Past Webinars

Anticolonial Pedagogy: Utilizing the ‘Mountain of Knowledge’ Metaphor to disrupt entrenched narratives in Occupational therapy education.

Conventional pedagogical approaches inadvertently perpetuate coloniality and dominant narratives (Freire, 1993[1970]; Hooks, 2003), and the field of occupational therapy is no exception. In this webinar session, we’ll delve into the transformative potential of the “Mountain of Knowledge” metaphor, a dynamic tool for fostering inclusivity, collaboration, amplifying marginalized voices within the classroom and empowering students to challenge dominant narratives within the profession. Underpinned by critical, anti-colonial and dialogic pedagogy (Freire, 1993[1970]; Freire & Shor,1987; Bakhtin, 1991), we will discuss how this metaphor promotes critical consciousness, cultural competence, and empathy among students (Kumagai &Lypson,2009, Lather, 1991), as well as learn practical strategies for its implementation in occupational therapy and occupational science education.

References:

Bakhtin, M. M. (1991). Dialogic imagination: Four essays by M. M. Bakhtin (C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.

Freire, P. (1993 [1970]) Pedagogy of the Oppressed (trans. M.B. Ramos; revised edn). New York: Continuum

Freire, P. and Shor, I. (1987) A Pedagogy for Liberation: Dialogues on Transforming Education. Westport, CT: Bergin & Garvey

Hooks, B. (2003). Teaching community: A pedagogy of hope. Routledge. Kumagai, A. K., & Lypson, M. L. (2009). Beyond cultural competence: critical consciousness, social justice, and multicultural education. Academic medicine, 84(6), 782-787.

Lather, P. (1991). Getting smart: Feminist research and pedagogy within/in the postmodern. Routledge.

 

Author Bio:

Eric Nkansah Opoku is a lecturer of Occupational Therapy within the Department of Occupational Therapy, Human Nutrition and Dietetics, Glasgow Caledonian University. He received his Bachelor of Science in Occupational Therapy education with the University of Ghana, and his Master of Occupational Therapy education with Stellenbosch University in South Africa. His line of scholarship and research is directly related to health professional education and practice, Play occupations among children with disabilities and telerehabilitation of adults with neurological conditions. Eric also has research interest in cultural sensitivity and anti-coloniality in the context of occupational therapy education and practice. Eric teaches and supervises students’ research at masters and undergraduate levels.

Teaching Diverse groups

Effectively teach diverse student groups is crucial in occupational therapy education and can be challenging from time to time. This lecture aims to introduce teaching strategies that enable different students to achieve the desired competences.

We will focus on two main areas. First we will have a look at „brain friendly“ methods that support students with varied learning strategies. The theory is based on neuoscience research.

In the second part we will have a closer look at students with different levels of prior knowledge. This part will be based on a Didactic Model for Inclusive Teaching and Learning (DIMILL).

As background and socialisation influence prior knowledge and learning strategies, we will also have a brief look at culture sensitivity in the teaching process.

By the end of the lecture, you will be able to apply proven teaching methods in a more targeted way and have new ideas for more inclusive teaching.

Material:

Frohn J. The Didactic Model for Inclusive Teaching and Learning. Frohn J (Ed.), 2022 Inclusive Teaching and Learning – Glossary. Berlin: Humboldt-Universität zu Berlin. https://pse.hu-berlin.de/en/research-studies/projects/fdqi-hu-en/project-results/fdqi-dimill-glossary/the-didactic-model-for-inclusive-teaching-and-learning-julia-frohn

Frohn J. Das Didaktische Modell für inklusives Lehren und Lernen. Frohn J (Ed.). 2017 FDQI-HU-Glossar. Berlin: Humboldt-Universität zu Berlin. http://www.hu-berlin.de/fdqi/glossar. https://pse.hu-berlin.de/de/forschung-und-lehre/projekte/fdqi-hu/projektergebnisse/Inklusionsglossar/das-didaktische-modell-fuer-inklusives-lehren-und-lernen

Owens MT, Tanner KD. Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching. CBE Life Sci Educ. 2017 Summer;16(2):fe2. doi: 10.1187/cbe.17-01-0005. PMID: 28450442; PMCID: PMC5459260:  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5459260/pdf/fe2.pdf

 

Author Bio

Saskia Buschner is an experienced Occupational Therapist specialising in neurological and geriatric rehabilitation. Her expertise spans clinical and non-clinical settings. She has worked as an Occupational Therapy educator for over twenty years in various capacities. Additionally, she obtained a Master’s degree in Medical Education Studies from Humboldt University/Charité, Berlin. Her areas of expertise involve intercultural training, rehabilitation of musculoskeletal conditions and addressing emerging target groups. She possesses significant international professional exposure in Ethiopia, Bangladesh and Gambia.

LISTEN! An interprofessional approach for university students’ mental health promotion.

Even prior to the Covid-19-pandemic studies showed an increase in stress levels and mental health issues among Austrian university students. Therefore, the project “LISTEN! Living Interconnected Student Engagement” was created by Occupational Therapists and rolled out within the FH Campus Wien University of Applied Sciences. LISTEN!’s theoretical base lies within the Okanagan Charta for Health Promoting Universities and Colleges (2015), as well as the Conceptual Model of the Relationship of Social Networks & Social Support to Health (Glanz et al., 2008).

