geraldine o'neill
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• MakinganImpactonStudents’LifelongLearning:RoleoftheCurriculumDr. GeraldineO’Neill,EducationDeveloper,NationalForumfortheEnhancementofTeachingandLearning,Ireland
• AdvancingPhysiotherapy:TheclientintheircontextBhanu Ramaswamy,IndependentPhysiotherapyConsultant,SheffieldHallamUniversity
• Howisyourorganisationalcultureandtheworkingenvironmentcontributingtomakinganimpact?ProfessorRobertMcSherry,ProfessorofNursingandPracticeDevelopment,Teeside University
• TheImpactofPhysiotherapyinCanadaMichaelBrennan,ChiefExecutive,CanadianPhysiotherapyAssociation
AssociateProfessor,GeraldineO’Neillgeraldine.oneill@teachingandlearning.ie11-12th November,2016.ER-WCPT,Liverpool
NationalForumfortheEnhancementofTeachingandLearninginHigherEducation
FraserandBosanquet (2006)highlightedthatstaffworkinginhighereducationhaveverydifferentunderstandingsoftheterm‘curriculum’
FraserandBosanquet (2006)
Product Thestructureandcontentofaunit(subject)
Thestructureandcontentofaprogramme ofstudy
Process Thestudents’experienceoflearning
Adynamicandinteractiveprocessofteachingandlearning
O’Neill, 2015
ProductProcess
See also Knight, 2001
Stasis Chaos
http://www.123rf.com/stock-photo/learning_from_each_other.html
Product
-Enquiry/Problem/Case-based
-Dialogue(activityandConversation)-SocialCritical
-NegotiatedCurriculum-Experientialand/orReflective
Practitioner
Discipline-basedTheme-based
ThresholdConcepts
e.g.Broberg,2005
PROCESSPRODUCT
See Appendix 2 for definitions and references
Level1:Reaction:Enjoy, satisfied
Level2: Learning:Attitudes,knowledgeandskills
Level3:Application inpractice
Level4: ResultsOrganisational,professional,societalimpact
ProductProcess
Impact of an educational experience: Kirkpatrick's levels
Lifelong learning
Zirn et al, (2016); Curran et al, (2009); Barr et al, (2005); Kirkpatrick (1994)
Level1:Reaction:Enjoy,satisfied
ProductProcess
Lifelong learning
Level2: LearningAttitudes,knowledgeandskills
ProductProcess
Time
Level3Application inpractice
Level4Results:Organisational,professional,societalimpact
ProductProcess
Time
Unger&Hanekon (2014)
Level4: ResultsOrganisational,professional,societalimpact
ProductProcess
Time
O’Neill, 2015, see pp25-38.
1.CollaborativeNon-Accredited
2.UnstructuredNon-Accredited
3.StructuredNon-Accredited
4.Accredited
NewIrishProfessionalDevelopmentFrameworkforallwhoteachinhighereducation(NationalForum,2016)
Kleiman, 2011; Knight, 2001
Barnett,R.andCoate,K.(2005)EngagingtheCurriculuminHigherEducation, Buckingham:SRHEandOpenUniversityPress.Barrett,T,IMacLabhrainn andHelenFallon(eds)(2005)HandbookofEnquiryandProblem-basedLearning:IrishCaseStudiesand
InternationalPerspectives,AISHE,http://www.aishe.org/readings/2005-2/begin.pdfBarrH,KoppelI,ReevesS,Hammick M,Freeth D.Effectiveinterprofessional education:argument,assumptionandevidence.Oxford:
BlackwellPublishing;2005.DOI:10.1002/9780470776445BROBERG,C.AARS,M.BECKMANN,K., EMAUS,N.,LEHTO,P.,LAHTEENMAKI,M-L,THYS,W.,VANDENBERGHE,R.(2003)AConceptual
FrameworkforCurriculumDesigninPhysiotherapyEducation– anInternationalPerspective,AdvancesinPhysiotherapy, 5,Darrah,J.Loomis,J.,Manns,P.,NortonB.,&MayL.(2006)Roleofconceptualmodelsinaphysicaltherapycurriculum:Applicationofan
integratedmodeloftheory,research,andclinicalpractice,PhysiotherapyTheoryandPractice, 22:5,239-250,DOI:10.1080/09593980600927765Tolinktothisarticle:http://dx.doi.org/10.1080/09593980600927765
Clouder,Lynn(2005)Caringasa‘thresholdconcept’:transformingstudentsinhighereducationintohealth(care)professionals,inTeachinginHigherEducationVol.10,No.4,October2005,pp.505-517
CurranV,Casimiro L,Banfield V,HallP,Lackie K,SimmonsB,TremblayM,WagnerSJ,Oandasan I,Hollet A.ResearchforInterprofessionalCompetency-BasedEvaluation(RICE).JournalInterprofessional Care.2009;23(3):297–300.DOI:10.1080/13561820802432398
