1. Blending Interactive Web-based Instruction with Active Learning in the Classroom to Teach Communication and Collaborative Problem-solving Skills Elizabeth Campbell Brown, Instructional Designer, Centre for e-Learning Dr. Rose Goldstein, Vice Dean Academic, Faculty of Medicine Professor Ellen B. Zweibel, Faculty of Law

2. Specific Objectives At the end of this session, you will be able to: Design your own blended-learning approach to achieve a specific learning objective Design your own blended-learning approach to achieve a specific learning objective Identify the ways that blended learning can accelerate the theory-practice transfer of knowledge and skills as well as the shift from surface to deep learning Identify the ways that blended learning can accelerate the theory-practice transfer of knowledge and skills as well as the shift from surface to deep learning Identify how you can use a blended-learning approach in your own teaching Identify how you can use a blended-learning approach in your own teaching

3. Background of the Project Royal College of Physicians and Surgeons CanMeds 2000 Roles

4. The Royal College of Physicians and Surgeons CanMeds 2000 Roles Defines Physician Roles: Communicator Communicator Collaborator Collaborator Manager Manager Professional Professional Health Advocate Health Advocate Medical Expert Medical Expert Scholar Scholar

5. Targeted Core Competencies Employ strategies to resolve interpersonal difficulties in professional relationships Employ strategies to resolve interpersonal difficulties in professional relationships Promote cooperation among health-care professionals Promote cooperation among health-care professionals Effective listening and communication Effective listening and communication Contribute to interdisciplinary teamwork through conflict resolution Contribute to interdisciplinary teamwork through conflict resolution Advocate effectively for change in health and social policy Advocate effectively for change in health and social policy

6. Background of the Project Royal College of Physicians and Surgeons CanMeds 2000 Roles Face-to-face Workshops

7. Background of the Project Royal College of Physicians and Surgeons CanMeds 2000 Roles Face-to-face Workshops Online Resources

8. Background of the Project Royal College of Physicians and Surgeons CanMeds 2000 Roles Face-to-face Workshops Online Resources Collaboration with the Centre for e-Learning

9. Instructional Design Team Instructional DesignerSubject-matter Expert Production Team Programmers Graphic Designers Photographer Audio-video Technicians Actors Pilot Testers

10. Background of the Project Blended Learning Royal College of Physicians and Surgeons CanMeds 2000 Roles Face-to-face Workshops Online Resources Collaboration with the Centre for e-Learning

11. Blended learning: Online instruction is used in conjunction with face-to-face instruction to allow for more active learning in the classroom (role plays, simulations, etc.)

12. Why We Chose Blended Learning Collaborative problem solving and communication skills mature over years of practice – unlimited access to online materials Collaborative problem solving and communication skills mature over years of practice – unlimited access to online materials Skills acquisition is enhanced by reflective learning experiences Skills acquisition is enhanced by reflective learning experiences Active learning is the best use of limited classroom time Active learning is the best use of limited classroom time Theory and course content can be taught through interactive online materials Theory and course content can be taught through interactive online materials Skills introduced in the classroom can be reinforced through Web-based practice activities Skills introduced in the classroom can be reinforced through Web-based practice activities The autonomy and flexibility are well suited to adult learners – especially time pressured medical professionals The autonomy and flexibility are well suited to adult learners – especially time pressured medical professionals

13. Characteristics of the Course Design Research-based approach Research-based approach Learner-centred Learner-centred Adult learners Adult learners Socio-constructivist approach Socio-constructivist approach

14. The Web-based Modules

15. Design Characteristics of the Online Modules Modular teaching with learning cycles: Theory Theory Application Exercise Application Exercise Immediate Feedback Immediate Feedback

16. Activity Demo: “The Difficult Conversation”

18. Small-group Activity You are a group of professors designing a workshop on “Using interest analysis to productively deal with conflict in a health- care environment.”

19. The Problem Learners: Can state the importance of analyzing the interests of all parties Can state the importance of analyzing the interests of all parties Have difficulty applying an interest analysis to the other side Have difficulty applying an interest analysis to the other side Have difficulty thinking of options to meet the other side’s interests Have difficulty thinking of options to meet the other side’s interests

20. Targeted Learning Objective At the end of the workshop, the learner will be able to : analyze the problem from the other person’s perspective analyze the problem from the other person’s perspective generate options that meet the interests of all parties generate options that meet the interests of all parties

21. The Task Design a blended-learning approach that combines: 1. Face-to-face contact time 2.Online resources

22. Blended Learning Take maximum advantage of blended learning’s potential to: Free up classroom time for active learning Free up classroom time for active learning Introduce theory/course content through Web-based practice cycles Introduce theory/course content through Web-based practice cycles Reinforce skills in the face-to-face through online activities that take advantage of interactive multimedia Reinforce skills in the face-to-face through online activities that take advantage of interactive multimedia Allow learners time for reflection Allow learners time for reflection Autonomy and flexibility Autonomy and flexibility

23. What We Did In Class: East/West Negotiation

24. What We Did In Class: East/West Negotiation

25. What We Did In Class: East/West Negotiation

26. What We Did Online Activity: Learner is the facilitator Learner is the facilitator

27. Case Study: “Foreign Residents Training Program” The letter to the Dean introduces the “Foreign Residents Training Program” case study from the Faculty of Medicine’s Web site

28. Case Study: “Foreign Residents Training Program”

29. Further Reflection Exercise

31. Web Site Access First Name: Last Name: Email Address:

32. One-minute Paper What insight did you gain from this session? What insight did you gain from this session? Do you have any other feedback for the presenters? Do you have any other feedback for the presenters?