LISTEN!’s approach is highly interprofessional, participatory, and centred around the community of students and employees, and their mental health. The project’s three pillars are (1) peer-counselling among students, (2) social networking opportunities for students, and (3) workshops for employees to gain skills when dealing with vulnerable students. The construction of LISTEN! facilitates a transfer to other universities. LISTEN! is partly funded by Vienna Health Promotion (WiG).

References

Glanz, K., Rimer, B.K., Viswanath, K.V. (2008): Health Behavior and Health Education: Theory, research, and practice, 4. Auflage, San Francisco. https://www.med.upenn.edu/hbhe4/part3-ch9-key-constructs-conceptual-model.shtml

Okanagan Charter: An International Charter for Health Promoting Universities and Colleges (2015). An outcome of the 2015 International Conference on Health Promoting Universities and Colleges / VII International Congress. Kelowna. British Columbia, Canada.

Unger, M., Binder, D., Dibiasi, A., Engleder, J., Schubert, N., Terzieva, B., Thaler B., Zaussinger, S., & Zucha, V. (2020). Studierenden-Sozialerhebung 2019 – Kernbericht. Institut für Höhere Studien – Institute for Advanced Studies (IHS), Wien.

 

Author Bio

Petra Paukowitsch, BSc MA Occupational Therapist, Social Worker

Academic Staff at FH Campus Wien University of Applied Sciences, Austria

Department of Health Sciences / Occupational Therapy

petra.paukowitsch@fh-campuswien.ac.at

The need for critical reflexivity and dialogue on occupational science concepts and multidimensional constructs such as inclusion, justice and deprivation is necessary to advance the translation of theoretical understandings to practices.

In this webinar, Silvia, Allison and Michelle aim to problematize, reflect and expand on ideas of deprivation and hope to:

• Spark critical reflections about representations of deprivation and occupational deprivation;
• Share insights from current research projects on differing dimensions of children’s play, as part of our doctoral studies on the P4Play program (https://www.p4play.eu/) problematizing dominant ideas about deprivation;
• Consider how we can connect these reflections on occupational deprivation within our practices as occupational therapists and educators and share resources.

We will create space for dialogue and invite participants to consider in advance how they understand the concepts of deprivation and occupational deprivation and how these relate to their current practices.

The network coordinators Jaime Daniel Leite Junior and Jens Schneider will present the “International Network on Sexualities and Genders within Occupational Therapy and Occupational Science (SexGen-OTOS)” in this webinar. The network brings together occupational therapists and occupational scientists from around the world who work, teach, study and/or develop research on sexualities and genders from occupational therapy and occupational science perspectives. Currently, the network has over 100 members from 18 countries. Their work recognizes the power relations that characterize societies and the ways in which these lead to the marginalization of individuals and groups. In light of this, the members are committed to the human, social, political, civil and occupational rights of all people, including the understanding that all different sexualities and genders should be respected and valued. The network is structured into four working areas, one of which is “OT & OS education”. The aim of this area is to initiate projects together with study and training programmes within occupational therapy and occupational science. The coordinators’ presentation aims to shed light on the area of “OT & OS education”. Initial recommendations will be provided on how sexualities and genders can be taught in study and training programmes within occupational therapy and occupational science. Finally, we will discuss a research project in the field of education that is currently being planned.

New challenges and chances in our global, technology-focused, and fast-changing modern-day society require a new set of competences from young health care professionals, often referred to as “21st century” skills: cultural sensitivity, efficient collaboration in diverse teams, problem-solving, and critical and creative thinking. Collaborative online intercultural learning in OT education can make a huge contribution to the development of these skills and can reach all our students, not just those who go abroad. So– how can we provide it? The Erasmus+ project COPILOT (Cooperative Online Peer & Intercultural Learning in Occupational Therapy), consisting of six OT degree programs from Austria, Belgium, Bulgaria, Sweden, Switzerland and the Netherlands, has created and tested a model, nine online modules, a manual with practical tips as well as supporting resources that allow you to implement this kind of learning in your OT program. For more information, please browse Course: COPILOT Webinar (fh-joanneum.at) (please register and then click “enroll as a student”). The webinar is meant as a hands-on introduction to COPILOT learning: After a brief survey of basics (model, material), we will go through the seven steps of implementation to show you how to use our OT-related online modules for collaborative intercultural learning at your institution. Time will be set aside for your questions!

Higher Education has a responsibility to empower students with an innovative approach and competence to drive social change. These issues can be addressed by a recognition of Occupational Science (OS) as a core base in the Occupational Therapy (OT) education. This broadens the occupational therapists´ competence to work with occupational challenges that starts with individuals, continues to communities and advances to whole populations regardless of cultural context. In this webinar we will present and discuss the results of a long term and systematic work with a competence-based curriculum development in occupational therapy program. Curriculum was developed by choosing concepts from OS and to progressively integrate them in major subject throughout the OT studies.

This webinar will provide an overview of the transition into blended learning at the University of Plymouth though sharing some of the successes and the challenges faced. It provides an opportunity for all to reflect on blended learning and its future in occupational therapy education.

Globalisation is step by step reshaping the landscape of higher education and making new demands of higher education institutions to prepare its graduate to the challenge of living and working in a globally connected world. The internationalised curriculum will acknowledge the importance of intercultural and international skills and knowledge and the ability to think and act in a local, nation and global context. Ann and Lucie will unpack the IoC notion, present the key concept and the rationales for internationalising the curriculum. Further they will present a tool for starting and continuing the IoC process and some practical suggestion for the work.

Aim: to give an overview of the placement simulation and discuss ways to overcome the difficulties in occupational therapy education caused by the outbreak around the world.