flexible learning proposal

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.