- provides a space devoted to the conceptual framework known as Hodges' model. Read about this resource for HEALTH, SOCIAL CARE, INFORMATICS and EDUCATION. The model can facilitate PERSON-CENTREDNESS, CURRICULUM DEVELOPMENT, HOLISTIC CARE and REFLECTION. Follow the development of a new website using Drupal as I finalise my research question with part 2 starting in 2016. See our bibliography, posts since 2006 and please get in touch [@h2cm]. Welcome.

Saturday, April 12, 2014

Making learning visible dodging bullet points

Since January and the start of the course in Technology Enhanced Education there's been - and still is - a lot of reading to do. I've gained new and renewed insights into possible research methods and I'll share some of this in the next few weeks. The figure below is from:

Hay, D., Kinchin, I., Lygo‐Baker, S., 2008. Making learning visible: the role of concept mapping in higher education. Studies in Higher Education. 33, 295–311. doi:10.1080/03075070802049251

Figure 4 from Hay.
Over the years I've noticed and been rewarded when after a session on the care domains model some audience members have commented that the exercise made them think. There's nothing special in that of course, simple maths makes me think. Perhaps, people felt relief for a change from the passive absorption of facts, images, acting as static targets for a slew of bullet points. What comes across though is that there was some effort involved. In the figure above we can imagine the energy needed to not only create new and maintain existing concepts, but reject others. This might also constitute one front of the theory - practice gap?

This in a way reflects my thinking that although we refer to person-centred care in theory, practice and policy, this does not automatically follow. Person-centredness should take effort, work and energy. If that is the case, it also needs time.

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