Information processing family
Published on Aug 12, 2018
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PRESENTATION OUTLINE
Information processing family
- project-based learning
- inquiry learning
- socratic dialogue
- By: Jorelyn N. Agpaoa
Photo by G. Crescoli
project-based learning
- Active learning by investigation of a problem over an extended period
- searching/solving/creating/sharing
- can work in groups to increase collaboration/communication skills
- At the end, present project/findings
Photo by Štefan Štefančík
pbl example
- nurses want to improve their rates of successful intravenous insertions. they observe technique, collect data, analyze data, and research recommendations for improvement. They will present their findings to executive leadership
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inquiry learning
- Learning occurs through: Engagement, Exploration, Explanation, Elaboration, Evaluation
- Ask questions, obtain evidence to answer questions
- develop additional questions as one learns more about the subject matter
Photo by Leo Reynolds
inquiry learning example
- Nurses notice their catheter associated urinary tract infection (CAUTI) rates have increased. They conduct evidence-based research to answer the question “why are CAUTI rates increasing and what can we do to improve this?”They form additional questions such as "why are we using this brand of catheter?"
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Socratic dialogue
- learning occurs from engaging with others with question oriented dialogue
- participants actively listen and openly speak to expand their critical thinking
- discuss different perspectives to help increase understanding and discover misconceptions
Photo by UBC Learning Commons
socratic dialogue example
- Regarding the use of vaccinations: varying perspectives are discussed to increase understanding from different views of stakeholders such as parents, physicians, policy makers. questions to ask include "why are vaccinations used?" "why should some vaccinations be mandatory?" "how do they work?"
