HESDAR Center | Mysore

OASDL – 2021
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Learning

The self-directed learning module deals with assessment & its importance; describes different types of assessment; enumerates different tools of assessment; compares formative & summative assessment; links learning outcomes with teaching & learning activities and assessment methods and explains how to combat academic corruption in assessments

The self-directed learning module explains falsification of research data, realizes the consequences in the new legal frame works around the world, differentiates manipulation vs safety, efficacy and harm to public health; describes honesty & openness for researchers, describes case study in UK & USA and explains about whistle blower act in USA

 

This module deals with corrupt practices in education & reasons, transparency required, adverse effects of corruption, examples & scenarios and preventive actions to be taken.

This self-directed learning module explains the core values and purpose of faculty development (FD), describes the process of FD, lists the key areas for FD, enumerates the base for FD and describes the core Life Skills necessary.

The module explains what constitutes good scientific speaking practices (GSSP), describes time & environmental management, lists contents of a good presentation, explains what seminar syndrome is and lists few don'ts in scientific speaking.

This module defines Mission statement & differentiate with Vision,

Goals & Objectives; trains you to write your mission statement, describes examples of Personal & Company mission statements, constructs your Mission statement step by step and links your Mission with your Institution Mission

This learning module describes what are strategic education practices, assists to perform objective SWOT analysis of your institution, lists 03 must do things to raise the credibility & respect for your institution, explains the role of strategic planning & its implementation, lists the outline of 01 innovative course for your institution based on the need and relevance and identifies 03 areas that need urgent change in your institution

The module mentions outline of PBL, explains its advantages over lecturing, describes the PBL process, explains few steps in PBL, highlights the roles of group leader, scribe & facilitator, describes PBL assessment & motivates you to share your University Experience about PBL

The self-directed learning module defines study plan & its role in the program outcomes, lists important components of a study plan, trains you to write a study plan for your chosen program of selected duration (follow semester / annual pattern), highlights courses, credits for Theory, Lab & Training and assists you to calculate total credits per sem / year and grand total of credits for a program

This self-directed learning module defines Learning objectives & Learning Outcomes, differentiates Aims, Objectives & LO’s, lists at least 3 action verbs for different stages of the 3 Domains of learning(Knowledge, Skills & Attitude), trains you to practice and write few LO’s and critically comment on the LO’s given to you , encourages you to participate actively in the W/S , discuss, share &

learn and appreciate the role of LO’s in engaging & enhancing students learning

This module Defines Evidence Based Education, lists the evidences that can be built in education, explains the critical areas if failed can affect quality and describes 03 most important areas that are critical for quality

The self-directed learning module defines bench mark & bench marking, its applications, reasons for benchmarking, typology & process of benchmarking, key steps and examples in benchmarking.

This learning module explains the main components of ethics of care, describes the RPS’s code of ethics, and names the 04 aspects of ethics of care. It also describes clinical pragmatism in providing ethical care.

This learning module explains Game based learning (GBL), describes the features of GBL, lists advantages of GBL, mentions few general examples of GBL and also lists few specific examples of GBL in Pharmacy.

This self-directed learning module explains components of induction training, describes teaching and learning, explains motivation of students to learn, lists the important learner traits and classify learners, lists job responsibilities of new faculty and describes education tools and technology.

The self-directed learning module defines professionalism, lists 05 professional core values, lists 04 demonstrable professional behaviors, explains 03 professional qualities and describes what factors influence student professionalism

The self-directed learning module explains value based education, lists 4 important components of education, describes few basic values for a satisfying and peaceful life and explains few important ethical norms in higher education

The module describes Strategic Planning, explains SWOT & Need analysis, describes visionary plan & process and explains areas of focus & action plan in an institutional context

Quality Assurance of Higher Education

The module describes standards of FIP/ WHO/ CAA on QA in pharm. Education, lists the needs for QA in education, identifies 02 MOST important issues involved in Pharm. Education, describes the growth of Pharmacy education, lists at least 04 weaknesses of education ( universal) and l also ists Quality criterions

This module lists consequences of poor governance, explains good practices in higher education governance, defines Good governance & its purpose in Higher Education, describes effective governance structures and relationship with all stake holder groups, explains strategic responsibilities of governing bodies and lists effective procedures and good practices in governance.

This Self Directed Learning (SDL) module defines career planning, lists 05 steps in Career Planning, explains what a good goal is, describes barriers to Goal & Plan and explains how to plan your career. Few examples are described to make points clear for the students

This SDL module Defines study skills, explains personal, in-class & out-of-class skills, describes 4 tips used before you begin studying, lists 3 tips for planning study time and describes how to use your study time effectively. Few practical tips are given for students to imbibe and use.

In this SDL module Definition of stress is mentioned, lists at least 05 things that bring stress to students; differentiates Eustress and Distress, also lists few stress warning signals and suggests at least 05 ways to reduce stress. Few causes of stress are listed & explained for better understanding. Few tips are given to manage stress in a better manner.

