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Flexible Learning Proposal
 

Flexible Learning Proposal

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    Flexible Learning Proposal Flexible Learning Proposal Presentation Transcript

    • Flexible Learning Proposal First draft Post Graduate Occupational Therapy Course Driver Assessment and Rehabilitation Hilary Blamires July 2009
    • Contents  Section 1: Background  Section 2: Course proposal  Section 3: Blended delivery. Why?  Section 4: Inspired by…
    • Contents  Section 5: Access and equity  Section 6: Sustainability  Section 7: Alignment with Otago Polytechnic strategic direction  Section 8: Conclusion
    • 1: BACKGROUND
    • Background  No post graduate occupational therapy driver assessment and training course in New Zealand
    • Background  Nearest course in Australia  This is a two week full time course
    • Background  Only three qualified assessors in New Zealand  Two in Hamilton (OTRS Ltd)  One in Christchurch  Team of assessors supported by the qualified assessors
    • 2: COURSE PROPOSAL
    • The course details  Otago Polytechnic/ OTRS Ltd course  Level 400 or Level 7 on NZQA framework  200 hours study  20 credits  Flexible learning plan
    • On line and off line activity  Online/recorded lectures  Reading  Audio  Video  PDF readings  Links to NZ Land Transport, legislation and other useful sites.
    • Flexible fieldwork  Canterbury Driving Assessment Tool (CANDAT) assessments with clients  Off road and On road assessments with clients
    • 3: A BLENDED DELIVERY : WHY ?
    • Why? Flexibility:  Course tailored to suit individual circumstances with work and family commitments and access to technology
    • Why?  Travel costs reduced
    • Why?  Reduced hours away from home
    • Why?  Supported face to face field work activities
    • 4: INSPIRED BY...
    • Inspired by…  The Otago Bachelors of Occupational Therapy programme based in Dunedin and, for the first time this year, in Hamilton.
    • Inspired by…  OTRS Ltd expertise in driver assessor training and rehabilitation
    • Inspired by…  No New Zealand recognised training,  A workload requirement nationally (ACC and private)
    • 5: ACCESS & EQUITY
    • Access & equity  Easier access by students if on line/off line and flexible around learner activities
    • Access and Equity  Serving a national rather than local population  Future potential of international training
    • Access & equity  access to knowledge easier by accommodating different learning styles: ◦ Visual ◦ Audio ◦ Reading ◦ Kinaesthetic (Hands on/practical sessions)
    • Access & equity  Overcoming physical, environmental and technological barriers by introducing course materials in different formats to suit different learning environments and facilities.
    • Access & equity  Pitch the material and complexity of material at the right level,  Examine the course content and delivery against measures such as: ◦ Rule of Thumb ◦ Universal Design recommendations ◦ Flesch Reading Ease Score
    • 5: SUSTAINABILITY
    • Social sustainability:  Less classroom time lecturing allowing a more self directed approach and support as required.  Appropriate face to face components for on and off road activity and feedback.
    • Economical sustainability:  Better use of lecturer and student times with tailored to suit programme around other workloads  More links to current and expert resources
    • Ecological sustainability  Less paper, less environmental waste
    • 6: CULTURAL DIVERSITY
    • Cultural diversity  Changing the delivery style means reaching a more diverse range of culturally diverse population .  Open topics relevant to country, culture, beliefs, interests, lifestyles and learning styles.
    • 7: ALIGNMENT WITH OTAGO POLYTECHNIC’S STRATEGIC DIRECTION
    • Otago Polytechnic’s strategic direction  To engage more learners  To develop self directed learning  Promote learners time, learners place, learners’ outcomes  Be more cost effective
    • 8: CONCLUSION
    • Conclusion  We have the New Zealand expertise  We have the academic blended delivery structure  We have the services requiring this expertise  There is no current training course in New Zealand...Yet.