DFLP Final Copy Flexi Learning Plan


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DFLP Final Copy Flexi Learning Plan

  1. 1. GCLT Designing for flexible learning practice Assignment Two Presentation of initial flexible learning development plan Mereana Rapata-Hanning
  2. 2. Introduction <ul><li>Project Name: Mereana’s Musings </li></ul><ul><li>Date: November 2008 </li></ul><ul><li>Organisation </li></ul><ul><ul><li>School of Nursing </li></ul></ul><ul><ul><li>Te Kura Matatini ki Otago </li></ul></ul><ul><ul><li>Otago Polytechnic, Dunedin, New Zealand </li></ul></ul><ul><li>Project Author </li></ul><ul><ul><li>Mereana Rapata-Hanning </li></ul></ul><ul><ul><li>Senior Lecturer </li></ul></ul><ul><ul><li>School of Nursing </li></ul></ul><ul><ul><li>email: mereana@ tekotago.ac.nz </li></ul></ul><ul><ul><li>Blog mereanasmusings.blogspot.com </li></ul></ul>
  3. 3. Executive Summary <ul><li>Nursing education in New Zealand has only recently started to explore on-line learning as a viable option to face-to-face delivery. </li></ul><ul><li>Billings (1999) states </li></ul><ul><ul><li>“ Increasingly, information technologies are being used to deliver or support nursing programs, and online blended education is becoming the norm rather than the exception ” (p. 292). </li></ul></ul><ul><li>Holloway and Wilkinson (2002) conducted a study in New Zealand, of undergraduate nurse’s experience of the on-line learning environment. </li></ul>
  4. 4. Executive Summary <ul><li>This study highlighted specific issues for students, with particular reference to” </li></ul><ul><ul><li>access </li></ul></ul><ul><ul><li>the challenge of getting an being online, </li></ul></ul><ul><ul><li>perceived lack of tutorial support and contact with classmates. </li></ul></ul><ul><li>Several recommendations were made relating to: </li></ul><ul><ul><li>supported development of IT skills of students, </li></ul></ul><ul><ul><li>Access- to computer, broadband off campus </li></ul></ul><ul><ul><li>clarity of role of the educator in facilitation </li></ul></ul><ul><ul><li>learner support mechanisms </li></ul></ul>
  5. 5. Executive Summary <ul><li>This project is therefore informed by: </li></ul><ul><ul><li>evidence based research around blended delivery </li></ul></ul><ul><ul><li>format for Undergraduate nursing students </li></ul></ul><ul><ul><li>Organisational Strategic Direction – Otago Polytechnic </li></ul></ul><ul><ul><li>Nursing Council of New Zealand – Graduate profile </li></ul></ul><ul><ul><li>Current post graduate study – inquiry – DFLP course! </li></ul></ul>
  6. 6. Executive Summary Timeline <ul><li>November – December 2008 </li></ul><ul><ul><li>Development of Online learning resources utilising EDC </li></ul></ul><ul><ul><li>staff advice and guidance </li></ul></ul><ul><ul><ul><li>Establish Moodle Site </li></ul></ul></ul><ul><ul><ul><li>Gain skill with Course Genie format. </li></ul></ul></ul><ul><ul><ul><li>Begin to format and prepare resources from current course content files e.g.: Course Workbook activities, Video interviews and Television Documentary clips </li></ul></ul></ul><ul><li>February 2009 </li></ul><ul><ul><ul><li>Continue learning resource preparation </li></ul></ul></ul><ul><ul><ul><li>Gain skills with facilitation of Elluminate sessions </li></ul></ul></ul><ul><li>March 2009 </li></ul><ul><ul><ul><li>Commence delivery on new resources </li></ul></ul></ul>
  7. 7. <ul><li>In order for web-based assets to work, they </li></ul><ul><li>need to be designed well </li></ul><ul><li>and used as intended </li></ul><ul><li>(Wijekumar, 2005). </li></ul>
  8. 8. <ul><li>Compulsory course in Year 2 of Bachelor of Nursing programme (Level 6) </li></ul><ul><ul><li>90 -100 students enrolled </li></ul></ul><ul><ul><li>Tutorial size 15-20 students </li></ul></ul><ul><ul><li>30hrs lectures/ 18 hrs tutorial allocated </li></ul></ul><ul><li>Course Aims: </li></ul><ul><ul><li>“ to provide students with an understanding of contemporary Maori health issues in Aotearoa New Zealand and how these influence the delivery of nursing services. It also intends to prepare them for culturally safe nursing practice” </li></ul></ul>Project Background
  9. 9. Current Learning/Teaching Strategies Methods <ul><li>“ Students will participate in a range of exercises and assessments that aim to develop critical thinking, reasoning and research skills and sound decision-making processes that inform their practice. </li></ul><ul><li>A variety of teaching-learning methods will be used” </li></ul><ul><li>(BN207 Course Outline 2008) </li></ul>
