1. Developing Resources: involving mental health service users and carers Tarsem Singh Cooner Associate Director Centre of Excellence in Interdisciplinary Mental Health The University of Birmingham

2. Overview Learners – target audience E-learning development drivers Design and development Drivers and barriers for re-use

3. Learners – target audience Target audience pre and post qualified: Psychologists, Social Workers, Nurses, GPs, Psychiatrists, Neuroscientists, Teachers, Public Policy Planners, Mental Health Service User/Carer Trainers, Youth Workers etc... Aim to promote interdisciplinary mental health practice between related disciplines.

4. E-learning Development Drivers Overcome traditional barriers to interdisciplinary teaching and learning of time and space Promoting deeper learning outcomes through the processes of enquiry-based learning Provide Mental Health Service Users and Carers with an equal voice in training professionals Developing collaborative learning opportunities between disciplines

5. Design and Development Process High End Developments – facilities Reusable Learning Object Specification V2.3 Team effort to produce RLO

6. Design and Development Process - Community Low Tech – High Quality - Granularity The Centres definition of the term 'interdisciplinary' is one which equally values service user and carer expertise alongside that of mental health professionals. Learning from the experiences of service users and carers to promote good practice Involve service users and carers in the curriculum development process

7. Design and Development Process - Community Requirements: laptop, microphone, free software, training

8. Design and Development Process - Community Requirements: laptop, microphone, free software, training Preparation – project funding, service user/carer involvement, focus, time limit, originality, triggering event, stimulus, reuse. Impact of Medication: Click here to access Web based example How could this example trigger debate within your interdisciplinary learning group?Web

9. Technical – lack of Web 2.0 type functionality Permissions from service users and carers Lack of learning design framework creates barrier to reuse. Driver for reuse is the development and adoption of a learning design framework Drivers, Barriers for Reuse

10. Designing for Enquiry-based Blended Learning Framework CategoryIndicators (examples only) Design and organisationClear learning aims and objectives, enquiry-based learning tasks set around trigger, appropriate assessments and summative and formative assessment processes How can you create a climate for learning that encourages: Open communication and exploration Students feel comfortable and confident in exchanging information How can you enable students to achieve: IntegrationStudents are enabled to begin connecting the ideas introduced ResolutionAccess to situations in which students can apply new ideas RLO as triggering eventCreate a sense of puzzlement, stimulus for inquiry, raise problems/issues, initiate questions around beliefs, stereotypes, opinions etc... Based on Garrison and Vaughans (2008) Community of Inquiry framework Garrison and Vaughan (2008) Blended learning in Higher education: frameworks, principles and guidelines. San Francisco: Jossey-Bass.

11. Further Information www.ceimh.bham.ac.uk/downloads/ListofResources.shtml Tarsem Singh Cooner t.s.cooner@bham.ac.uk