Within education the literature is increasingly inundated with examples of computer-assisted learning as an important enabling strategy as compared to traditional methods. The development of theories of learning using computers in education has embraced four paradigms using four models of instruction: behaviourist (programmed instruction), information processing theory (interactive one-on-one tutorials), cognitive constructivist (discovery-based learning) and socially oriented theories of learning (collaborative learning).

For six years, computer technology has been developed and refined in the presenter’s courses to assist self-directed learning, using either interactive tutorial, discovery-based or collaborative learning models.

The presenter is an instructor at the Faculty of Pharmacy, University of Toronto, in two non-prescription medication courses for large classes of 150 students, using problem-based, student-directed learning and team assignments. Course-specific websites were developed and refined over 6 years as an infrastructure for facilitated asynchronous learning. They include two interactive tool projects which are a composite of programmed instruction, discovery-based and collaborative learning.

The workshop will be in five parts:

1. An interactive session with the audience involving sharing of experiences and a needs assessment for the workshop’;

2. A demonstration of the websites which include sections to facilitate communication and sections to facilitate independent learning.

3. There will be an outline and discussion of implementation and evolution including design, preparation, teaching methodology, reinforcing and enabling strategies, assessment tools, and evaluation

4. A presentation of the first learning tool project (CareNet): development of a consumer Website for non-prescription drugs by student teams. This project also served students as an interactive educational tool that enabled asynchronous problem-based learning. Learning goals and objectives, strategies, design, challenges in implementation, modifications, assessment, evaluation and discussion of implication on faculty workload and finances will be reviewed

5. Presentation of the second learning tool project (VITAL): development of interactive case studies for health care professional students and graduates as a group-learning project. This tool is also a double-edged sword that serves both the user and the student creator as a learning tool. Learning goals and objects for the project, demonstration of the cases, including input and output, and student evaluation and feedback will be presented.

Interactive audience discussion of pedagogy and lessons learned with questions and answers.

BENEFIT TO PARTICIPANTS ATTENDING SESSION:  

The presentation will include both a PowerPoint demonstration of pedagogy plus an online visit to the websites and tools. Participants will be benefit from several years of experience and student feedback regarding utilization and improvement in course websites for problem-based learning in large classes. They will discuss advantages and disadvantages of features involving communication and interactive learning tools. They will also receive information about design and delivery of two projects involving CAI in self-directed student team assignments.

Debra Sibbald, BScPhm MA (Adult Education)
Faculty of Pharmacy, University of Toronto
19 Sussell Street
Toronto, Ontario
M5S 2A2
Phone: 416-978-0842
Fax: 416-978-8511
Email: Debra.sibbald@utoronto.ca
Website: http://djs.phm.utoronto.ca/