INBETA updated

JUNE newsletter


Hi there,

Here is our monthly selection of things that we found interesting. You can find previous newsletters here, here, and here.

PODCAST

The new future of work

Harris, S. & Mullenweg, M. (2020). The new future of work. Making Sense podcast.

In this episode of the podcast, Sam Harris speaks with Matt Mullenweg about the evolution of distributed work. They discuss the benefits of working from home, the new norms of knowledge work, relevant tools and security concerns, the challenges for managers, the importance of written communication, the necessity of innovating in response to the Covid-19 pandemic, delivery networks as critical infrastructure, economic recovery, and other topics.

As we all find ourselves working remotely among distributed teams I thought that this discussion provided some useful insight into how we might run physiotherapy programmes differently in the future. For example, when we get back to campus, are we going to insist that everyone comes into the office on days when they're not teaching? There's a lot to think about in this conversation.

ARTICLE

Why Minimal Guidance During Instruction Does Not Work

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86.

Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process.

The past decade has seen the rise of problem-, case-, and project-based learning in medical and health professional education, as it seems to be more closely aligned with the requirements of clinical practice. This article provides an interesting counter-argument in which the authors make a case for the need to provide close guidance for students as part of the learning process. While we might present a counter-counter-argument and suggest that PBL and CBL approaches have changed since the publication of this paper, I think that it nonetheless provides an interesting foil for the current interest in PBL and CBL in health professions education.

RESOURCE

Hybrid Pedagogy | Online learning

A collection of 27 articles tagged with "online learning" published by Hybrid Pedagogy.


From the journal's About page:

Education happens everywhere — all the time — and people must be empowered to learn and teach throughout their lives. And because technology is incorporated in all aspects of our lives, people must also be empowered to conscientiously evaluate the role of technology in their learning and teaching. Hybrid Pedagogy exists to explore those connections: the contact points and interconnectedness of learning, teaching, and technology in our lives. Our work advocates for teachers, advocates for marginalized voices in education, but first and foremost advocates for students and learners.

A selection of articles from the journal include the following:
If you're currently thinking about online learning (and why wouldn't you be) this is a wonderful collection of articles that will get you thinking carefully about how to go about doing it sensitively and with care.
Curriculum is constructed and negotiated in real time by the contributions of those engaged in the learning process.

Dave Cormier, in "Community as curriculum"

OPENPHYSIO JOURNAL

Call for papers | Towards a new normal in physiotherapy education


OpenPhysio is an open access journal with a focus on physiotherapy education. The journal has recently put out a call for educators to submit short reports describing changes in teaching practice as a result of the global Covid-19 pandemic.

In this call for papers we’re looking for examples of those changes that physiotherapy educators are implementing now but which have the potential to be maintained post-pandemic. We’d like to learn, not only what made emergency remote teaching and learning possible in the coming weeks and months, but whether these changes have the potential to transform physiotherapy education in the future.

The closing date for submissions is the 31st of July 2020. Please do consider submitting a report to the journal, or contact the Editor for more information.

THERAPY LIVE AND IN BETA

Call for digital posters

Therapy-Live-digital-posters-2
In Beta are collaborating with the Therapy Live virtual conference to run a digital poster stream for posters which should have been presented at conferences which have been cancelled or postponed due to the Covid-19 pandemic.

We have launched a call for research, service evaluation or innovation sharing posters relating to any aspect of musculoskeletal therapy which had been planned for presentation at a conference that has since been cancelled. Posters can be submitted as digital posters (eg an image file or 2 minute video) and will be shared as part of a digital poster stream on twitter on 24th June. The best posters will then be accessible via the Therapy Live virtual conference lobby on Friday 26th June where over 10,000 MSK therapists will be joining to access the presentation streams.

More information on the call including submission details is available at https://inbeta.uwc.ac.za/therapy-live/
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Enjoy the rest of your day.

Ben and Michael
MailPoet