Teaching at Nottingham
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Auditing current e-learning activity.
June 2, 2008
Video >> Tony Fisher: “That audit just, really, was a simple taking stock of what was going on in the school, trying to get some information from staff themselves, because however well informed the group was, it wasn’t going to know about everything that was going on.” Matthew Nilan: “People who weren’t particularly involved with …
Barriers to e-learning uptake
Video >> Tony Fisher: “I think, probably, the key issue, for me at least, would have been the fact that different parts of the school were moving at very different speeds, and consequently, we’d got pockets of innovation and pockets where e-learning wasn’t really being taken up.” Gordon Joyes: “And what we ended up discovering from …
Trigger exams: assessing decision making
April 14, 2008
Video >> Paul Crawford: “And we have innovative assessments, such as the DVD trigger examination, which I introduced with colleagues a year ago, and is evaluated really well. “If we’re going to assess students on their health communication, that’s not easy to do. You can’t really do that very easily within a school setting. So …
Storytelling and role play in developing communication skills
Video >> Interviewer: “I know it’s something that you’ve been interested in for a number of years is the role of storytelling in teaching. Could I ask you to say a few words about that?” Paul: “Yeah, a few years ago now I wrote a book, with my wife Rhiannon, Storytelling in Therapy, which was …
Engaging students in learning communication skills
Video >> Paul Crawford: “The key for me is engagement, some students, for one reason or another, might be tiredness, maybe family problems or maybe just they’ve not, sort of, keyed in. I don’t think they’re to be ignored, so I’m working at engagement even with people that might be difficult to engage with for …
Bringing research into the classroom
Video >> Paul Crawford: “In terms of health communication, I’ve worked over a number of years now to ensure that new evidence about how to communicate with patients is put before our students as well as developing too research knowledge nationally and internationally. “The key thing for me is that if we’re teaching health communication …
Using problem-based learning in your teaching – advice for colleagues
March 15, 2008
Video >> Maggi Savin-Baden: “Start by saying it isn’t particularly new, lots of people assume immediately that it is something new and it’s, you know, all symbols and bright lights, but it isn’t really. “I mean it starts with the premise that people start learning through a problem situation of some description that is related to …
Using problem-based learning to develop critical thinking skills
Video >> Paul Garrrud: “Another benefit of the structure we have of working through a case in three group meetings, and obviously they do quite a lot of thinking and research out with those group meetings, is that it gives them an appreciation and some experience of clinical reasoning. “From the patient who walks in …
What do you need in a problem-based learning room
Video >> Kate: “We’re sitting in one of the Derby PBL rooms now – what are the special features about this kind of workspace?” Jonathan Ball: “I think the key elements are the fact that it’s very Arthurian, so there’s a round table and as a facilitator you’re certainly one of the group, rather than kind …
The problem-based learning cycle
Video >> Session 1 Pete Jennings: “PBL starts with session 1 – here at GEM it’s divided into 3 sessions. So session 1, the students come together, they’re presented with a trigger text which gives them enough clues to hopefully identify questions that they might have around certain topics.” Student group working Students: “Low energy …
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