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LEARNING INTERVIEWING SKILLS IN A HYBRID PRACTICE CLASS
Barbara Barclay, PhD, MSW
Metropolitan State University of Denver
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History of Course Design
Metropolitan State University of Denver 1st fully online accredited undergraduate program in U.S.– 2005-2006.
Developed hybrid practice sequence Research followed to address:
CSWE-EPAS 2008-Accreditation Intentional instructional designed grounded in
research Competency based-multiple measures using
multiple perspectives
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Intentional Instructional Design
Shift to Learning Paradigm –Emphasis on producing learning (How do students best learn)
Learning Objectives: 1. Students will acquire a sense of self-confidence and competency in the use of interviewing skills
2. Career-Long Learning- reflective practice for self-assessment, self-regulation, self-correction
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2008 EPAS Competencies
Competency- EP 2.1.1b: Practice personal reflection and self-correction to assure continual professional development and 2.1.1e: Engage in career-long learning
Competency – EP 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups organizations, and communities.
(CSWE, 2008, p.3)
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Literature Review: informing instructional design
Intentional
Instructional
Design
Interviewing skills training/ online
learning interviewing skills
Online Pedagogy &
Hybrid (Blended)Delivery
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Theoretical Framework: Person-In- Environment
Learning of Interviewing Skills-Increased Confidence and Competency
ONLINE HYBRID Learning Environment
Social Constructivism & Brain-based LearningPrinciples
STUDENT LEARNING
Metacognition:• Natural Human
Learning Process,• Reflection & • Self-AssessmentSelf-Efficacy
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Instructional DesignNatural Human Learning Process (Smilkstein, 2003)
Teaching-Learning Process Didactic-Experiential Strategies (developmental
approach- one skill @ time) (Chang, Scott, Decker, 2013) Six-Step System – Hybrid Delivery
1) Reading
2) Thinking and Writing (Constructivist Assignments)
3) Watching and Discussing (Demonstrations-DVD)
4) Working with cases (in discussion)
5) Practice (weekly in student pairs –web conf or f2f)
6) Evaluation (playback recording for self and peer assessment-weekly in student pairs- web conf or f2f)
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Metacognition Activity w/ Students- NHLP
1. To look at how you learn think of one thing you're good at that you learned to do outside of school. It could be a sport, a hobby, an art, a people skill, something around the house; it could be something you did when you were younger but don't do anymore; it could be anything. You are all good at many things so consider one of these.
2. Think back to before you knew how to do it. Write down: (a) how you started learning it and
(b) then how you got from knowing how to do it
(c) to being good at it. Next put your learning process - into stages- consider what happened first, then identify the subsequent steps you did to learn it well. Share.
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Smilkstein’s Research- NHLPBelow are the 4 most common stages that the findings
revealed to be consistent among the students’ assignments.
1. Desire, Watch (others, video etc.), observe, viewed demonstration, took a class, read about it, had an interest
2. Attempted to do-perform, tried it out, experiment, trial and error, and began to practice
3. Practice, practice, practice, more reading/watching- get expert instruction
4. Succeeded, became an expert, became independent, started sharing, began to look for new challenge or refined practice
Students Compare with Teaching Learning Process (Smilkstein, 2003; Gunn, Richburg, & Smilkstein, 2007);
See Handouts- Natural Human Learning Process & Developing Self -Directed Learning for complete research
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Multiple Measures with Multiple Perspectives Quantitative:
Pre and Post Interviewing Skills Training Confidence
Scale (student report)Pre and Post Student Interview Video Recordings
Interview Evaluation Scale & Final Assignment
Competency (student/ instructor) Qualitative:
Pre and Post Student Reflections
Student Perceptions of learning experience using guided questions and statements.
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Pre-Training Activity/Assessment
Metacognition: NHLP (Smilkstein, 2003), self-awareness, self-efficacy (Bandura, 2000; Berge, 2002; Efklides, 2006)
Self Assessment: Students record a 10-12 minute pre training interview to use to assess strengths, areas for improvement, set goals (Berge, 2002; Ertmer & Newby, 1996)
Reflection: Interviewing process and self-assessment (skills) (Dewey, 1933; Schon, 1983; Schunk & Zimmerman, 1998)
Web-Conferencing Orientation - PracticeReality Play – introduce (Askeland, 2003)
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Post Training AssessmentStudents record a 10-15 minute interview as interviewer
Final Interview Evaluation (using post interview recording students complete summative assessment -student and instructor assessed)
Post Confidence Scale (student-reported)
Post Interviewing Skills Reflection (student reported)
a) Students compare pre and post confidence scale
b) Students’ self-assessment - comparing pre and post recordings to determine if identified goals were achieved.
c) Teaching-Learning 6-step system experience
d) Hybrid experience/ technology (web-based and f2f)
Questions
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