  10. 10. The reality … <ul><li>learner engagement limited to lecture and tutorials sessions. </li></ul><ul><li>Assessment – written course assignment submitted in hard copy & group presentation </li></ul><ul><li>Course Resources </li></ul><ul><ul><li>Course on student file – provided students will </li></ul></ul><ul><ul><li>access to all lecture, tutorial materials, document </li></ul></ul><ul><ul><li>but access limited to on campus settings </li></ul></ul>
  11. 11. <ul><li>BN 207 Student feedback </li></ul><ul><ul><li>Evaluations from Semester 1 2008 indicate that students would like a wider range of learning opportunities – these include access to offsite learning platform such as Blackboard or Moodle, online learning activities such worksheets, quizzes, discussion boards and digital drop box options for assignment work. </li></ul></ul>The influences …
  12. 12. <ul><li>To develop a range of online learning centred </li></ul><ul><li>resources to compliment existing learning opportunities </li></ul><ul><li>2. To increase accessibility of course content for </li></ul><ul><li>current and potential students. </li></ul><ul><li>3. To improve flexibility of course delivery </li></ul><ul><li> </li></ul>Objectives
  13. 13. <ul><li>Meeting Identified Timelines </li></ul><ul><li>all learning resources developed and ready for students to access in Semester 1 classes of 2009. </li></ul><ul><li>( Links to Objective1) </li></ul><ul><li>Evaluation </li></ul><ul><ul><li>Student and peer feedback to be sought </li></ul></ul><ul><ul><li>Data generated from online platform regarding </li></ul></ul><ul><ul><li>student access rates to be evaluated – and </li></ul></ul><ul><ul><li>critiqued. </li></ul></ul><ul><ul><li>(Links to Objectives 2 & 3) </li></ul></ul>Performance indicators/ outcomes
  14. 14. <ul><li>Student evaluations identified a preference for improve access to course materials and learning opportunities via online medium (closed access) </li></ul><ul><li>Influences </li></ul><ul><li>shift work requirements for clinical courses, family commitments which prevent attendance at lecture/tutorial sessions </li></ul><ul><li>desire self directed learning activities. </li></ul>Flexible learning analysis… What are the perceived flexible learning needs of the people that your plan is targeting?
  15. 15. Flexible learning analysis… What type of flexible learning services will you provide ? <ul><li>Information Formats </li></ul><ul><ul><li>Moodle /Blackboard site </li></ul></ul><ul><ul><li>Course Genie </li></ul></ul><ul><li>Communication strategies </li></ul><ul><ul><li>Discussion board –Social networking </li></ul></ul><ul><ul><li>Elluminate </li></ul></ul><ul><li>Assessment </li></ul><ul><ul><li>Self reflection exercises </li></ul></ul><ul><ul><li>Turn it In / Digital drop box for assignments </li></ul></ul>
  16. 16. Flexible learning analysis… Indicate the type of services which already exist that compliment and/or compete with your plan . <ul><li>At present none of the proposed services </li></ul><ul><li>exist within this course. </li></ul><ul><li>A possible competitive aspect could be seen </li></ul><ul><li>to be other Year Two ‘courses’ which may </li></ul><ul><li>provide resources which learners engage </li></ul><ul><li>more favourable with ??? </li></ul>
  17. 17. Flexible learning analysis… How will you use complimentary or competitive services favourably? <ul><li>Potential for cross course collaboration to discuss how resources might be shared/linked. </li></ul><ul><li>e.g.: BN 233 Medical /-Surgical Nursing Practice Utilising Clinical Scenarios which have clients who identify as Maori with a range of assessment needs </li></ul><ul><li>e.g. BN 220 Professional Nursing issues </li></ul><ul><li>Research issues relating to Contemporary Maori health context. </li></ul>
  18. 18. Flexible learning analysis… Outline how you will address the following items in your flexible learning services : <ul><li>Sustainability – </li></ul><ul><ul><li>Ecological and economic sustainability would be evident through less paper being used as lecture notes and resource links would be posted online. </li></ul></ul><ul><ul><li>Social sustainability address below  in Access, Equity and cultural diversity comments </li></ul></ul><ul><li>Access & Equity </li></ul><ul><ul><li>the move toward more flexible delivery should lead to meeting the  needs of different learning styles as long as the Polytechnic provides access to computers that students can use to interact with the programme. </li></ul></ul><ul><ul><li>Online learning may benefit those students who are may be considered introvert as opposed to extrovert – who often dominate classroom situations. This would be applicable in the discussion board facility which is proposed for this course </li></ul></ul>
