Competence, Resilience, and Adaptability With and Without Learning Augmentation (CRAWWLA) - final report

Our original intent was to engage Calgary teachers with issues associated with resources that were added or absent from their teaching situations and how they adjusted to these changing circumstances. From that we had intended to develop resources to help teachers make better use of these situations when they were ‘with and without’. This is not what we ended up doing. In the first year of the project we conducted a series of interviews with teachers and learners in medicine, veterinary medicine, and nursing and were taken aback by how little engaged they were with the issues of with and without in their teaching practice. They acknowledged that there were issues and opportunities but responded to them in a very normative way. It became clear that, while this is a common issue in teaching and learning, teachers are used to ‘rolling with the punches’ and taking a relatively passive and at times fatalistic stance on this issue. We also tried to conduct a scoping review, but were unable to identify a coherent body of literature that we could synthesize. We clearly needed a new plan Working with my two collaborators (David Topps – a family medicine doctor, education scholar, and long-term collaborator – and Michelle Cullen – an RN nurse educator) and in agreement with the TI we changed our plans in Phase 2 to focus on four subprojects