Designing an elearning space to teach about elearning - how hard can it be?

This paper supports a session given at the annual learning and teaching conference at Nottingham Trent University in April 2009. It considers the implementation of a Masters-level 30 credit module: PDEP43129 E-learning and teaching in Higher Education. Our focus here is on the design of a virtual learning space for the module. Our design is informed by the literature and reflection on our own practice. It was implemented under the auspices of the University’s VLE policy and strategy. Both the module and the learning environment in which it was implemented were new in September 2008. This posed some interesting challenges which will be explored in the paper. The module was developed in response to a perceived need for colleagues to experience, study and reflect on e-learning. Development work was supported by a CASQ secondment. We have now had one complete run through of the module (September 2008 to January 2009) and have started on the second. Together, we developed the module and are the only tutors teaching on it at this time. Much of the development work was undertaken during the academic year 2007-08, but the learning space was set up in September 2008. A unique feature of this module is that, apart from an introductory face to face session, it takes place entirely online. In this paper we discuss what we wanted to do (content and tools), how we wanted to do it (including layout and tools), the constraints that the new VLE imposed and the opportunities that it offered. We want to reflect on what people have said about the module in their evaluations and also in their formative comments in the orientation unit. We can also draw from many rich sources of primary data, both quantitative and qualitative, much of which derive from the VLE and its associated tools eg document access statistics, copies of Chat sessions, records of Discussions, and Blogs. In addition, of course, we have our own experiences and personal blogs to draw from. The guiding principle behind the learning and teaching strategy is one of construction of knowledge through discussion. The module uses the discussion forum tool in particular along with other collaborative technologies – both synchronous and asynchronous. The ethical considerations in presenting such a paper will require us to anonymised content or seek permission from participants. At the time of writing, it is still too early to draw firm conclusions though we can state now that it has been time-consuming, exciting, challenging and frustrating. We have learned a great deal from implementing the module for its first run at the same time as the launch of NOW and this paper will, we hope, inform colleagues on the generalisable aspects of the use of the learning space

Abstracts from the NIHR INVOLVE Conference 2017

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Giving permission to care for people with dementia in residential homes: learning from a realist synthesis of hearing-related communication

Abstract Background Managing hearing communication for residents living with hearing loss and dementia in long-term care settings is challenging. This paper explores how care can be effective in optimising hearing communication for residents living with dementia. We argue that the underlying notion of permission or authorisation allows care staff to do what they know will be effective in providing person-centred care that enhances hearing communication. The paper also indicates that this notion of permission can usefully be applied to other areas of care home practice. Methods To address hearing-related communication in care homes, we conducted a realist synthesis (RS). As a theory-driven approach to reviewing literature, it also uses expert opinion to understand complex health situations. Using RS, we developed a theory surrounding the management of hearing-related communication in care homes. Applying formal processes to the literature search and data extraction, the analysis uncovered relevant mechanisms and contexts to help confirm, refute or refine our understanding of how hearing communication could be improved. Results Forty-three papers were selected for the realist synthesis. The documents were analysed to construct five context-mechanism-outcome configurations (CMOCs). The CMOCs represent possible care interventions to optimise hearing-related communication in care homes for person living with dementia and hearing loss (PLWDHL). They include leadership promoting positive regard and empathy through person-centred care, communication training for staff, ‘knowing the person’ and relationship building for responsive awareness of residents’ hearing needs, maintaining and monitoring hearing communication through care planning, and managing noise in the care home environment. Conclusions Leadership that provides appropriate training and resources is likely to enhance knowledge and skills, leading to staff feeling able and equipped to respond to the hearing-related communication needs of PLWDHL. Collaboration with local hearing services is likely to raise awareness of hearing loss among care home staff. Importantly, care staff require a sense of permission from leadership, to work with knowledge and autonomy in the interest of residents living with dementia and hearing loss

Co-producing public involvement training with members of the public and research organisations in the East Midlands: creating, delivering and evaluating the lay assessor training programme

