- provides a space devoted to the conceptual framework known as Hodges' model. Read about this tool that can help integrate 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 (it might happen one day!!). See our bibliography, posts since 2006 and if interested please get in touch [@h2cm OR h2cmng AT yahoo.co.uk]. Welcome.

Tuesday, November 03, 2015

Papers - reading: Metalearning, Case-Based Learning, Reflection and Threshold Concepts

Working on the latest paper for module 4...

Jones, P. R. (1995) Hindsight bias in reflective practice: An empirical investigation. Journal of Advanced Nursing, 21(4), 783-788.

Within any web tool-resource based on Hodges' model can I try to ensure that reflection is a more 'contemporaneous' activity?

Ward, Sophie C., & Meyer, Jan H. F. (2010) Metalearning Capacity and Threshold Concept Engagement. Innovations in Education and Teaching International, 47(4), 369-378.

Metacognition, metalearning, reflection, reflective practice?

Kinchin, I., & Miller, N. (2012) ‘Structural transformation’ as a threshold concept in university teaching. Innovations in Education and Teaching International, 49(2), 207-222.

McDonald, K. (2013) Is reflective practice a qualitative methodology? Nurse Education Today, 33, 13–14. doi:10.1016/j.nedt.2012.07.011

Reflective practice as a single case study?

Kantar, L.D. & Massouh, A. (2015) Case-based learning: What traditional curricula fail to teach. Nurse Education Today, 35(8), E8-E14.

Three learning practices that were developed by the case study approach: (a) recognizing the particulars of a clinical situation, (b) making sense of patient data and informing decisions, and (c) reflection. Indepth analysis of these practices helped unravel four professional attributes that form the tenets of case-based learning: (1) a salience of clinical knowledge, (2) multiple ways of thinking, (3) professional self-concept, and (4) professional caring.

Several forms of situatedness are also described.

I am wondering about the possible role of 'worked examples', but am also aware through Kantar  & Massouh and others of the labour intensive nature of producing case studies (as worked examples). Is there another way to present them? One that is also student produced?

Situated Noticing
Drawing on students’ experiences in CBL, three categories emerged from the data to describe the sequence of noticing activities: (1) grasp of patient data, (2) holistic grasp of every aspect of the patient, and (3) clinical imagination (e10).

Assumpta, A. (2015) Transdisciplinary technology education: a characterisation and some ideas for implementation in the university, Studies in Higher Education, 40:9, 1715-1728, DOI: 10.1080/03075079.2014.899341

No mention of 'holis*' interesting for that?
Figure 1. Conceptual framework to understand complexity theory (Jackson and Ward 2004).

Figure 2. Traits of transdisciplinarity as a process group (Wenger 2000, 233) - includes 'A set of maps'.

(btw - the first paper is not mine.)

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