At the end of this module you(participant) will be able to define verbal & Non-verbal communication; list few effective communication components; explain few useful non-verbal communication tips; make effective scientific presentation; describe few do’s and dent’s and use of exit line/s. Few useful tips are given for students

At the end of this SDL module you (student) shall be able to, explain few etiquettes of public speaking; list six good ideas useful for public speaking; explain why public speaking practice is good for students; enlist few techniques to improve public speaking and explain few common problems, mistakes & solutions during public speaking. Several useful ideas are listed & explained for students benefit.

This module describes main elements of written communication, lists 03 writing rules, develops correct writing habits, lists 02 parameters employers assess your written skills and describes few mini-skills in writing. Few examples & case scenarios are described

 

This module defines leadership and lists attributes of a leader; lists recipe for being a leader; differentiates leader & manager; explains how to build a team; describes leadership styles & conflict handling modes; makes you appreciate the role of attitude & motivation in improving performance. Attributes of a leader are listed & explained. How to build a TEAM is described. Importance of attitude & motivation are discussed which in turn affect performance of the candidate.

This module defines time management; describes its importance for students; lists 06 time management tips you should follow; trains to do your own assessment of time management skill and lists 03 time management principles .Several time management tips are listed & explained for students benefit

This SDL module defines attitude, lists 05 benefits of positive attitude, differentiates attitude & behavior, explains how to change attitude & behavior and describes 05 positive behavior changes for students. Benefits of positive attitude are listed for quick glance

At the end of this module you (student) will be able to, list benefits of active listening & Develop your listening abilities, explain basic listening strategies, describe difficulties faced in effective listening, expose students to different listening situations through activities, .define active learning & list its importance, list few steps involved in active listening and explain what is whole body listening?

  1. What is it? :  It is App based credit oriented e-learning, hybrid mode platform which will provide WEB BASED TRAINING in the areas of Strategic Education Practices & Digital Technology. It is Hybrid Learning as it includes, e-learning, Zoom learning, Flip-grid based, and Distance training, Self-Directed Learning (SDL), Team Learning, Face to Face learning and others.
  2. Who needs? : It will benefit both faculty & college as the training will be specific to different categories of faculty. Well trained, informed, motivated & transformed faculty is the key for the progress & success of the college.
  3. Why is it necessary?:  It is necessary for faculty to become digitally competent, use technology effectively in the classroom & outside, to engage the students in learning & assessment in an active manner & to provide feedback on real time basis. The technology creates team learning, reflective learning, SDL etc.
  4. Where & when is it useful?:  It can be used anywhere if you have Wi-Fi & internet connectivity. You can use the web mode of learning during live sessions or at your own time & pace convenient for you to learn from recorded sessions available online.
  5. How can it be used? :  Web based video lessons will be conducted at convenient day & time within the working hours, between 4 pm to 5 pm on weekly basis, to begin with. Based on the feedback from users, need, effectiveness & usefulness, the program will be extended with more frequency, 2 to 3 times a week or daily for 01 hour. On site, face to face .programs will be conducted to the needy & interested at Mysuru & other places in groups of 30 to 40 at a nominal cost to meet the travel & other actual expenses of the HESDAR Center.
  6. Registration, Certification & other details : A nominal charge will be levied for the interested by HESDAR Center, if participant/s want certificates of participation cum Merit after clearing the continuous assessment (60%) & end modules exam (40%), with a minimum score of 70% as per international standards. This will be during & after the completion of 15 modules listed for the specific type of faculty – Junior, Middle-order or Senior.
  7. Those who register through the above link will only be invited to join the web based interactive seminars
  1. Integrated Google Classroom
  2. Video, Audio & chat facilities
  3. You can type questions & few selected will be answered by the host
  4. Zoom learning platform with unique features
  5. E- learning, Interactive, Virtual, real time, SDL, mobile learning, Onsite learning
  6. Google classroom with unique features

Why this Module?

Ethical working is a non- negotiable instrument in higher education often taken for granted

  1. Module Goals

Ethics and Decision Making is a one credit module offered for the faculty of Pharmacy and other programs. The aim of the module is to make the faculty understand the ethical decision making process in various settings to guard education & practice. As part of the curriculum, the participants are taught about ethical theory, key moral concepts in education, moral reasoning, professionalism, accountability and professional decision making process. The faculty will also be exposed to worked examples in decision making.

