The Utility of Disruptive Technologies in Interprofessional Education

Abstract

This chapter will consider the educational benefits and challenges of introducing e-learning objects within an interprofessional curriculum. It examines the tensions of curriculum development as content or process-driven in the context of facilitating interactive learning using blended learning strategies which combine online and face-to-face interactions. This chapter draws upon an evaluation of student and staff experiences of an interprofessional curriculum incorporating health and social care users and carers as case scenarios in a web-based simulated community, Wessex Bay, and highlights congruent and disruptive factors in negotiating transformative learning and cultural change. It draws conclusions and recommendations for informing practice in interprofessional education and suggests directions for future research to inform the substance (interprofessional case scenarios) and spaces (discussion boards, chat rooms, classroom) for collaborative learning in an interprofessional curriculum.

Optimising disruptive approaches: extending academic roles and identities in higher education

“…These three strands share synergies with the BU CEL priorities. Building on earlier work (Hutchings et al, 2010;2013a;2013b), Hutchings and Quinney (2015, p.108) recognise and explore the challenges that change agents face when researchinformed educational initiatives are 'experienced as too uncomfortable, too difficult or simply too unwelcome and therefore resisted or rejected', or where academics may be 'uncertain, unconvinced or indifferent' about educational initiatives (Hutchings et al, 2010, p.201) and have proposed strategies for negotiating the complexity of the higher education environment, with the aim of achieving optimum disruption (Hutchings et al, 2010). Whilst this model was developed in the context of a health and social care curriculum, the model is transferable to other disciplines and to university-wide settings, acknowledging that in any context there will be expected and unexpected outcomes to negotiate.…”

“…The optimal disruptions were seen as situationally driven in the study by Hutchings et al (2010) and across the sector it is common for staff to be working in an environment of continuous disruptive practices. CEL-supported incentives may encourage staff to develop their identities and extend their professional boundaries in the form of Teaching and…”

Developing Early Graders' Collaborative Skills through Group-Work, Play-Based Pedagogy

“…Collaborative skills position learners to accomplish more tasks, boost their commitment and enthusiasm, and to plunge them into brainstorming ideas that lead to innovation (Hutchings & Quinney, 2015). When early-grade learners work collaboratively, they develop the ability to acknowledge the varying perspectives of their team members, to balance competing demands, and to show a sense of dependability and trust (Hutchings & Quinney, 2015).…”

“…Collaborative skills position learners to accomplish more tasks, boost their commitment and enthusiasm, and to plunge them into brainstorming ideas that lead to innovation (Hutchings & Quinney, 2015). When early-grade learners work collaboratively, they develop the ability to acknowledge the varying perspectives of their team members, to balance competing demands, and to show a sense of dependability and trust (Hutchings & Quinney, 2015). Nonetheless, the role of a teacher in facilitating these skills' development among early-grade learners is paramount to learners' successful development of collaborative skills (Kaendler, Wiedmann, Rummel, & Spada, 2015;University of Waterloo, 2018).…”

Innovative and disruptive pedagogies in music education: A systematic review of the literature

“…This concept initially appeared to be linked to purely technological aspects (Bower & Christensen, 1995). However, authors have emerged who present new, more creative approaches and who understand disruption not only from a technological point of view but instead seek to transcend this technological dependence to focus on shared creation processes (Al-Zahrani, 2015; Anderson & McGreal, 2012; Hutchings & Wuinney, 2015).…”