Organisations such as health care providers face increasing demands for e-learning, both qualitatively as well as quantitatively, with the necessity of more flexible provision being required to meet the needs of diverse groups of learners (Ruiz, Mintzer and Leipzig, 2006, WHO, 2013). To accommodate this, new types of e-learning and data structures are required, together with greater flexibility on the part of the learning technologists who support these potential large scale institutional projects.
This session will discuss the challenge of scaling up e-learning delivery and content authorship in a multi-organisational context through an investigation of the DREEAM (Department for Research and Education in Emergency and Acute medicine and Major trauma) Digital Learning Project. DREEAM already provides well recognised face to face education for health care staff at Nottingham University Hospital Trust in emergency and acute medicine, using simulated patients and scenarios as well as more traditional classroom teaching methods. The Digital Learning Project outlined here is a collaboration with the University of Nottingham’s HELM (Health E-learning and Media) team to upscale the provision of online training opportunities locally and internationally, in order to meet the growing challenges of the modern emergency department; such as ever greater inter-professionalism and the need to update clinical practitioners with new methodologies at an ever increasing rate. The project site ‘dreeam.ac.uk’ involves 30 healthcare teaching professionals and researchers working as contributors and will eventually support the research and education of thousands of healthcare professionals. In addition, it will provide widening participation for children through a schools based outreach programme.
Whilst this up-scaling of digital provision includes some traditional functions, such as e-learning content development, Reusable Learning Objects, videos, podcasts and data management through a VLE and content management system, it primarily requires the developer to be re-invented as a content facilitator, managing and controlling external content provision.
Through the development of innovative activity-rich e-learning templates, the learning technologist was able to make all users content authors and to adapt that methodology to produce a fully collaborative learning environment, merging research and education in the most efficient way to improve clinical practise. This highly collaborative approach to e-learning mirrors the core aim of modern medicine which is a commitment to high quality evidence based patient-centred and inter-professional care.
The session is aimed at anyone who has been involved in, or is considering such a large scale development either as a learning technologist, tutor, learner or contributor, regardless of the subject area. The session will include a demonstration of the digital learning site and a discussion of some of the initial findings of the experiences of the various stakeholders concerned.
World Health Organisation (2013). Transforming and scaling up health professionals’ education and training [online]. Available at: http://www.who.int/hrh/resources/transf_scaling_hpet/en/
Ruiz, J.G., Mintzer, M.J., Leipzig, R.M. (2006). The Impact of E-Learning in Medical Education. Journal of the Association of American Medical Colleges, [online]. 81(3), 207-212. Available at: http://journals.lww.com/academicmedicine/Fulltext/2006/03000/The_Impact_of_E_Learning_in_Medical_Education.2.aspx