Lynda Ayiku 

Lynda is an Information Officer at the School of Health and Related Research (ScHARR) within the University of Sheffield.  She is a course facilitator for the National Library for Health (NLH) funded FOLIO professional development programme and web editor for the NLH Health Management Specialist Library.  In addition, she conducts literature searches for National Institute for Health and Clinical Excellence (NICE) and Review Body for Interventional Procedures (ReBIP) systematic reviews.

Abstract

The anatomy of e-learning

The expanding role of the health librarian requires that they support the e-learning activities of both health care workers and library staff themselves. Frequently this will include participation in organisational initiatives to design and deliver e-learning courses.

• How can a library team set about designing such a course?
• How do they ensure that it meets its educational objectives?
• What are the practical considerations?
• How do they establish a balance between content and presentation, between self-directed learning and groupwork, and between learning and enjoyment?

 The FOLIO team, based at the School of Health and Related Research (ScHARR) at the University of Sheffield has a wealth of practical experience in attempting to address such challenges. The team delivered 12 e-learning courses during 2004-2006, in addition to three pilot courses, and is also involved in the University of Sheffield's Masters in Health Informatics by distance learning. The FOLIO programme, funded by the National Library for Health (NLH) Librarian Development Programme, has provided a unique opportunity to trial new approaches in rapid response to very detailed participant feedback.

This interactive workshop will start from a realistic and practical scenario arising from the need to develop an e-learning course. Participants will "fast-forward" through the stages of planning and developing an e-learning course "pausing" at significant points along the way to complete brief relevant exercises. Indicative content:

• Setting course objectives
• Identifying content
• Storyboarding
• Designing tasks
• Getting the balance right
• Planning evaluation and feedback.

Presented with Anthea Sutton.

This page was last updated on: 17 May, 2006