course proposal for driver/passenger assessment

Flexible Learning ProposalFlexible Learning ProposalFirst draftFirst draft

Post Graduate Occupational Therapy CourseDriver Assessment and Rehabilitation

Hilary BlamiresJuly 2009

ContentsContents

Section 1: BackgroundSection 2: Course proposalSection 3: Blended delivery. Why?

Section 4: Inspired by…

ContentsContents

Section 5: Access and equitySection 6: SustainabilitySection 7: Alignment with Otago Polytechnic strategic direction

Section 8: Conclusion

1: BACKGROUND1: BACKGROUND

BackgroundBackground

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

BackgroundBackground

Only three qualified assessors in New Zealand

Two in Hamilton (OTRS Ltd)One in ChristchurchTeam of assessors supported by the qualified assessors

BackgroundBackground

2: COURSE 2: COURSE PROPOSALPROPOSAL

The course detailsThe course details

Otago Polytechnic/ OTRS Ltd courseLevel 400 or Level 7 on NZQA

framework200 hours study20 creditsFlexible learning plan

On line and off line On line and off line activityactivity

Online/recorded lecturesReadingAudio VideoPDF readingsLinks to NZ Land Transport, legislation

and other useful sites.

Flexible fieldworkFlexible fieldwork

Canterbury Driving Assessment Tool (CANDAT) assessments with clients

Off road and On road assessments with clients

3: A BLENDED 3: A BLENDED DELIVERY : WHY ?DELIVERY : WHY ?

Why?Why?

Flexibility:Course tailored to suit individual

circumstances with work and family commitments and access to technology

Travel costs reduced

Why?Why?

Reduced hours away from home

Why?Why?

Supported face to face field work activities

Why?Why?

4: INSPIRED BY...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…Inspired by…

OTRS Ltd expertise in driver assessor training and rehabilitation

Inspired by…Inspired by…

No New Zealand recognised training,

A workload requirement nationally (ACC and private)

5: ACCESS & EQUITY5: ACCESS & EQUITY

Access & equityAccess & equity

Easier access by students if on line/off line and flexible around learner activities

Access and EquityAccess and Equity

Serving a national rather than local population

Future potential of international training

Access & equityAccess & equity

access to knowledge easier by accommodating different learning styles:◦Visual◦Audio◦Reading◦Kinaesthetic (Hands on/practical sessions)

Access & equityAccess & equity

Overcoming physical, environmental and technological barriers by introducing course materials in different formats to suit different learning environments and facilities.

Access & equityAccess & 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: SUSTAINABILITY5: SUSTAINABILITY

Social 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: 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 sustainabilityEcological sustainability

Less paper, less environmental waste

6: CULTURAL 6: CULTURAL DIVERSITYDIVERSITY

Cultural diversityCultural 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 7: ALIGNMENT WITH OTAGO OTAGO POLYTECHNIC’S POLYTECHNIC’S STRATEGIC DIRECTIONSTRATEGIC DIRECTION

Otago Polytechnic’s strategic Otago Polytechnic’s strategic directiondirection

To engage more learnersTo develop self directed learningPromote learners time, learners

place, learners’ outcomesBe more cost effective

8: CONCLUSION8: CONCLUSION

ConclusionConclusion

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.