PhD proposal presentation


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In our department, we're required to present our study proposals for comment before submission to Higher Degrees. This allows for the group to give feedback for final corrections in the hope that the proposal is accepted without having to make major revisions.

This is the proposal presentation I gave to my department a few days ago. The feedback I received, although mainly editorial, means that the structure of this content is not the same as it will be in the final submission e.g. the Method has received another step in the process.

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  • Thank you very much. It's quite similar to the topic I'm going to present :-)
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PhD proposal presentation

  1. 1. introducing blended learning into the undergraduate curriculum <ul><li>student </li></ul><ul><li>michael rowe </li></ul><ul><li>supervisors </li></ul><ul><li>professor j. frantz (phd) </li></ul><ul><li>professor v. bozalek (phd) </li></ul>
  2. 2. <ul><li>“ the problems that exist in the world today cannot be solved by the thinking that created them” </li></ul><ul><li>albert einstein </li></ul>
  3. 3. overview <ul><li>changing nature of higher education </li></ul><ul><li>different pedagogical approaches </li></ul><ul><li>curriculum development </li></ul><ul><li>role of technology </li></ul><ul><li>aim and objectives </li></ul><ul><li>method </li></ul>
  4. 4. the changing nature of education <ul><li>a modern lecture theatre is the one place on earth a student from two centuries ago would feel at home (tapscott, 2009) </li></ul><ul><li>improved understanding of how students learn has prompted a shift in thinking among educators (siemens, 2008) </li></ul><ul><li>evolve, adapt or desist (swail, 2002) </li></ul>
  5. 5. educational theory <ul><li>“ lecture; a process by which the notes of a teacher become the notes of a student without passing through the minds of either” (o'donnell, 1997) </li></ul><ul><li>blended learning combines the best of traditional and e-learning strategies (garrison & vaughan, 2008) </li></ul><ul><li>social constructivism suggests that learning is interactive, social, contextual and reflective (pritchard, 2007) </li></ul>
  6. 6. technology in education <ul><li>technology = knowledge, and use of tools and crafts </li></ul><ul><li>“ because the nature of technology used by a society influences what the society is and becomes, individuals who do not become technologically literate will be left behind” (Johnson & Johnson, 2004) </li></ul><ul><li>social software is... </li></ul><ul><li>a collection of technologies (Mason & Rennie, 2008) </li></ul><ul><li>an enabler of social reform (Boyd, 2006) </li></ul>
  7. 7. curriculum development <ul><li>an ict-enabled learning experience is more likely to succeed if accompanied by institutional change </li></ul><ul><li>“ a fundamental redesign that transforms the structure of, and approach to, teaching and learning” (Garrison & Vaughan, 2005) </li></ul><ul><li>the shift in pedagogy cannot happen quickly </li></ul><ul><li>a) faculty must understand these learning experiences </li></ul><ul><li>b) faculty require significant support </li></ul><ul><li>(mabrito & medley, 2008) </li></ul>
  8. 8. challenges <ul><li>digital literacy </li></ul><ul><li>access to technology </li></ul><ul><li>resistance to / fear of change </li></ul>
  9. 9. aim <ul><li>to develop, implement and evaluate a blended learning approach to a teaching module within an undergraduate physiotherapy curriculum </li></ul>
  10. 10. objective :: assess <ul><li>1. assess appropriate teaching strategies and attitudes </li></ul><ul><li>a) a systematic review of the literature </li></ul><ul><li>b) a survey of stakeholders' attitudes </li></ul>
  11. 11. objective :: analyse <ul><li>2. analyse the curriculum to determine alignment </li></ul><ul><li>a) evaluate outcomes, content, teaching, assessment </li></ul><ul><li>b) determine each modules' appropriateness </li></ul><ul><li>c) choose a module to be developed </li></ul>
  12. 12. objective :: develop <ul><li>3. develop a module that will promote: </li></ul><ul><li>a) student-centred learning </li></ul><ul><li>b) inquiry-based learning </li></ul><ul><li>c) self-directed learning </li></ul><ul><li>d) small group learning </li></ul>
  13. 13. objective :: implement and evaluate <ul><li>4. implement and evaluate the module </li></ul><ul><li>a) teach the module using blended learning </li></ul><ul><li>b) evaluate the effectiveness of the module </li></ul>
  14. 14. method :: setting and sample <ul><li>setting </li></ul><ul><li>a physiotherapy department in the western cape </li></ul><ul><li>sample </li></ul><ul><li>all staff and registered undergraduate students </li></ul>
  15. 15. method :: design <ul><li>action research: </li></ul><ul><li>systematic review </li></ul><ul><li>survey </li></ul><ul><li>document analysis </li></ul><ul><li>delphi study </li></ul><ul><li>process evaluation </li></ul>
  16. 16. method :: design (1) <ul><li>objective 1 </li></ul><ul><li>assess strategies for blended learning, and staff and student attitudes towards those strategies </li></ul><ul><li>a) systematic literature review </li></ul><ul><li>b) survey of staff and students </li></ul>
  17. 17. method :: design (2) <ul><li>objective 2 </li></ul><ul><li>conduct an analysis of the curriculum in order to determine alignment, and the appropriateness of blended learning across all modules </li></ul><ul><li>a) document analysis to map curriculum to outcomes </li></ul><ul><li>b) delphi method to determine module appropriateness </li></ul>
  18. 18. method :: design (3) <ul><li>objective 3 </li></ul><ul><li>develop an appropriate module using a blended learning approach </li></ul><ul><li>a) developed using feedback from steps 1 and 2 </li></ul><ul><li>b) will use a social constructivist approach </li></ul>
  19. 19. method :: design (4) <ul><li>objective 4 </li></ul><ul><li>implement and evaluate the module </li></ul><ul><li>a) teach the developed module as part of the curriculum </li></ul><ul><li>b) survey using process evaluation </li></ul>
  20. 20. limitations <ul><li>only one module will be developed </li></ul><ul><li>small sample size </li></ul>
  21. 21. ethical considerations <ul><li>permission </li></ul><ul><li>standard ethical practices involving human participants </li></ul><ul><li>informed consent </li></ul><ul><li>voluntary participation </li></ul><ul><li>anonymity </li></ul><ul><li>results </li></ul>
  22. 22. summary <ul><li>computers and the internet are part of a major change in higher education, and a blended approach to learning approach may be the best way forward </li></ul><ul><li>in achieving the objectives of this study, the physiotherapy undergraduate curriculum will serve as a model of innovation in teaching and learning practice in physiotherapy </li></ul>
  23. 23. thank you