Plain english summaryMembers of the public share their views with researchers to improve health and social care research. Lay assessing is one way of doing this. This is where people, drawing upon personal and general life experience, comment on material, such as grant applications and patient information, to highlight strengths and weaknesses and to suggest improvements. This paper reports on setting up a training programme for lay assessors.Meetings were held between interested public and staff from research organisations. People discussed what lay assessing is, why they want to do it, skills and support needed and if training was wanted. They were invited to form a group to develop the training together. Training was delivered in the East Midlands. People who attended gave their thoughts about it by completing questionnaires and joining a feedback event.The group developed the structure of the training programme together and it oversaw the development of the training content by individual members. People who attended training reported feeling more confident about lay assessing. This was particularly so for those who had not done lay assessing before. They indicated how valuable it was to talk with others at the training. Our findings support the National Institute for Health Research recommendations for improving learning and development for public involvement in research.This project has created a solid base for local research organisations to work together in public involvement training. Lay assessor training is now part of a wider programme of shared resources called the Sharebank.AbstractBackground Involving members of the public in research can improve its quality and incorporate the needs and views of patients. One method for doing this is lay assessing, where members of the public are consulted to improve research materials. This paper documents the establishment of a pilot training programme for lay assessors. It describes a way of working that embodies a regional, cross-organisational approach to co-producing training with members of the public.Methods Open meetings, led by AH, were held for existing and aspiring lay assessors to define lay assessing, motivations for doing it, skills required, associated learning and development needs, and to gauge interest for training. Those who attended meetings, including members of the public and staff, were invited to form a working group to co-produce the training programme. Training was delivered in modules at two centres in the East Midlands and evaluated through participant feedback at the end of each module and at an evaluation event. Feedback was through a mix of Likert scale scoring, open text and verbal responses.Results Discussions from the open meetings informed the development of the training by the working group. Led by AH, the working group, as a whole, co-produced the structure and format of the training and oversaw training content development by individuals within the group. Training was well-received by participants. Feedback through Likert scoring (n = 14) indicated higher feelings of confidence in knowledge of relevant subject matter and in fulfilling the lay assessor role, particularly amongst those who had not done lay assessing before. Opportunities that the training afforded for interaction between participants – sharing of varied experiences and knowledge – and a ‘learn by doing’ approach was of particular value, as indicated by 10 responses to open-ended questions.Conclusions This project has created a solid foundation for collaboration between research organisations in the East Midlands in devising and delivering training in public involvement together. Our evaluation provides evidence in support of National Institute for Health Research (NIHR) recommendations on principles for learning and development for public involvement in research

Giving permission to care for people with dementia in residential homes: learning from a realistic synthesis of hearing-related communication’

BackgroundManaging hearing communication for residents living with hearing loss and dementia in long-term care settings is challenging. This paper explores how care can be effective in optimising hearing communication for residents living with dementia. We argue that the underlying notion of permission or authorisation allows care staff to do what they know will be effective in providing person-centred care that enhances hearing communication. The paper also indicates that this notion of permission can usefully be applied to other areas of care home practice.MethodsTo address hearing-related communication in care homes, we conducted a realist synthesis (RS). As a theory-driven approach to reviewing literature, it also uses expert opinion to understand complex health situations. Using RS, we developed a theory surrounding the management of hearing-related communication in care homes. Applying formal processes to the literature search and data extraction, the analysis uncovered relevant mechanisms and contexts to help confirm, refute or refine our understanding of how hearing communication could be improved.ResultsForty-three papers were selected for the realist synthesis. The documents were analysed to construct five context-mechanism-outcome configurations (CMOCs). The CMOCs represent possible care interventions to optimise hearing-related communication in care homes for person living with dementia and hearing loss (PLWDHL). They include leadership promoting positive regard and empathy through person-centred care, communication training for staff, ‘knowing the person’ and relationship building for responsive awareness of residents’ hearing needs, maintaining and monitoring hearing communication through care planning, and managing noise in the care home environment.ConclusionsLeadership that provides appropriate training and resources is likely to enhance knowledge and skills, leading to staff feeling able and equipped to respond to the hearing-related communication needs of PLWDHL. Collaboration with local hearing services is likely to raise awareness of hearing loss among care home staff. Importantly, care staff require a sense of permission from leadership, to work with knowledge and autonomy in the interest of residents living with dementia and hearing loss

Additional file 2: of Co-producing public involvement training with members of the public and research organisations in the East Midlands: creating, delivering and evaluating the lay assessor training programme

Lay assessors in research. Role summary for a lay assessor. (PDF 604 kb