Families as the Focus of Intervention
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Developing a Blended Learning Course on Psychiatric Diagnosis Social Work Distance Education Conference April 16, 2015 Shelley Levin, Ph.D. Clinical Associate Professor slevin@usc.edu Anthony Fulginiti, M.S.W. Doctoral Candidate fulginit@usc.edu School of Social Work University of Southern California Introduction VAC@USC Learning Preferences 3 Steps to Course Design Course Philosophy Diagnostic Process Identifying a Learning Model VARK Student and Instructor Learning Preferences Matching versus Stretching Course Design 1 Learning Preferences “Individual preferences for acquiring, organizing and thinking about information.” (Fleming, 2005) 2 3 Steps to Course Design 1 Define the course philosophy 2 Identify a suitable learning model for an online learning environment 3 Design a course consistent with the philosophy and learning model 3 Course Philosophy: Process, Not Content Rote Learning Can lead to the memorization of facts without developing a deep understanding of them Lack of understanding makes it impossible to apply and transfer the knowledge to other areas Process Enables the user to deal with the complexity of human beings Doesn’t depend on the latest diagnostic standards or code numbers 4 Diagnostic Process Starting with a written or video vignette: List signs and symptoms Give differential diagnoses Give final diagnosis 5 Identifying a Learning Model Many Possibilities Medicine VARK is increasingly Speech Therapy Physical Therapy being used in similar applied disciplines Occupational Therapy Nursing VA R K i s Increasingly being used to build and assess online courses Free Easily availableVARK-learn.com Quick to use16 questions 6 VARK Visual Diagrams Read/Write Lists Graphs Flow charts Colors Aural PowerPoints Handouts Quotes Kinesthetic Lectures Concrete examples Group discussions Demonstrations Online chat 7 Student and Instructor Learning Preferences Most education is mono- or bimodal Most courses reflect the Instructor’s learning preferences Instructor Preferences All Modes 29% Trimodal 12% Visual 4% Bimodal 14% Aural 7% Kinesthetic 13% Student Preferences Read/ Write 21% All Modes 36% Visual 2% Aural 7% Read/ Write 15% Kinesthetic 12% Trimodal 13% Bimodal 15% 8 Shelley’s Learning Preference Profile Visual Aural Read/Write Kinesthetic 8 5 7 2 • Trimodal Preference (VAR) • Trimodal Type One (total score 16-25) • Look at information to be learned and conveyed and choose the mode they believe is the best one for each situation. • Switch easily from mode to mode. • Trimodal Type Two (total score > 30) • Use all three modes in combination. • Sometimes criticized for taking a long time because they carefully gather information. 9 Matching versus Stretching Matching Students will learn better when using the preferences in which they are successful When teaching accommodates various preferences, more students will be successful Stretching Preferences don’t necessarily mean strengths No evidence that presentation Research is mixed outside of learning preference is detrimental 10 Course Design 11 Course DesignAsynchronous Overview Course starts with an introduction to the DSM-5 Second Unit is the Mental Status Exam Subsequent units cover 1-3 chapters in the DSM-5 each week Every diagnosis in the chapter is discussed Additional material in the chapter such as Prevalence and Culture-Related Diagnostic Issues is also covered Students complete a diagnostic process for at least 1 video and 1 written vignette each week Vignettes are submitted to the instructor at least 24 hours before the synchronous session begins 12 Course DesignSynchronous Overview Begins with the instructor answering questions on the asynchronous content Based on a review of the vignette submissions, the instructor may provide a brief discussion of material from the asynchronous session Majority of time is spent discussing the vignettes 13 Course DesignActivities Sought to provide experiences of all 4 learning types in both synchronous and asynchronous content 14 Course DesignActivities 15 Course DesignActivities 16 Course DesignActivities 17 Course DesignActivities 18 Course DesignActivities 19 Course DesignActivities 20 Course DesignActivities 21 Course DesignActivities 22 Content Development Comparisons Asynchronous Synchronous Visual Medium Difficulty MediumDifficulty Difficulty Medium Aural Low Difficulty Low Difficulty Reading/writing Low Difficulty Medium Difficulty High Difficulty High Difficulty Kinesthetic Low Difficulty: Easy to develop content; Independent of platform capability Medium Difficulty: Difficulty: Easy to develop content; Dependent on platform capability Medium High Difficulty: Hard to develop content; Independent of platform capability 23 Questions? 24