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Fraser,SandBosanquet,A(2006)TheCurriculum?That’sjustaunitoutline,isn’tit?inStudiesinHigherEducation,Vol31,No3,p269-284
Fullan,M.&Langworthy,M.(2014)ARichSeam:HowNewPedagogiesFindDeepLearning,London:Pearson.http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf
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KirkpatrickDL.(1994)Evaluatingtrainingprograms:Thefourlevels.1sted.SanFrancisco,Emeryville,CA:Berrett-Koehler;1994.Klieman,P(2011)LearningattheEdgeofChaos.AISHEJ. 2(3)62.1-62.11.http://ojs.aishe.org/index.php/aishe-j/article/view/62Knight,P.T.(2001).ComplexityandCurriculum:aprocessapproachtocurriculum-making.TeachinginHigherEducation,6(3),369-
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RoutledgeFalmer.NationalForum(2016)NationalProfessionalDevelopmentFrameworkforallStaffwhoTeachinHigherEducation. DublinIreland:
NationalForumfortheEnhancementofTeachingandLearninghttp://www.teachingandlearning.ie/wp-content/uploads/2016/09/PD-Framework-FINAL.pdf
McMahon,S.,O’Donoghue,G.Doody,C.,O’NeillG.,&Cusack.,T(2016):Expertopinionregardingthepreparationofentry-levelphysiotherapistsforprimaryhealthcarepractice,examinedusingBiggs3P’smodelofteachinglearning,EducationforPrimaryCare,Vol27,3,196-204,DOI:10.1080/14739879.2016.1179598http://www.tandfonline.com/eprint/Ay6JipZ4cmvCQUAiYxBG/full
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O’Neill,G.(2015).CurriculumDesigninHigherEducation:TheorytoPractice,Dublin:UCDTeaching&Learning.ISBN9781905254989http://www.ucd.ie/t4cms/UCDTLP0068.pdf
OrnsteinA.C.&Hunkins,F.P.(2009).Curriculumfoundations,principlesandissues.(5thed).Boston:Allyn andBacon.Peach,S.(2010)'Acurriculumphilosophyforhighereducation:sociallycriticalvocationalism',TeachinginHigherEducation,
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Appendix 1: O’Neill, G. (2015).
http://www.ucd.ie/t4cms/UCDTLP0068.pdf
ProductModels(examples) Process Models(examples)Discipline-based:Centreonconceptualstructureofthedisciplineorsubject(ignoresknowledgebetweendisciplines).(Ornstein&Hunkins,2009;O’Neill2015)
Dialogueapproaches(activityandconversation)Salmon’s(2011)‘five-stage’model2011,p.32),emphasises dialogicperspectiveone-learninglearnersLaurillard’s (2002)‘conversationalframework’
Theme-BasedCurriculum :Emphasises theimportanceoffindingpatterns/relationshipsbetweenconcepts.Basedonculture,experiences(Ornstein&Hunkins,2009).Canbeadapted‘clusters’astheyemergeacrossdisciplinaryboundaries.SeealsoDirkx &Prenger(1997)Lansu etal(2013)
EnquiryorProblem-basedlearning Engagementwithacomplexproblemorscenario,thatissufficientlyopen-endedtoallowavarietyofresponsesorsolutionsStudentsdirectthelinesofenquiryandthemethodsemployed, drawonexistingknowledgeandidentifytheirrequiredlearningneeds.(Kahn&O’Rourke,2005;Barrett etal,2005)
Thresholdconcept(Landetal2008)A'thresholdconcept'isacoreconceptthatonceunderstood,transformsthelearner’swayoflookingat,andactingin,thediscipline.(seealsoO’Mahoney etal,2014;Clouder,2005)
Sociallycriticalmodel seekstodevelopacriticalconsciousnessinstudentssothattheybecomeawareofthepresentissuesofoursocietyandaremotivatedtoalleviatethem’(Toohey,1999,63).AlsoPeach,S.(2010)
Negotiatedcurriculum Students,withintheboundariesoftheresourcesavailable,negotiatewhattheywilllearn.Useoflearningcontracts,varietyofassessments.(Ornstein&Hunkins,2009)
Experientialand/orReflection Beliefinimportanceofpersonalrelevanceandlearningfromexperience.Adultlearninordertobeabletosolveproblems.Curriculumorganisedaroundlifesituations,Authenticassessment(Toohey,1999,O’Neill2010).Canincludereflectivepractitionermodels.
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