1)      CERL competencies are included in the course template along with discipline competencies.
2)      The use of collaborative platform (Miro) for reflection and task management
3)      CERL resources for completing assignment related to the project 

Can you provide any tangible info – e.g. module descriptor, learning outcomes, assignments, assessment criteria – please copy paste below if yes – NB Get module code 

Anything you want to probe for here based on your knowledge of this participant? 

General description of the module with CERL project. 

The course is organized in three challenge activities which are introduced by a specific scenario that aims to give some clinical context for reflection before reading and viewing resources. Each scenario includes a brief introduction that helps guide learning competencies and outcomes, which are detailed in each section. There are two types of learning competencies: a) those that are associated with the discipline itself and b) those that aim at acquiring skills and knowledge about community engaged research and learning (CERL). Discipline competencies are mostly related with the diagnostic processes of neurodegenerative diseases which include cognitive, emotional and behavioural data. Competencies associated with CERL are contextualized into a project with a community partner (local institution that works with ageing and dementia) and are mainly associated with the intervention of age-related disorders.  

Example for the first activity of the semester: competencies and learning outcomes (in bold those that are associated with the CERL project)   

Competencies 

B3 – Ability to integrate knowledge for understanding complex issues and to formulate solutions, including reflections on social and ethical responsibilities. 

G1- Ability to analyse and synthesize the information generated in the different fields of action and formulate solutions through the set of data processed according to the principles of social and ethical responsibility. 

S1 – Ability to integrate the most relevant knowledge related to professional practice in the field of neuropsychology. 

Learning outcomes  

For competency B3 

1) To critically analyse the clinical case data and relate them to theoretical knowledge 

2) To identify the cognitive deficits of mild cognitive impairment and Alzheimer’s disease 

3) To use information from CERL resources for defining the relationship (roles, responsibilities, trust, and motivation) with the community partners 

For competency G1 

1) To use information from different fields to plan an evaluation of cognitive deficits in dementia. 

2) To know how to apply the deontological code of Psychology when applying a neuropsychological evaluation. 

3) To use information from CERL sources for reflection on learning 

For competency S1 

1) To how to apply an assessment for the evaluation of the cognitive disorders 

2) To integrate CERL project goals in the assessment of cognitive disorders   

How was it taught: 

Number of students: about 20 

Student group work or individual 

• Readings about CERL principles and community-based project 
• Session with students to prepare the first meeting with the community partner 
• First meeting with community partner: group activity on relationship and trust in collaboration, shared goals and objectives, needs, expectations, roles, task, processes, and time management 
• After-meeting activity: discussion about the strengths and weaknesses of the project 
• Set up the specific objectives of the project with the community partners (task and process-oriented) 
• Selection of the surveys and adaptation to patients with dementia 
• Follow-up meeting with community partner: the discussion about the survey to implement with patients and caregivers 
• Data collection (music preferences and music-induced changes on mood 
• Reflection on learning experience and achievements 

How they worked with the partner: on site with the community partner and during meeting on Blackboard Collaborate 

Evaluation or formal assessment of their learning: 

• Short description about relationship to discuss with the community partner (roles and responsibilities) with a reflection section (300 words) 
• Motivation questionnaires (adapted by Giachello et al., 2007) filled in by students before the group session (The results will be discussed during the group session as the starting point for reflecting on what community partners need and expect from us) 
• Short description of two goals for the project with the community partner and their relationship with the discipline (300 words) 
• Description of two weaknesses/issues from the meeting with the community partner and describing two strategies to solve them (from needs and expectations) (500 words) 
• Short description of the selection of the surveys (music preference and music-induce changes on mood) with explanation about the motivation of the selection and feasibility (300 words)
• Short feedback with the feedback to peers on their proposal and final version of the survey (on Miro) (100 words)
• Description of the plan for data collection (400 words)
• Short reflection on achievements on tasks and processes (on Miro) (200 words)
• Short reflection on the learning experience during the project (benefits and challenges) (300 words)
• Final assignment. Screencast that includes goal, processes, benefits/challenges, and reflection (max. 10 minutes). 

Could or should we follow up with students? Yes, two months after the project we will organize an event with the community partner 

  Tech used: 

• Board for shared goals (Miro). Before the first meeting, both students and community partners will complete a board on Miro with their motivation to be part of the project, needs, personal contributions, benefits and challenges. We will put together this information to find shared goals as a starting point to implement tasks that will be feasible and achievable (during the meeting).  
• Board for tasks and reflection (Miro). A board will be created on Miro to follow-up task achievements and reflection 
• Blackboard Collaborate. This is an institutional tool for meetings that can be easily implemented on our learning platform for students. 
• Website. To improve the impact and the visibility of the outcomes, we will create a webpage dedicated to the CERL project (https://marcocalabria.cat/mem-cog/). Currently, it is a web page that was designed for the research project ‘MEM-COG’, but a specific section for the CERL project will be added.  

Acquiring new learning competencies for their curriculum based on ‘Ethical and global commitment’ along with the general principles of the University. 

  Technology skills for collaborative projects. 

  It increases: 

–          the quality of their professional skills as health workers (broader view with societal challenges). 

–          The quality of their training, making them more competitive in the job market. 

–          Reflection and personal growth 

It increases: 

–          The visibility of their needs beyond the community level. 

–          The opportunities for new projects with academics and students. 

–          The quality of the service they offer as they will acquire new tools/knowledge.