1. Using learning resources – some examples
Free State University Workshops
Nov 2005 and Jan 2006

2. Course materials packages – ‘tutorials in print’
Comprehensive learning packages
Text written in an explanatory way using examples and illustrations
Outcome statements
Study guidance is usually integrated
Variety of learning activities and self test questions
Feedback is provided either in the text or immediately after the activity

3. Course materials packages - continued
Supplementary reading
References and further reading
Additional booklets about course work assignments and study skills
Notes to accompany radio, television, audio tape, computer-based support material

4. Course readers
Collection of copyright-cleared materials that provide core reading material for the course
Overview of readings and linking sections may be included
Questions to guide reading
Extended bibliography

5. Reading set
Collection of material on a particular topic or component of the course
Consists of journal articles, chapters from books, newspaper extracts or specially written notes
Single copy is kept and lent out to students
Can be assembled at low cost because only one copy of the material is made

6. Resource packs
These are used like reading sets but include materials other than straightforward reading matter, e.g. data, maps, photographs, videos, slides, audiotapes, computer assisted learning software.

7. Resources that build on other resources
Textbook study guides
Brief overviews
Questions to be answered by reading selected sections of the textbook
Commentaries
Additional material to fill gaps or deal with difficult material
Self check questions
Coursework assignments

8. Resources that build on other resources
Course guides or study guides
Framework designed to help students to select and exploit a range of other resources effectively and to operate independently within a course

9. About course/study guides
Course guides may contain:
Aims, outcomes or statements of learning
Summary or review of course content
Description of the relationship of the course to other related courses
Description of the structure, sequence and operation of the course with a timetable and deadlines
Listing and a brief description of all teaching sessions: lectures, seminars, tutorials, lab sessions

10. What is included in course/study guides
Listing of available resources including an annotated reading list
Information about assessment: assessment instructions, advice, criteria, past assessment activities
Study guidance including information on how components of the course operate. Advice on how to make the most of the learning opportunities available in order to succeed

11. Resources that support specific learning activities
Manuals
Laboratory guides
Seminar guides
Fieldwork guides
Project guides
Work-placement guides
Staff use of student guides

12. Resources that support learning processes
Skills guides
Skills profiles
Logs or journals

13. Using a workbook or activity guide to reinforce concepts and strengthen skills
Identify key concepts/skills
Collect relevant activities that range in level of difficulty
Provide feedback: answers, hints and teaching points
Prepare an introduction:
Purpose of the workbook
Description of what the workbook comprises
How to use the workbook

14. Why an activity guide?
We learn by doing. Learning activities are at the heart of the learning and teaching process
Information abounds and content will keep on changing. No one resource is adequate
Educators have to get used to harnessing different resources to create relevant and stimulating learning environments
Our students have to learn to engage with a variety of resources. This is a vital skill for coping in a technological and fast changing world
An activity guide is a flexible resource that can be used in conjunction with different resources in a variety of ways
The activity guide can be used to train educators to move to outcomes based facilitation of learning

15. Possible format for an activity guide
Introductory comments to learners and educators
Overall introduction to the subject
Short introductions to themes and topics
Activities (Purpose, instructions, action grid)
Check your progress
Feedback section

16. Critical incident analysis
Describe the incident
Reflect on what happened
Analyze
Consider alternative actions
Learn from the reflection
Select and apply relevant theories

17. Learning to improve practice
Scenarios in print, audio tape, video
Observation, reflection and review sheets
Case studies
Skills cards
Step by step guidelines to follow procedures

18. Three sets of skills for a clinical supervisor
Managing the process
5. monitoring
6. managing time
7. using intuition
8. reviewing and
evaluating
9. summarising and
integrating
10. decision making
and action planning
Developing and
maintaining the
relationship
1. Practising empathy
2. attending and active
listening
3. reflecting back and
paraphrasing
4. self-disclosure
11. questioning
12. focusing
13. using silence
and paraphrasing
14. Giving constructive
feedback
15. Informing
16. Confronting
Carrying out the supervision tasks
The Open University, K509 Clinical Supervision: a development pack for nurses

19. Case studies can: Create credibility by reflecting actual events
Highlight contextual differences
Show processes and procedures in practice
Illustrate challenges and difficulties to be considered when applying theory in practice
Stimulate an evaluation of practice
Encourage problem solving
Aid conceptual understanding

20. Using a newspaper article
Taking notes from articles
Underline as you read
Make comments in the margins
Use headings to group the points you pick out
Summarize the main points
Activity
As you read the article, answer the following questions:
What was the area once like?
What has happened to it?
Why did it happen?
How do people remember the area?

21. How useful is problem based learning?
High interest rating because it is linked to the learners’ natural curiosity
Deepen understanding because learners are encouraged to apply what they know to ‘real life’ situations
Through the process of learning students develop a range of skills:
Academic skills: researching, critical thinking, analyzing, problem solving, presenting logical arguments, reading and writing
Life/interpersonal skills: cooperation, communication, empathy, resolving conflict