louise o'connor lsbu jan. 20081 learning to learn: the collaborative challenge. louise...
TRANSCRIPT
Louise O'Connor LSBU Jan. 2008
1
Learning to Learn: the Collaborative Challenge.
Louise O’ConnorLondon South Bank University
January 2008
Louise O'Connor LSBU Jan. 2008
2
“It’s all good in the end. This Unit drags you out of your comfort zone by the throat and batters you with learning.” Student quote
Louise O'Connor LSBU Jan. 2008
3
Focus of Study & Presentation Plan
First stage of two-part study
Undergraduate BA Social Work & BSc Nursing and Social Work (learning disabilities)
Focus on teaching & learning of ‘Partnership & Participation’
Background to innovations in collaborative learning / teaching and assessment
Structure of course Research project Initial findings Questions / Themes
Louise O'Connor LSBU Jan. 2008
4
Spirit of Partnership? Reform of social work education in UK Emphasis on multi-disciplinary
approaches to education & practice Social Work located within diverse
faculties (health, education, psychology, law, social policy or social sciences…)
‘Partnership working’ a prescribed curriculum area in England (DoH 2002)
Louise O'Connor LSBU Jan. 2008
5
Partnership - a dangerous liaison? (Preston-Shoot 2007:670)
Original Module & assignment
SCIE Knowledge Review (2006)
Missed opportunities for challenges / experiential learning?
06/07 Piloted group learning activity
Students + lecturer reflection & feedback on pilot and assignment
What does it mean? How can we teach this?
Louise O'Connor LSBU Jan. 2008
6
Revised Module aims: Maximise collaborative inter / intra-
professional learning Explicit emphasis on: - group work theory and skills - personal and experiential
learning Effective collaboration necessary to
achieve outcome Group & individual elements ‘Intrinsic motivation’ (Mc Dowell, 2001)
Louise O'Connor LSBU Jan. 2008
7
Learning Process & Assessment Tasks
Group task (40%) Random groups Identified self-directed
study periods Exploration of key themes
related to partnership Application to case
scenario Group presentation and
group mark
Individual Task (60%)Produce posterCriteria included : understanding of
partnership and participation analysis of anti-oppressive
aspects reflection on learning
process & group experience identification of personal
skills
Louise O'Connor LSBU Jan. 2008
8
Study – Stage 1: Key Questions
Impact of an innovative learning and assessment process?
Contribution to students’ collaborative and individual learning?
Skill and knowledge development (within and across professional boundaries).
Louise O'Connor LSBU Jan. 2008
9
Study – Stage 1: Data Two cohorts of employment based (EBR) undergraduate
social work students (social care posts, attend part-time) Mature, experienced & ethnically diverse:
EBR 06 – 17 students EBR 05 – 20 students Taught jointly – 12 week module
Stage 2 – 50 Social Work & 25 Nursing / Social Work students
(May 08)
37
Louise O'Connor LSBU Jan. 2008
10
Study – Stage 1 Questionnaires using Likert scales Focus on:
- views on personal learning
- skill development
- understanding of theory / literature
- motivation Focus Group
Louise O'Connor LSBU Jan. 2008
11
Respondents: 14 White / White British 10 Minority Ethnic 4 Ethnicity not indicated Age 25-57. (Mean 42) 18 female 8 male 1 disabled 14 indicated student group (6 – EBR 05 & 8 – EBR 06)
28 questionnaires completed
1 focus group
Louise O'Connor LSBU Jan. 2008
12
Preliminary Findings The following slides provide examples of
some of the preliminary findings. The themes & correlations identified are
tentative and will be the subject of further analysis.
Stage 2 of the project will be evaluated following delivery of the current module to both nursing and social work students. (post June 2008)
Louise O'Connor LSBU Jan. 2008
13
Views on Personal Learning‘I learn more when…’
I experience challenge or tension
I am involved in small group discussions
Louise O'Connor LSBU Jan. 2008
14
Skill development: Time management Team work Communication Negotiation Personal awareness Reflection Presentation Assertiveness Use of IT Researching literature
Group task improved skills in all areas
Range – 70-92%
Louise O'Connor LSBU Jan. 2008
15
Skill development ? Resolving conflict 31% disagreed / didn’t know
Interprofessional practice 23% disagreed; 23% didn’t know;
Working with difference 18% didn’t know
Louise O'Connor LSBU Jan. 2008
16
Interprofessional Practice?Interprofessional Practice
6 21.4 23.1 23.1
6 21.4 23.1 46.2
9 32.1 34.6 80.8
5 17.9 19.2 100.0
26 92.9 100.0
2 7.1
28 100.0
Disagree
Don't know
Agree
Strongly agree
Total
Valid
SystemMissing
Total
Frequency Percent Valid PercentCumulative
Percent
Louise O'Connor LSBU Jan. 2008
17
Interprofessional Practice?