  19. 19. <ul><li>Cultural diversity </li></ul><ul><ul><li>Cultural safety is a core competency for all Registered Nurses in NZ. </li></ul></ul><ul><ul><li>All teaching should model cultural safety. ie: actions should not demean or disempower </li></ul></ul><ul><ul><li>Learner diversity will be address is a range of ways. </li></ul></ul><ul><ul><li>Face to face requirement of course will ensure that educator can assess and negotiate any specific learning assistance which maybe needed </li></ul></ul><ul><ul><li>Disability supports services integral in all programmes in School of Nursing. </li></ul></ul>
  20. 20. Constructivist Theory (Piaget) <ul><li>underpins the proposed changes being made in this course </li></ul><ul><li>Learner context: </li></ul><ul><ul><li>humans construct knowledge and meaning from their experiences. </li></ul></ul><ul><ul><li>responsibility of learning should reside increasingly with the learner </li></ul></ul><ul><li>Teachers context </li></ul><ul><ul><li>instructors have to adapt to the role of facilitators and not teachers </li></ul></ul><ul><ul><li>a facilitator provides guidelines and creates the environment for the learner to arrive at his or her own conclusions </li></ul></ul>
  21. 21. How does your plan aligns with Otago Polytechnic’s strategic direction? <ul><li>In 2007 Otago Polytechnic senior management revised their Intellectual Property Policy. </li></ul><ul><ul><li>In effect, the existing All Rights Reserved default CCL was replaced by a creative commons -Some Rights Reserved - Attribution CC BY. </li></ul></ul><ul><ul><li>Effectively giving staff Intellectual property ownership rights with an option to elect for some restriction. </li></ul></ul><ul><ul><li>It is to be expected that this will: </li></ul></ul><ul><ul><ul><li>foster collaboration </li></ul></ul></ul><ul><ul><ul><li>avoid the legalistic complications when academics and students use and re-use of digital resources that have attribution restrictions. </li></ul></ul></ul>
  22. 22. <ul><li>This project is consistent with the overall strategic direction for our organisation. </li></ul><ul><li>It provides the learner with flexibility and access which is not currently being offered. </li></ul><ul><li>The plan I have outlined attempts to outline issues of sustainability re-using flexible online teaching and learning practices. </li></ul>
  23. 23. Budget . <ul><li>Time allocation – Staff /workload   </li></ul><ul><ul><li>The main structure and content of this course is in place so I am envisioning intermittent time spent over the remainder of the year with an application for further time to develop the online component next year.  </li></ul></ul><ul><li>Professional development needs:      </li></ul><ul><ul><li>More computer learning so as to gain expertise in;  course genie, elluminate,  movie maker, discussion board facilitation, inserting videos into blogs, online learning site.  </li></ul></ul><ul><ul><li>HOS has confirmed that this will be Able to be included in my 2009 Prof Dvt funding </li></ul></ul>
  24. 24. Timeline <ul><li>November – December 2008 </li></ul><ul><ul><li>Development of Online learning resources utilising EDC </li></ul></ul><ul><ul><li>staff advice and guidance </li></ul></ul><ul><ul><ul><li>Establish Moodle Site </li></ul></ul></ul><ul><ul><ul><li>Gain skill with Course Genie format. </li></ul></ul></ul><ul><ul><ul><li>Begin to format and prepare resources from current course content files e.g.: Course Workbook activities, Video interviews and Television Documentary clips </li></ul></ul></ul><ul><li>February 2009 </li></ul><ul><ul><ul><li>Continue learning resource preparation </li></ul></ul></ul><ul><ul><ul><li>Gain skills with facilitation of Elluminate sessions </li></ul></ul></ul><ul><li>March 2009 </li></ul><ul><ul><ul><li>Commence delivery on new resources </li></ul></ul></ul>
  25. 25. <ul><li>Feedback and Comments? </li></ul>
  26. 26. References/ Bibliography <ul><li>Billings, D.M. (1999). Program assessment and distance education in nursing. Journal of Nursing Education , [Electronic version]. 38(7), 292-293. Retrieved on August 23, 2008 from Proquest Database. </li></ul><ul><li>Holloway, K., & Wilkinson, J. (2002). The experience of an online learning environment: Undergraduate nursing students and faculty perspectives. Unpublished Research Report, Porirua: Whitireia Community Polytechnic. </li></ul><ul><li>Nursing Council of New Zealand (2007) Competencies for Registered Nurses, Wellington: author. </li></ul><ul><li>Nursing Council of New Zealand (200) Cultural Safety, Treaty of Waitangi and Maori Health Guidelines., Wellington: author. </li></ul><ul><li>Otago Polytechnic (2007) Otago Polytechnic Charter: author. </li></ul><ul><li>Otago Polytechnic (2008) BN207 Contemporary Issues in Maori health course outline: author. </li></ul><ul><li>Wijekumar, K. (2005). Creating effective web-based learning environment: Relevant research and practice. Innovate, 1(5). </li></ul>