Flexible Learning Proposal
First draft

Post Graduate Occupational Therapy Course
Driver Assessment and Rehabilitation


H...
Contents

 Section   1:   Background
 Section   2:   Course proposal
 Section   3:   Blended delivery. Why?
 Section  ...
Contents

 Section   5:   Access and equity
 Section   6:   Sustainability
 Section   7: Alignment with Otago
         ...
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 o...
2: COURSE PROPOSAL
The course details

 Otago  Polytechnic/ OTRS Ltd course
 Level 400 or Level 7 on NZQA framework
 200 hours study
 20 ...
On line and off line activity

   Online/recorded lectures
   Reading
   Audio
   Video
   PDF readings
   Links to ...
Flexible fieldwork

 Canterbury Driving Assessment Tool
  (CANDAT) assessments with clients
 Off road and On road assess...
3: A BLENDED
DELIVERY : WHY ?
Why?

  Flexibility:
 Course tailored to suit individual
  circumstances with work and family
  commitments and access to...
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 ...
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
    ◦   Aud...
Access & equity

   Overcoming physical, environmental and
    technological barriers by introducing course
    materials...
Access & equity


  Pitch the material and complexity of material
  at the right level,
 Examine the course content and ...
5: SUSTAINABILITY
Social sustainability:

 Less classroom time lecturing allowing a more
  self directed approach and support as
  required...
Economical sustainability:


 Better use of lecturer and student times with
  tailored to suit programme around other
  w...
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...
7: ALIGNMENT WITH
OTAGO POLYTECHNIC’S
STRATEGIC DIRECTION
Otago Polytechnic’s strategic
    direction


 To engage more learners
 To develop self directed learning
 Promote lear...
8: CONCLUSION
Conclusion

 We have the New Zealand expertise
 We have the academic blended delivery
  structure
 We have the services...
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Flexible Learning Proposal

  1. 1. Flexible Learning Proposal First draft Post Graduate Occupational Therapy Course Driver Assessment and Rehabilitation Hilary Blamires July 2009
  2. 2. Contents  Section 1: Background  Section 2: Course proposal  Section 3: Blended delivery. Why?  Section 4: Inspired by…
  3. 3. Contents  Section 5: Access and equity  Section 6: Sustainability  Section 7: Alignment with Otago Polytechnic strategic direction  Section 8: Conclusion
  4. 4. 1: BACKGROUND
  5. 5. Background  No post graduate occupational therapy driver assessment and training course in New Zealand
  6. 6. Background  Nearest course in Australia  This is a two week full time course
  7. 7. Background  Only three qualified assessors in New Zealand  Two in Hamilton (OTRS Ltd)  One in Christchurch  Team of assessors supported by the qualified assessors
  8. 8. 2: COURSE PROPOSAL
  9. 9. The course details  Otago Polytechnic/ OTRS Ltd course  Level 400 or Level 7 on NZQA framework  200 hours study  20 credits  Flexible learning plan
  10. 10. On line and off line activity  Online/recorded lectures  Reading  Audio  Video  PDF readings  Links to NZ Land Transport, legislation and other useful sites.
  11. 11. Flexible fieldwork  Canterbury Driving Assessment Tool (CANDAT) assessments with clients  Off road and On road assessments with clients
  12. 12. 3: A BLENDED DELIVERY : WHY ?
  13. 13. Why? Flexibility:  Course tailored to suit individual circumstances with work and family commitments and access to technology
  14. 14. Why?  Travel costs reduced
  15. 15. Why?  Reduced hours away from home
  16. 16. Why?  Supported face to face field work activities
  17. 17. 4: INSPIRED BY...
  18. 18. Inspired by…  The Otago Bachelors of Occupational Therapy programme based in Dunedin and, for the first time this year, in Hamilton.
  19. 19. Inspired by…  OTRS Ltd expertise in driver assessor training and rehabilitation
  20. 20. Inspired by…  No New Zealand recognised training,  A workload requirement nationally (ACC and private)
  21. 21. 5: ACCESS & EQUITY
  22. 22. Access & equity  Easier access by students if on line/off line and flexible around learner activities
  23. 23. Access and Equity  Serving a national rather than local population  Future potential of international training
  24. 24. Access & equity  access to knowledge easier by accommodating different learning styles: ◦ Visual ◦ Audio ◦ Reading ◦ Kinaesthetic (Hands on/practical sessions)
  25. 25. Access & equity  Overcoming physical, environmental and technological barriers by introducing course materials in different formats to suit different learning environments and facilities.
  26. 26. 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
  27. 27. 5: SUSTAINABILITY
  28. 28. 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.
  29. 29. Economical sustainability:  Better use of lecturer and student times with tailored to suit programme around other workloads  More links to current and expert resources
  30. 30. Ecological sustainability  Less paper, less environmental waste
  31. 31. 6: CULTURAL DIVERSITY
  32. 32. 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.
  33. 33. 7: ALIGNMENT WITH OTAGO POLYTECHNIC’S STRATEGIC DIRECTION
  34. 34. 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
  35. 35. 8: CONCLUSION
  36. 36. 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.
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