Louise O'Connor LSBU Jan. 2008
18
Understanding of Theory / Literature:
Group dynamics* Groupwork models Partnership Participation Anti-oppressive practice* Applying theory to practice*
Group task improved skills in all areas
Range – 64 –77%
* Increase in ‘Disagree’ / ‘Don’t know’
Louise O'Connor LSBU Jan. 2008
19
Increased motivation & involvement & learning process?
Motivation to: Learn more about
topics* Participate in
collaborative learning*
Undertake individual study / tasks
Explore different perspectives
Improved motivation 70-78%
Disagreed / don’t know 14-21%
Louise O'Connor LSBU Jan. 2008
20
Motivation to participate in collaborative learning:
Louise O'Connor LSBU Jan. 2008
21
Motivation to participate in collaborative learning
participate in collaborative learning
1 3.6 3.7 3.7
4 14.3 14.8 18.5
3 10.7 11.1 29.6
15 53.6 55.6 85.2
4 14.3 14.8 100.0
27 96.4 100.0
1 3.6
28 100.0
Strongly disagree
Disagree
Don't know
Agree
Strongly agree
Total
Valid
SystemMissing
Total
Frequency Percent Valid PercentCumulative
Percent
Louise O'Connor LSBU Jan. 2008
22
Significant correlations Age is significantly correlated to score for
anti-oppressive practice (5%)
Score for ‘Participate in collaborative learning’ is highly significantly correlated to score for anti-oppressive practice (0.5%)
Ethnic group is significantly correlated to assertiveness (5%)
Louise O'Connor LSBU Jan. 2008
23
Qualitative Data Main benefits? Student quotes:
: ‘putting partnership skills into practice –
clarifying roles, challenging each other, developing shared responsibility..’
‘working with difference i.e. colleagues’ perspectives, attitudes & ways of working .. helped me to accept these and share my ideas..’
‘Learning to manage group dynamics and the complexities involved’..
‘good practice to work as a team with people you don’t know well..’
Louise O'Connor LSBU Jan. 2008
24
Qualitative data Main drawbacks? Student quotes:
‘personalities & levels of participation … although this exists in the workplace managers and supervisors are there to support the group’..’
‘not being able to complete tasks to my own agenda, timeframe..’
‘it does not always show the difficulties that occurred and the learning that took place’
Group conflict …. it got nasty and personal..
Louise O'Connor LSBU Jan. 2008
25
Focus Group Analysis in progressInitial themes: Strong emotions and behaviours
experienced in groups
Complexity of process
Learning achieved
Louise O'Connor LSBU Jan. 2008
26
Focus Group Themes:Tension, safety, control …
‘It was very difficult .. Lots of tensions, lots of ‘storming’ all the way through..
‘Two cohorts .. power dynamics going on..’
‘There was a feeling … “them and us”…’
Maybe they felt it was a safe environment .. the university .. a lot of stuff came out.. they would not have been said in workplace ..’
Louise O'Connor LSBU Jan. 2008
27
Focus Group Themes: professional boundaries / identities
'they would be disciplined for some of the things that were said…
‘work is safe because you know there is some sort of redress…’
‘in work … always difficult professionals .. [but] always someone higher managing that…’
Louise O'Connor LSBU Jan. 2008
28
Possible themes to explore, subject to further analysis:
Facilitation of groups to enhance learning and conflict resolution? – or will this prevent learning?
Greater linking of taught topics with collaborative experience of partnership in action
Relevance of identities within and across professional boundaries?
Impact of physical location on behaviour / identities?
Similarities or differences with Stage 2 data cohort ?
Louise O'Connor LSBU Jan. 2008
29
‘It’s all good in the end. This unit dragsyou out of your comfort zone by the throat and batters you with learning.’ student quote
**************Correspondence to Louise O’Connor [email protected]
Senior Lecturer in Social WorkFaculty of Health & Social Care, London South Bank
University
Learning to learn – the collaborative challenge
Louise O'Connor LSBU Jan. 2008
30
ReferencesBarr, H. Interprofessional education, Today, yesterday and tomorrow. A Review. Learning &
Teaching Support Network for Health Sciences & Practice, CAIPE.
Jackson, c. (2007) Motivating learning through innovative assessment http://www.bournemouth.ac.uk/eds/presentations/conference_2007/caroline_jackson.ppt Accessed
online 20 Jan 2008
McDowell, L. (2001) Students and innovative assessment. York: LTSN Generic Centre [available online] www.heacademy.ac.uk
Preston-Shoot, M. (2004) Responding by Degrees: Surveying the Education and Practice Landscape. Social Work Education Vol. 23, No. 6, December 2004, pp. 667–692
Race,P, Brown, S, Smith, S. (2005) 2nd Ed. 500 Tips on assessment. London: Routledge.
Taylor, I, Sharland, E, Sebba, J, Leriche, P, with Keep, A & Orr, D. (2006) The learning , teaching and assessment of partnership work in social work education. Knowledge Review 10. Social Care Institute for Excellence