Flexible Learning ProposalFirst draftPost Graduate Occupational Therapy CourseDriver Assessment and RehabilitationHilary B...
Contents Section   1:   Background Section   2:   Course proposal Section   3:   Blended delivery. Why? Section   4:  ...
Contents Section   5:   Access and equity Section   6:   Sustainability Section   7: Alignment with Otago            Po...
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 ass...
2: COURSE PROPOSAL
The course details Otago  Polytechnic/ OTRS Ltd course Level 400 or Level 7 on NZQA framework 200 hours study 20 credi...
On line and off line activity Online/recorded lectures Reading Audio Video PDF readings Links to NZ Land Transport, ...
Flexible fieldwork Canterbury Driving Assessment Tool  (CANDAT) assessments with clients Off road and On road assessment...
3: A BLENDEDDELIVERY : WHY ?
Why?  Flexibility: Course tailored to suit individual  circumstances with work and family  commitments and access to tech...
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 ...
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   ...
Access & equity   Overcoming physical, environmental and    technological barriers by introducing course    materials in ...
Access & equity  Pitch the material and complexity of material  at the right level, Examine the course content and deliv...
5: SUSTAINABILITY
Social sustainability: Less classroom time lecturing allowing a more  self directed approach and support as  required. A...
Economical sustainability: Better use of lecturer and student times with  tailored to suit programme around other  worklo...
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 WITHOTAGO POLYTECHNIC’SSTRATEGIC DIRECTION
Otago Polytechnic’s strategic    direction To engage more learners To develop self directed learning Promote learners t...
8: CONCLUSION
Conclusion We have the New Zealand expertise We have the academic blended delivery  structure We have the services requ...
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Course proposal for Driver/passenger assessment

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This proposal is about to be updated for submission by OTRS Ltd, based in Hamilton.

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Course proposal for Driver/passenger assessment

  1. 1. Flexible Learning ProposalFirst draftPost Graduate Occupational Therapy CourseDriver Assessment and RehabilitationHilary BlamiresJuly 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 BLENDEDDELIVERY : 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 WITHOTAGO POLYTECHNIC’SSTRATEGIC 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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