Experiences from online IPL «TPS-prosjektet», Norway
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1 Experiences from online IPL «TPS-prosjektet», Norway NIPNET, Kolding, Danmark 27. november 2015 Workshop presenters: Gerd Bjørke, SHUC, Sigurd Roger Nilsen, ØUC BenteKvilhaugsvik, SHUC, Synnøve Hofseth Almås, ÅUC
2 Online IPL what are the benefits? Preconditions Three university colleges Three professional health educations Geographical distances Possibilities for virtual collaboration? Project-group: Gerd Bjørke, leader Stord/Haugesund University College Bente Kvilhaugsvik Stord/Haugesund University College Sigurd Roger Nilsen Østfold University College Synnøve Hofseth Almås Ålesund University College
3 A collaborative project across geographical distances
4 Uni- or interprofessional learning? Stord/Haugesund: Faculty of health: nurse education Ålesund: Faculty of health: Nurse education Faculty of engineering: biomedical laboratory scientist education Østfold: Faculty of health: nurse-, social educator education Faculty of technology: biomedical laboratory scientist education Faculty of social sciences: child welfare -, social worker education
5 The aim of the project To try out online IPL and investigate the benefits of digital communications and the possibilties of collaborative learning across geographical distances
6 Interventions I. an advanced course on Interprofessional collaboration as training for teachers, facilitators and professionals : three cohorts 52 students in all II. a pilot of online IPL BA-students from the three colleges nurse-, biomedical laboratory scientist-, social educator students November 2015: four groups 18 students two online meetings, case analyses & discussions: what are the competences of various health professionals? what are the principles of interprofessional collaboration (or collaborative practice)?
7 Technological issues Open or closed learning platform? Our choice: An open project blog with general information about interprofessional collaboration A closed LMS for specific instructions for the course/group (Fronter), for program information, learning resources, student papers for feedback, for asynchron (forum) and syncron discussions LMS linked up between the three colleges From oral instructions to written instructions: message given, received and followed up Skype or Adobe Connect as synchron communication tool: Teachers/facilitators need adjustment, advanced students: helped by youngsters in the family, BA-students: are there straight away
8 Technological tools learning resources Workshop on digital storytelling for teachers Digital storytelling introduced in the advanced course as an assignment Video-taped interview with experts on IPE/IPC replacing lectures Video-taped lectures Video-cases as assignments, for the group to discuss and analyze
9 Advanced course on IPC: From classroom to online IPL 2013: 32 students 4 three-days classroom lessons LMS for information, for paper delivered and for feedback local groups work together in the intervals 2014: 19 students 3 two-days classroom teaching LMS for information and communication group-discussions on Adobe, 2015: 9 students 3 one-day classroom teaching for 1, introduction, 2, intermediate classroom teaching, 3, presenting final reports LMS for information and communication, groupdiscussions on Adobe
10 A pilot on IPL for BA-students The framework 18 students four groups a 5 or 4 students + a facilitator Nurse-, social educator- and biomedical laboratory science students Two online meetings + deliver a 500 words reflection note A case on a patient situation, including three professionals Teachers facilitating the group discussions Experiences Specific information needed ahead Individual contact with each student Introduction presentation online Caucious students
11 Experiences: Transfer from uniprofessional to interprofessional education Prerequisite on institutional level IPE needs institutional support champions are needed, but individual enthusiasts are not sufficient! IPE needs collaboration between institutions a broad common planning period, institutional agreement and commitment on a negotiated common program and responsibilities taken by each partner is needed IPE needs the IPE-unit of the program to be well integrated in the whole program Faculty level IPE needs faculty preparations teachers training on IPL fasilitation, and if online IPL even more specific training
12 Experiences: Transfer from classroom to online learning A stepwise change from a classroom to an online structure may arise some questions: Are the limits among us, as teachers? Are our frameworks for a teaching/learning situation «frozen» into classroom settings, into oral lectures/instructions to the students, to a set of certain teaching/learning understanding? The students seem to be more used to the digital tools than the teachers, and they solve challenges more easily. Online instructions need to be very presice! Are we prepared for this? Are we, as teachers, familiar with the technology? Are we daring enough?
13 Feedback from students Advanced course: Expectations not always met, as traditional lectures are replaced by interactivity Digital tools for studying are welcomed Online studies: possibilities for studying at your own time and pace Introduction to digital tools needed Group-presentation face-to-face preferable Pilot BA-students «I have learnt a lot about various professional groups today!»
14 Feedback from facilitators Interesting to break into new structures for teaching and learning Interesting to see students enthusiasm working with «unusual» tools Instructions need to be precise! Information and instructions need to be presented at an early stage, for the students to get an overview Introductory: a fasilitator is needed to «hold» the group as the students are all new to each other Amazing how a student-group quite soon can work on their own!
15 Questions to be discussed What are your experiences of online IPL? What are your comments to the Norwegian online IPLproject? If online IPL is the answer to the geographical challenges of a widespread structure of health and social care educations, what would be the preconditions for such a choice? Could online IPL also be an answer for building bridges across gaps between programmes within each institution?
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