Date post: | 29-Nov-2014 |
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Flexible Learning Proposal
First draft
Post Graduate Occupational Therapy Course
Driver Assessment and Rehabilitation
Hilary Blamires
July 2009
Contents
Section 1: Background
Section 2: Course proposal
Section 3: Blended delivery. Why?
Section 4: Inspired by…
Contents
Section 5: Access and equity
Section 6: Sustainability
Section 7: Alignment with Otago
Polytechnic strategic direction
Section 8: Conclusion
1: BACKGROUND
Background
No post graduate occupational therapy
driver assessment and training course
in New Zealand
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 assessors supported by the
qualified assessors
Background
2: COURSE PROPOSAL
The course details
Otago Polytechnic/ OTRS Ltd course
Level 400 or Level 7 on NZQA framework
200 hours study
20 credits
Flexible learning plan
On line and off line activity
Online/recorded lectures
Reading
Audio
Video
PDF readings
Links to NZ Land Transport, legislation and other useful sites.
Flexible fieldwork
Canterbury Driving Assessment Tool(CANDAT) assessments with clients
Off road and On road assessments with clients
3: A BLENDED DELIVERY : WHY ?
Why?
Flexibility:
Course tailored to suit individual
circumstances with work and family
commitments and access to technology
Travel costs reduced
Why?
Reduced hours away from home
Why?
Supported face to face field work activities
Why?
4: INSPIRED BY...
The Otago Bachelors of Occupational
Therapy programme based in Dunedin and,
for the first time this year, in Hamilton.
Inspired by…
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
◦ Reading
◦ Kinaesthetic (Hands on/practical sessions)
Access & equity
Overcoming physical, environmental and
technological barriers by introducing course
materials in different formats to suit different
learning environments and facilities.
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
5: SUSTAINABILITY
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.
Economical sustainability:
Better use of lecturer and student times with tailored to suit programme around other workloads
More links to current and expert resources
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 .
Open topics relevant to country, culture,
beliefs, interests, lifestyles and learning styles.
7: ALIGNMENT WITH OTAGO POLYTECHNIC’S STRATEGIC DIRECTION
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
8: CONCLUSION
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.