Case Studies of Creating Reusable Inter Professional E-Learning Objects

Abstract

means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication DataInterprofessional e-learning and collaborative work : practices and technologies / Adrian Bromage ... [et al.], editors.p. cm. Includes bibliographical references and index. Summary: "This book provides relevant theoretical frameworks and the latest case driven research findings to improve understanding of interprofessional possibilities through e-learning at the level of universities, networks and organizations, teams and work groups, information systems and at the level of individuals as actors in the networked environments"--Provided by publisher. ISBN 978-1-61520-889-0 --ISBN 978-1-61520-890-6 (ebk.) 1. Internet in education. 2. Interdisciplinary approach in education. I. Bromage, Adrian, 1964-LB1044.87.I59 2010 British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library.All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher. 260Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.Chapter 21Case Studies of Creating Reusable Inter Professional E-Learning Objects Heather Wharrad University of Nottingham, UK Richard Windle University of Nottingham, UK iNtRoduCtioNWithin the context of interprofessional e-learning, this chapter will describe three case studies illustrating the use of a development and evaluation model for creation of reusable learning objects (RLOs). A range of issues around RLO design, repositories for interprofessional learning (IPL) and collaborative approaches will be discussed and some recommendations made for future research and development. The four objectives of the chapter are:• To provide a working definition of RLOs and explain the relevance and importance of the RLO approach for interprofessional learning. •To show a generalised model for the creation and evaluation of interprofessional RLOs in health and social care (HSC) and discuss the variants of this in the case studies described.

‘Our Care through Our Eyes’. Impact of a co-produced digital educational programme on nurses’ knowledge, confidence and attitudes in providing care for children and young people who have self-harmed: a mixed-methods study in the UK

“…RLOs are short, self-contained, focused ‘chunks’ of e-learning underpinned by learning theory comprising multimedia rich content, activities and self-assessment. 16 The methodology for the RLO development was produced by the Centre for Excellence in Teaching and Learning in RLOs based on the Agile development workflow 17 18 that included a validated specification, and review tools for each stage of the process (details outlined in the study protocol). 13 The final digital educational intervention consisted of three RLOs which focused on a different aspect of care that included: (1) Understanding self-harm and care pathways for CYP admitted to hospital ( http://sonet.nottingham.ac.uk/rlos/mentalhealth/octoe/knowledge/index.html ); (2) Effective communication with CYP following self-harm admission ( http://sonet.nottingham.ac.uk/rlos/mentalhealth/octoe/communication/index.html ); and (3) Assessing risk and managing safety with CYP admitted with self-harm ( http://sonet.nottingham.ac.uk/rlos/mentalhealth/octoe/risk/index.html ).…”

Teaching tools in Evidence Based Practice: evaluation of reusable learning objects (RLOs) for learning about Meta-analysis

“…The similar positive responses of the PGD and MPH students suggest that the flexibility of the utility of RLOs makes them suitable for multiprofessional learning perhaps providing support for having shared open repositories for healthcare education [ 15 ]. The framework for the design process [ 11 ] certainly caters for multiprofessional debate amongst healthcare educators around content and associated learning activities [ 21 ].…”

Prioritising topics for developing e-learning resources in healthcare curricula: A comparison between students and educators using a modified Delphi survey

“…Identifying needs and topics for RLO development in the existing curriculum is the first step in the development process [ 13 , 14 ]. This study to compare the differences between the students and their educators in prioritising the topics for RLO development.…”