ࡱ> %` ZbjbjNN 6,,Z*rrrr<$*7^<<<<OOOa7c7c7c7c7c7c7$8h:;7KO7<<7   R<<a7 a7  56< 弁r4 S6E7707k6;>;066&;6O0 )OOO77 OOO7*** *** ***  Problem-Based Learning Special Interest Group Innovative Scenarios: do they work? 26th March 2009 Room 014, Harris Building University of Central Lancashire Agenda 10.00 Welcome and introductions 10.15 Implementation of the 'triple jump assessment in a PBL module Moira McLoughlin and Bernadette Burns, University of Salford Innovative triggers: evidencing the art and science of nursing Jane Helen Nicol and Maria Kavanagh, University of Worcester 12.15 Discussion Lunch 13.30 What are the barriers and benefits of using problem- based learning (PBL) in the teaching of sports-related programmes in higher education? Earle Abrahamson, Middlesex University 14.30 Doris: Creating Reusable Learning Objects for PBL Carolyn Gibbon, University of Central Lancashire 15.15 Discussion potential conference 15.30 Date and time of next meeting Co-Ordinator: Carolyn Gibbon, University of Central Lancashire  HYPERLINK "mailto:cjgibbon@uclan.ac.uk" cjgibbon@uclan.ac.uk An evaluation form is online here:  HYPERLINK "https://www.heacademy.ac.uk/survey/pbl260309" https://www.heacademy.ac.uk/survey/pbl260309 Please give us your feedback after the meeting. Abstracts Innovative triggers: evidencing the art and science of nursing Jane Helen Nicol, Senior Lecturer, University of Worcester  HYPERLINK "mailto:j.nicol@worc.ac.uk" j.nicol@worc.ac.uk Maria Kavanagh, Macmillan Senior Lecturer Palliative Care  HYPERLINK "mailto:m.kavanagh@worc.ac.uk" m.kavanagh@worc.ac.uk The aim of this presentation is to demonstrate how the use of an innovative trigger increases student engagement both emotionally and theoretically in the PBL process. Whilst how care is delivered relates to the art of nursing the science of nursing addresses why care is delivered. Together these aspects ensure that evidence based care is delivered by practitioners displaying emotional intelligence. Using a live PBL trigger, where the character is displaying real emotions, enables students to emotionally engage with the character. This emotional engagement facilitates the development of empathy in the students as they develop a relationship with the character. By presenting a character that engages the students emotionally their motivation to learn is enhanced as they can immediately see the relevance of this to their future practice promoting deep learning. By immersing themselves in the journey of the character the art and science of nursing is shown to be interdependent. What are the barriers and benefits of using problem based learning (PBL) in the teaching of sports-related programmes in higher education? Earle Abrahamson, Teaching Fellow, Principal Lecturer and Programme Leader Sports Rehabilitation and Injury Prevention e.abrahamson@mdx.ac.uk Sport and exercise science, as a field of practice and academic enquiry, demands the integration, analysis and synthesis of knowledge in an attempt to provide advice and interventions to athletes. Discussion into the advantages and disadvantages of using PBL and PBL scenarios as an approach to acquire and appreciate knowledge whilst developing the cardinal cognitive skills of analytical and critical thinking will be considered. PBL has been used to develop critical thinking and problem solving skills. These skills are an essential component of the sport students suite of skills. Whilst a multitude of teaching methods have been used in the teaching of sports-related programmes in HE, there still appears to be limited research into the application of PBL in teaching sports-related programmes in HE. Problem based learning is a useful teaching approach that if applied correctly has the potential to develop and enhance critical thinking and analytical skills. However, if applied superficially could detrimentally impact professional development of sport graduates by mediating a knowledge transfer approach with limited application or justification of reasoning. Doris: Creating Reusable Learning Objects for PBL Carolyn Gibbon, Principal Lecturer, University of Central Lancashire  HYPERLINK "mailto:cjgibbon@uclan.ac.uk" cjgibbon@uclan.ac.uk Problem-based Learning has growing currency in the online environment. This presentation will explore the work to date on using interactive media to enhance the current PBL curricula across the Faculty of Health and Social Care. Modules within Nursing, Physiotherapy, and Dentistry have developed a DVD which focuses on the health consequences of restricted mobility especially in the older person, and so has possible applicability to other disciplines across the University in relation to use of space and the development of appropriate aids, for example. Carefully prepared multimedia resources give students a much more realistic insight into the problems caused by restricted mobility compared with information supplied in books or photographs. These resources will support the learning materials already available, rather than supplement them. Benefits from similar work have included becoming more self-directed as the materials are easily accessible, encouraging group interaction through perception of the resources, and building on life experiences in order to apply learning to practice. 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