Discussion for Learning Objects Module 7

This is the learning object I have chosen:http://shscal.swan.ac.uk/eward/sshots.html

Learning Objects
1. Which repositories did you visit, and what process/strategy did you use to locate an appropriate learning object? What tips would you offer to somebody else undertaking their own search?

Learning Object Repositories
I visited the following repositories and websites which stated that they gathered learning materials and searched by “Mental Health” and Psychiatry” and “Paediatrics/Pediatrics.”
CAREO (Campus Alberta Repository of Educational Objects)
Intute (Intute)
MedEdPORTAL (Association of American Medical Colleges) Here I found a suitable-sounding resource (simulated teenage patient with depression and obesity) and emailed the contact but have not heard back.
JISC (Joint Information Systems Committee (JISC))
The following search strategies were used:Via Google:
Child psychiatry learning objects/child psychiatry online teaching/Psychiatry learning objects/teaching/ Mental Health learning objects/Mental Health learning online.
Since this didn’t produce much, I also looked at:Paediatrics learning objects/online teaching and Interview learning objects/online teaching
Via Medline & ERIC
Psychiatry AND online, teaching AND online, learning AND online
Much information from these sources is about learning/training eg (Kobak, Opler, & Engelhardt, 2007)rather than examples of resources.

Like Robyn I would suggest specific searches, going to the places where learning objects are collected and being sure to specify “free” if this is required. I think that searching for learning objects in my field is extremely time-consuming and not very satisfactory. Many resources sound good but don’t deliver formed Learning Objects, eg Massey University’s PBL site (Massey University) and others seem great for psychiatry but require substantial fees.

2. What learning objective(s) will the learning object help your students achieve? How?
AND
4. How will you integrate the learning object into your course design? Can it be used exactly as is, or does it (or your course) require changes? Are changes permissible/realistic?


Chosen Learning ObjectSearches for learning objects supporting the learning aims did not reveal anything entirely suitable, but there was one which was close and could be adapted.(I am declaring war on the verb “repurpose.” This word is culturally insulting to me: as the daughter of an English teacher! I just can’t use a noun as a verb!!)

This is as follows:http://shscal.swan.ac.uk/eward/sshots.html

This learning object is an unfolding scenario of a 17 year old with psychotic symptoms (it says 19 on the website but 17 on the screenshots) and I think that it could be adapted to use with local content and a structure for case formulation and planning for management.
(We have a number of digital interviews with actors which we currently use in our courses for helping students learn about diagnosis: they are at present on DVD and CD but could be uploaded to Cecil (I think – I have not used Cecil for this) for students to view by segment.)

Learning Objectives
The learning aims which this would support:
Understanding structure and process of formulation processes in child & adolescent mental health
Developing structured management plans using evidence-based treatments
Students would use this learning object to practise their skills at formulation by observing a standardised interview and making a formulation and management plan. They would share these and critique each others’ work.

3. What are the terms and conditions for accessing and re-using the learning object in your course? If you did not locate an appropriate learning object, what were the access/re-use terms and conditions for one of the repositories you visited that you found notable?
There are no listed terms or conditions, There is a contact email. It is not entirely clear whether this is a resource which will be shared, although it is listed in a site which says it exists for that purpose.
From viewing other sites it seems that it depends on the purpose of the site: commercial sites clearly have very strict limits on altering learning objects, whereas the repositories allow alteration as long as the original source is acknowledged. For some sites you have to contact a specific person: one wonders how viable this is long-term as people change jobs or take leave, and as noted I haven’t had a response to a request to view a learning object.

5. What knowledge, experience and attitudes of your particular student group do you anticipate might help or hinder the integration of your learning object? How can you best harness or overcome these factors?
My learners are likely to need IT access, support and practise, (McKimm, Jollie, & Cantillon, 2003)possibly with some of the learning objects I have found which address readiness for e-learning.
They are also likely to require the usual strategies for successful e-learning, including student-student contact or teacher-student contact.
They are experienced clinicians therefore engaging them in tasks they see as meaningful is likely to result in authentic learning.

References

CAREO Campus Alberta Repository of Educational Objects. from http://careo.netera.ca Intute. from http://www.intute.ac.uk/Association of American Medical Colleges. MedEdPORTAL
from http://services.aamc.org/jsp/mededportal
Campus Alberta Repository of Educational Objects, C.
Joint Information Systems Committee (JISC). from http://www.jisc-collections.ac.uk/
Kobak, K. A., Opler, M. G. A., & Engelhardt, N. (2007). PANSS rater training using Internet and videoconference: Results from a pilot study: Schizophrenia Research. Vol 92(1-3) May 2007, 63-67. Elsevier Science.
Massey University. Tools for Delivering Scenario-Based E-Learning both Locally and Across the Internet, from http://pbl.massey.ac.nz/pbl-interactive.htm
McKimm, J., Jollie, C., & Cantillon, P. (2003). ABC of learning and teaching: Web based learning
10.1136/bmj.326.7394.870. BMJ, 326(7394), 870-873.