The following list of teaching and learning processes is consistent with the educational objectives of this module:

  1. Interactive web based sessions;
  2. Online Group discussions;
  3. Assignments;
  4. Self-directed learning (SDL)
  5. Case Based learning (CBL); and
  6. Flip grid Seminars.
  1. EDM Course Objectives

The objectives of the course are to,

  1. Describe & give hands on experience on Ethics & Decision Making as activity based interactive & online workshop in SDL format
  2. Apply  ethics and ethical norms in Pharmacy Education & Practice
  3. Demonstrate decision making capacity in education & processes related
  4. Develop critical thinking skills and ethical decision-making to resolve     challenges typically encountered in pharmacy education & practice.
  5. Show sensitivity to and respect for the person’s autonomy, dignity, values, diversity and right to make their own choices
  1. EDM Course Summary
  • The certificate course of 1 credit & 15 contact hours will help participants to imbibe the basic tenets of ethics & decision making.
  • The course will be delivered using online, interactive workshop based teaching, Self-Directed learning (SDL), group activities, assignments etc.  It is designed for faculty with few years of experience.
  • The course deals with ethical issues & moral dilemmas in education, identify & deal with problems and solve them. Several cases will be discussed using CBL format.
  • Aim is to comply with legal and ethical principles in the provision of pharmaceutical education & care services
  1. Module Outcomes
    1. Knowledge

At the end of the course the participants shall be able to:

K1Describe ethics and ethical norms in pharmacy Education & Practice
K2Explain key moral concepts in Education
K3Describe professionalism and accountability in education
K4Explain the role of ethics in education & practice
  1. Skill

At the end of the course the participants shall be able to:

S1Apply the principles of ethics in the day to day education & practice
S2Identify issues and resources for professional decision making process
S3Provide professional reasoning in specific cases
S4Demonstrate decision making capacity in education & processes related
S5Identify ethical problems and solve them
  1. Attitude

After the completion of this course, faculty shall be able to

A1Accept responsibility and accountability for personal actions and

 

decisions with regard to education & practice

A2Improve critical thinking skills and ethical decision-making to resolve

 

challenges typically encountered in pharmacy education & practice

A3Comply with legal and ethical principles in the provision of

 

pharmaceutical education & care services

A4Demonstrate personal and professional integrity by resolving

 

potential/actual unsafe, illegal, unethical or unprofessional actions or

situations

A5Show sensitivity to and respect for the person’s autonomy, dignity,

 

values, diversity and right to make their own ch

  • Soft skills
  1. Persuasion -  No matter how great your work is you need to convince people to buy it
  2. Collaboration – To generate ideas and accomplish common goals
  3. Adaptability – because things are changing fast
  4. Creativity – Originality & Critical thinking are skills robots don’t have
  5. Time management – A useful skill in all areas of life
  6. Analytical reasoning – to turn data into insight
  7. People management – helping everyone to do their best
  • Hard Skills
  1. Cloud computing – companies need help moving from office-based servers to the cloud
  2. Artificial intelligence – it’s already transforming business models
  3. UX design – User Experience Design - key to making a digital world work for humans
  1. Case studies are stories.
  2. They present realistic, complex, and contextually rich situations and often involve a dilemma, conflict, or problem that one or more of the characters in the case must negotiate.
  3. tells a “real” and engaging story
  4. raises a thought-provoking issue
  5. has elements of conflict
  6. promotes empathy with the central characters
  7. lacks an obvious or clear-cut right answer
  8. encourages participants to think and take a position
  9. portrays actors in moments of decision
  10. provides plenty of data about character, location, context, actions is relatively concise

The following list of teaching and learning processes is consistent with the educational objectives of this module:

  1. Interactive web based sessions;
  2. Online Group discussions;
  3. Assignments;
  4. Self-directed learning (SDL)
  5. Case Based learning (CBL); and
  6. Flip grid Seminars.
 

The broad objectives are to,

  1. Orient faculty to technology enabled soft skills development
  2. Discuss selected soft skills that are useful, relevant & effective in higher education
  3. Inform, Motivate, Inspire & Transform faculty during weekly engagement on h-learning platform with specific topics
  4. Upskill faculty for better Leadership, Attitude, Motivation & Performance
  5. Explain & train in decision making through ethical reasoning, evidence & fact based discussions

A – Any where

B – Bit by bit

C – Content specific

D – Distance learning

E – Electronic learning

F – focused learning

G – Goal oriented certification learning

H – hesdarc / Hybrid learning

  1. There is  a case or scenario
  2. There is a problem / issue
  3. You have to deal with it Objectively, Fairly & Professionally
  4. You have to solve or suggest a solution systematically
  5. You have to justify your decision / action/s

CBL scenario – what to do?

  1. Understand the topic, analyze the problem,
  2. Gather facts from various sources – legal. ethical, technical, social & other angle
  3. Do not hurry & decide a slolution
  4. Think of consequences & ethics
  5. Be objective, fair , professional & transparent
  6. Service before self shall be the motto
  1. Group working
  2. Individual study skills.
  3. Information gathering and analysis.
  4. Time management.
  5. Presentation skills.
  6. Practical skills

Stage 1: Gather relevant facts – laws that apply, ethical issues, professional knowledge to be applied & where to look for help

Stage 2 : Prioritize & Ascribe values

Stage 3 : Generate options/ possible solutions

Stage 4 : Choose the best option

Assessment tools include the following & not limited to

  1. Continuous, formative,
  2. End course and summative including
  3. Quiz, Assignment / Project work, mid-modules, Examination, Seminar etc.
  4. Formative Assessment – 60%
  5. Summative Assessment – 40%