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What Information and Skills do Parents Need to Support their Child with Complex needs? A Comparison of Perceptions and Exploration of Content Claire Killian 2016 student MSc E Learning DIT

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MY THOUGHTS
NOVEMBER 2016
I now need to place more emphasis on the end results for the MSc.

EPortfolio

Journal paper

Artefact with research study.

So far I've spent most of the time since September finishing off the research proposal and getting it ready for submission. I need to envisage the end results of the MSc more clearly. This I will do by reviewing the requirements for the eportfolio. For this I will refer to the checklist for the eportfolio available on webcourses. I will also need to continue reviewing journal articles and journal publications.

At the moment I am exploring the Journal of Internet in Medicine.

Dozois, Blanchet-Cohen, and Langlois,. (2010). DE 201: A practitioner's guide to developmental evaluation. JW McConnell Family Foundation. Downloaded 2.11.16 http://mcconnellfoundation.ca/assets/Media%20Library/Publications/DE%20201%20EN.pdf

Windle, R., Wharrad, H., Leeder, D., & Morales, R. (2010). Analysis of the pedagogical attributes of learning objects. online] SONET: Educational Technology Group, The University of Nottingham. Available from: http://sonet. nottingham. ac. uk/projects/loam/ Accessed 2/11/16 http://www.nottingham.ac.uk/nmp/sonet/projects/loam/load/docs/edmedia-final.pdf

REFLECTIONS ON  THE RESEARCH MODULE

MY THOUGHTS
12.8.16

The summer is nearly over and I have been doing less exploring than I hoped but am still occupied with some thoughts on all things health literacy animation, research methods and learning.

I have been enjoying Twitter over the summer but found myself less excited with topics in the area of speech therapy. I've just gone through some of my tweets. I notice a pattern in that I have been exploring dementia supports delivered via social media. Lots of my connections seem to be interested in it....slpeeps, my colleague Margarte Walshe and the team at TCD and there are some nice resources such as @dragonmisery. I noticed that they seem to be following good practice concerning delivery of information in segments and using visuals to support text. Nice one liners that are easy to absorb.

That takes me on to the little bit of study I have been doing in the area of multimedia, cognitive load and health literacy. I have been reading and analysing an article  by  Aronson et al(2013) explaining to health literacy providers  the principles involved in good learning design. Its good stuff.

MY THOUGHTS

23.6.16

I submitted my research proposal yesterday. I am already thinking about how the perception I have now of the whole area of Participative Action Research (PAR) and eLearning artefatcts for health and social care may change as I move through the project.

I would like to spend some time exploring the role that animation could have in the delivery of eLearning for parents, educators and carers. This is just something I have an intuition about. I'd like to explore it over the summer but would like to remain cautious not to let it bias my approach. I would also like to explore the area of Universal Design and Web Accessibility further.

Finally I will be continuing to play around with animation software tools.

MYTHOUGHTS
14.6.16

Finishing off my proposal is difficult.  I am very clear about the purpose.....to collect information from potential learners on the content they would like to be covered and the methods that would assist them to use my elearning artefact. I also want to convince clinicians to use this and other elearning resources.

Its a question of how to get that information from parents. I have now decided on a strategy, collecting information from early adopters. Hope it works!!

I now have to write 500 words on my artefact without jumping to the conclusions about what should be included in it. Given that I want to ask stakeholders for their thoughts on the methods for delivery I dont want to tie down the type of artefact too much.

Just saw a retweet from Claire McDonnell, one of my lecturers on Gilly Salmons resource for involving users in the design process. Will be reading this

Salmon, G (2016) A Team Based Approach to Learning Design accessed 14.6.16 via twitter

10.6.16

MISSED REFLECTIONS

I realised that I have missed writing reflections. I had been completely involved in the process and then when I reached the module on Research methods and started writing the research proposal it began to slip.

A great deal has happened since the 15th of May. Most of it has centred around submission of the proposal which has already been moving through a couple of iterations.

Whats particularly interesting is how the purpose of the research is gathering together and changing. I am noticing the interaction between the development and writing of my methodology and the purpose and research questions. At this stage I am learning about phenomenology and am asking myself whether my latest  research question fits a phenomenological study.

I have the idea of a paradigm that consists of the behaviours that include using elearning to obtain information about health and social care services, knowledge and skills to deliver self care vs not using digital means and not accessing health and social care service knowledge and skills in an active way. These  active behaviours are underpinned by a set of aligned beliefs and values.

A QUICK OVERVIEW OF MY RESEARCH PROJECT

3/5/16

Paul, P., (2010) Basics of Likert.  Health Services & Outcomes Research (HSOR) Newsletter Issue 2010/5

It's likely I will  use a Likert scale to gather some quantitative information during my research. Having read this short article I believe that I will use a five or seven point scale for most responses. The aim will be to avoid the possibility that the natural bias for a  neutral response  as I will be completing the scales with the participants.

I could use a six point scale if I need to encourage a non neutral response but there is a strong possibility that most responses could realistically be neutral.

3/5/16

SCRIBE2016 SINGLE CASE STUDY GUIDE

Tate, R. L., M. Perdices, U. Rosenkoetter, S. McDonald, L. Togher, W. Shadish, R. Horner, T. Kratochwill, D. H. Barlow, A. Kazdin, M. Sampson, L. Shamseer and S. Vohra, for the SCRIBE Group (2016). The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016: Explanation and elaboration, Archives of Scientific Psychology, 4(1): 10-31. doi:10.1037/arc0000027

I just read a tweet form a colleagues in Australia. Thanks to Melissa Brunner @LissBEE_CPSP  for posting the announcement that SCRIBE guidelines for single case study designs .

The SCRIBE guidelines were developed as a result of the outcome of 2 Delphi surveys and a consensus meeting of experts from a range of professions including education psychology and rehabilitation.

These SCRIBE2016 guidelines should be pretty useful for anyone carrying out single case study research.

Here's the link. Thanks to Taylor & Francis Online for the Open Access

http://psycnet.apa.org/journals/arc/4/1/1.html

2/5/16

OUR CLASS PADLET WALL

1/5/16

Kampylis, P., Punie, Y. & Devine, J. (2015); Promoting Effective Digital- Age Learning  A European  Framework for Digitally Competent Educational Organisations JRC Science for Policy Report EUR27599 EN doi: 10.2791/54070 Downloaded 1/5/16

http://publications.jrc.ec.europa.eu/repository/bitstream/JRC98209/jrc98209_r_digcomporg_final.pdf

This report produced in 2015 summarises the work of a ten year project exploring the approach taken by different EU states to the development of digital literacy. What has emerged is a varying rates and approaches in the adoption of digital literacy initaives in different regions and countries in Europe. This means there has been little opportunity for mutual learning.

Digicomporg offers a framework for assessing the level of digital competence achieved by organisations allowing them to compare progress in digital competence achievement.According to Kampylis et al(2015) The tool can be used to guide strategy, design implement and appraise policy projects and programmes.. They also offer a DIGCOMP tool for learners and are currently developing a tool for teachers.

By their own admission the framework is limited to addressing the teaching
and learning assessment and learning support activities occurring in organisations. The framework does not address the administrative and management information systems capacities that should be present in order to achieve digital competence among learners.

I noticed immediately that the entire document is written as though learning occurs in an organisational context. Given that digital competency can be achieved and may be better achieved  outside the boundaries of the traditional educational organisation structure the framework may be of limited value