resourcesStudy guides etc.

automateddaily update

Teachers Create resources

automateddaily update

Students Download resourcesCommunicate

Learning Environment

Admin

Each type of usersees a different ‘portal’ view of the MLE data

RequestsServices

Communications

Upload resultsGather mgmt. data

Curriculumdata

‘External’ userse.g. teachers/tutors in NHS

Other data sources:-student option selection-portfolio data-assessment data

Curriculum Management



Usage / Evaluation

• Monitoring usage - informativeMonitoring usage - informative– Eg. 5,100 logins / monthEg. 5,100 logins / month– Typical student downloads 2 learning resources / Typical student downloads 2 learning resources /

sessionsession– 94% of students have used self-assessment94% of students have used self-assessment

• Responsive to student feedbackResponsive to student feedback• Focus GroupsFocus Groups• Staff-Student CommitteesStaff-Student Committees• Included in regular MBBS QA processesIncluded in regular MBBS QA processes



Responding to Changing Curriculum and Policy Requirements

Changing curriculumChanging curriculum: : – The only constant is change !The only constant is change !– Functional -> Modula -> Outcomes-based curriculumFunctional -> Modula -> Outcomes-based curriculum– NEW entry routes to the Medical programmeNEW entry routes to the Medical programme– Devolved Regional Medical SchoolDevolved Regional Medical School

Changing Professional RequirementsChanging Professional Requirements– Good Medical Practice, GMCGood Medical Practice, GMC– Tomorrow's doctors. Recommendations on Tomorrow's doctors. Recommendations on

undergraduate medical education. GMC, 2003undergraduate medical education. GMC, 2003



Responding to Changing Curriculum and Policy Requirements #2

HE Policy RequirementsHE Policy Requirements• Personal Development PlanningPersonal Development Planning

– Dearing Report, 1997Dearing Report, 1997– Guidelines for HE Progress Files. QAA, 2001.Guidelines for HE Progress Files. QAA, 2001.

• Widening ParticipationWidening Participation

• AccessibilityAccessibility– Special Educational Needs and Disability Act, Special Educational Needs and Disability Act,

2001. 2001.



Supporting Independent Learning

• Personal and Professional Development Personal and Professional Development (PPD)(PPD)

• Online formative self-assessmentOnline formative self-assessment• Access to assessment results and feedbackAccess to assessment results and feedback• Supplementary learning resourcesSupplementary learning resources• Explicit learning outcomesExplicit learning outcomes• Electronic portfolios…Electronic portfolios…



A collaborative FDTL-4 project:A collaborative FDTL-4 project:• To support a reflective approach to evidencing the To support a reflective approach to evidencing the

attainment of programme outcomes.attainment of programme outcomes.– Including outcomes that are not amenable to traditional Including outcomes that are not amenable to traditional

instruments of assessment.instruments of assessment.

• To promote the development of the To promote the development of the reflective reflective capabilitiescapabilities of medical students, giving greater of medical students, giving greater responsibility for managing their own learning and responsibility for managing their own learning and preparing for aspects of work-based and lifelong preparing for aspects of work-based and lifelong learning.learning.

• To integrate the ePortfolio into the online curricula To integrate the ePortfolio into the online curricula / MLE/ MLE

Managed Environments for Portfolio-based Managed Environments for Portfolio-based

Reflective LearningReflective Learning - Integrated Support for Evidencing Outcomes. - Integrated Support for Evidencing Outcomes.



Managed Environments for Managed Environments for Portfolio-based Reflective Learning Portfolio-based Reflective Learning

- Integrated Support for Evidencing Outcomes. - Integrated Support for Evidencing Outcomes.

Generic ePortfolio

Stand-alone

Portfolio framework

Customisation:

• Component selection

• Outcomes / skills sets

• Terminology

MBBS ePortfolio

Integrated into the VLE

Piloting in 2003/4:

• Years 1-2 diary / log-book

• Year 3 rotation in Child Health

• Year 4 placements (SSCs)

FDTL-4 Newcastle development work:



Current Research and Evaluation Studies

-Questionnaires -Questionnaires (before and after using the ePortfolio)(before and after using the ePortfolio)• change in awareness of intended learning outcomes ?change in awareness of intended learning outcomes ?• factors influencing use of the ePortfolio:factors influencing use of the ePortfolio:

- Continuing Learning Inventory (Oddi, 1986)- Continuing Learning Inventory (Oddi, 1986)- prior reflective practice- prior reflective practice- attitudes to computers in education- attitudes to computers in education- demographic data- demographic data

• attitudes and perceptions of using the electronic portfolioattitudes and perceptions of using the electronic portfolio• perception of impact of using the electronic portfolioperception of impact of using the electronic portfolio• evaluation of technical features and ‘usability’evaluation of technical features and ‘usability’

-Focus-Focus groupsgroups- Supervisors’ Questionnaire - Supervisors’ Questionnaire (random sample)(random sample)

1.1. Evaluation of an electronic portfolio to Evaluation of an electronic portfolio to facilitate reflective learning in stage 4 medical facilitate reflective learning in stage 4 medical

students during their student selected students during their student selected components.components.

Cotterill SJ, McDonald AM, Bradley P, Robinson R, Hammond GRCotterill SJ, McDonald AM, Bradley P, Robinson R, Hammond GR



Current Research and Evaluation Studies (cont.)

-Focus-Focus groupsgroups

-Questionnaire-Questionnaire

2. Evaluation of a Phase I Portfolio/Log 2. Evaluation of a Phase I Portfolio/Log Book (paper and electronic versions)Book (paper and electronic versions)..

Cotterill SJ, Sarma S, McDonald AM, Bradley PCotterill SJ, Sarma S, McDonald AM, Bradley P

3. Feasibility Study of an Electronic 3. Feasibility Study of an Electronic Portfolio to Support Faculty Contract Portfolio to Support Faculty Contract

Research Staff (CPD)Research Staff (CPD)

Cotterill SJ, Heseltine L, Drummond P, McDonald AMCotterill SJ, Heseltine L, Drummond P, McDonald AM-Piloting-Piloting

-Structured telephone interviews-Structured telephone interviews



The MLE for Medicine at Newcastle:The MLE for Medicine at Newcastle:• Integration of MLE components• Highly adaptive to changing requirements• Developed in an ‘Action Research’ like

approach• Changing emphasis

– Content delivery Interactive– Instructional Constructionist

Summary



MLE: Future Plans

TechnicalTechnical• RLOsRLOs• IVIMEDS – international virtual medical schoolIVIMEDS – international virtual medical school• InteroperabilityInteroperability• Supporting mobile devices (WAP, PDAs etc)Supporting mobile devices (WAP, PDAs etc)

Delivery and EvaluationDelivery and Evaluation• Integrated service deliveryIntegrated service delivery• Introducing more systematic evaluationIntroducing more systematic evaluation



Further InformationSchool of Medical Education

Development

http://medical.faculty.ncl.ac.uk/medev

ePortfolios

http://www.eportfolios.ac.uk

Gordon Skelly: [email protected]

Simon Cotterill: [email protected]