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Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
Course proposal for Driver/passenger assessment
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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.

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

Published in: Education, Business
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  • 1. Flexible Learning ProposalFirst draftPost Graduate Occupational Therapy CourseDriver Assessment and RehabilitationHilary BlamiresJuly 2009
  • 2. Contents Section 1: Background Section 2: Course proposal Section 3: Blended delivery. Why? Section 4: Inspired by…
  • 3. Contents Section 5: Access and equity Section 6: Sustainability Section 7: Alignment with Otago Polytechnic strategic direction Section 8: Conclusion
  • 4. 1: BACKGROUND
  • 5. Background No post graduate occupational therapy driver assessment and training course in New Zealand
  • 6. Background Nearest course in Australia This is a two week full time course
  • 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. 2: COURSE PROPOSAL
  • 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. 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. Flexible fieldwork Canterbury Driving Assessment Tool (CANDAT) assessments with clients Off road and On road assessments with clients
  • 12. 3: A BLENDEDDELIVERY : WHY ?
  • 13. Why? Flexibility: Course tailored to suit individual circumstances with work and family commitments and access to technology
  • 14. Why? Travel costs reduced
  • 15. Why? Reduced hours away from home
  • 16. Why? Supported face to face field work activities
  • 17. 4: INSPIRED BY...
  • 18. Inspired by… The Otago Bachelors of Occupational Therapy programme based in Dunedin and, for the first time this year, in Hamilton.
  • 19. Inspired by… OTRS Ltd expertise in driver assessor training and rehabilitation
  • 20. Inspired by… No New Zealand recognised training, A workload requirement nationally (ACC and private)
  • 21. 5: ACCESS & EQUITY
  • 22. Access & equity Easier access by students if on line/off line and flexible around learner activities
  • 23. Access and Equity Serving a national rather than local population Future potential of international training
  • 24. Access & equity access to knowledge easier by accommodating different learning styles: ◦ Visual ◦ Audio ◦ Reading ◦ Kinaesthetic (Hands on/practical sessions)
  • 25. Access & equity Overcoming physical, environmental and technological barriers by introducing course materials in different formats to suit different learning environments and facilities.
  • 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. 5: SUSTAINABILITY
  • 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. 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. Ecological sustainability Less paper, less environmental waste
  • 31. 6: CULTURAL DIVERSITY
  • 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. 7: ALIGNMENT WITHOTAGO POLYTECHNIC’SSTRATEGIC DIRECTION
  • 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. 8: CONCLUSION
  • 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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