“evaluation of a web based training course for parents and practitioners living or working with...
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““Evaluation of a web based training Evaluation of a web based training course for parents and practitioners course for parents and practitioners
living or working with people with living or working with people with autistic spectrum disorders”autistic spectrum disorders”
““Evaluation of a web based training Evaluation of a web based training course for parents and practitioners course for parents and practitioners
living or working with people with living or working with people with autistic spectrum disorders”autistic spectrum disorders”
Karen Guldberg and Lynn Plimley,Karen Guldberg and Lynn Plimley,
School of Education,School of Education,
University of BirminghamUniversity of Birmingham
StructureStructureStructureStructure
• Training CoursesTraining Courses
• The Course and our StudentsThe Course and our Students
• Evaluating the CourseEvaluating the Course
• Development IssuesDevelopment Issues
Training CoursesTraining Courses What is available? What is available?Training CoursesTraining Courses
What is available? What is available?
• Awareness raising
• Day courses
• Short day courses
• Certificated course at different levels
• Postgraduate professional training
• Parent training initiatives
• Flexible training
Training CoursesTraining CoursesWhere are the gaps?Where are the gaps?
Training CoursesTraining CoursesWhere are the gaps?Where are the gaps?
• Practitioners with little or no training who have
a daily input into the care of people with
ASDs
• Parents who want to go beyond helping their
own child
• People with ASDs who want to care for and
work with others with ASDs
• In-depth training over a period of time
The Course The Course
• The University of Birmingham has developed a unique part-time programme for individuals interested in learning more about ASDs.
• It will provide a broad understanding of ASD, introducing the latest research findings and insights into current best practice.
• It will prepare students to draw upon recognised strategies for meeting the needs of individuals with ASDs in a variety of settings
The Course partnersThe Course partners
The course was initially funded by the The Shirley Foundation for the first 3 years
The Management mechanism for the development of the course has the representation of
• The University of Birmingham• The Shirley Foundation• Autism Cymru and• autism west midlands
Autism Cymru Autism Cymru
Where does Wales fit in ?
The Course and our StudentsThe Course and our StudentsThe Qualification(s)The Qualification(s)
The Course and our StudentsThe Course and our StudentsThe Qualification(s)The Qualification(s)
• University Certificate (ASDs)
• Certificate of Higher Education (ASDs)
• Level 1
• Springboard to further study
The Course and our studentsThe Course and our studentsOur studentsOur students
- some statistics
The Course and our studentsThe Course and our studentsOur studentsOur students
- some statistics
2002 FIRST STUDENT COHORT• 117 of which 83 retained 2003 SECOND STUDENT COHORT• 265 of which 211 retained
2004 THIRD STUDENT COHORT• 233 of which 216 retained
STUDENT NUMBERS FOR 2002-5 University Cert and Cert HE
STUDENT NUMBERS FOR 2002-5 University Cert and Cert HE
0.010.020.030.040.050.060.070.080.090.0
100.0
2002/3 2003/4 2004/5
previous
CertHE
current
Over to KGOver to KG
The Course and our studentsThe Course and our studentsOur studentsOur students
The Course and our studentsThe Course and our studentsOur studentsOur students
• Non-traditional students
• Mix of backgrounds
• Mix of professions
• Unusual composition for web based
study
• Uniting factor: community of practice
The Course and our studentsThe Course and our studentsOur studentsOur students
The Course and our studentsThe Course and our studentsOur studentsOur students
The Course and our studentsThe Course and our studentsOur studentsOur students
The Course and our studentsThe Course and our studentsOur studentsOur students
The Course and our studentsThe Course and our studentsOur studentsOur students
The Course and our studentsThe Course and our studentsOur studentsOur students
The Course and our studentsThe Course and our students GenderGender
The Course and our studentsThe Course and our students GenderGender
0
10
20
30
40
50
60
70
80
90
MaleFemale
The Course and our studentsThe Course and our students AgeAge
The Course and our studentsThe Course and our students AgeAge
0
5
10
15
20
25
30
35
40
Under 2020-3030-4040-5050-6060 +
The Course and our students The Course and our students ExperienceExperience
The Course and our students The Course and our students ExperienceExperience
0
5
10
15
20
25
2yrs
2-5 yrs
5-10 yrs
Over 10yrsOther
The Course and our studentsThe Course and our students BackgroundBackground
The Course and our studentsThe Course and our students BackgroundBackground
0
10
20
30
40
50
60
ParentChildrenAdultsASD SelfOther
The Course and our studentsThe Course and our studentsStudent ProfileStudent Profile
The Course and our studentsThe Course and our studentsStudent ProfileStudent Profile
Student Needs Philosophy Pedagogy
Course Design
The Course and our studentsThe Course and our students PhilosophyPhilosophy
The Course and our studentsThe Course and our students PhilosophyPhilosophy
Overall:
• Understanding
• Developmental
• Holistic
• Autism as transactional disorder
• Mutual change and adaptation
• No single answers and no single approach
The Course and our studentsThe Course and our students PhilosophyPhilosophy
The Course and our studentsThe Course and our students PhilosophyPhilosophy
Develop the individual:
• Observation
• Critical thinking
• Reflection
• Practical experiences learning
• Learning daily practice
• Learn from each other: a community of
learners
The Course and our studentsThe Course and our students Pedagogy: The Learning EnvironmentPedagogy: The Learning Environment
The Course and our studentsThe Course and our students Pedagogy: The Learning EnvironmentPedagogy: The Learning Environment
• Multi-modal• Integrated
• Structured
• Collaborative
• Reflective
• Interactive
• Active
The Course and our studentsThe Course and our students Year 1 StructureYear 1 Structure
The Course and our studentsThe Course and our students Year 1 StructureYear 1 Structure
Module 1
Module 2
Module 3
Unit 1
Unit 2
Unit 3
Section 5
Section 6
Section 1
Section 2
Section3
Section 4
Introduction
Audiovisual
Pause for Thought
Presentation
Time to Talk
Summary
The Course and our studentsThe Course and our students Year 2 StructureYear 2 Structure
The Course and our studentsThe Course and our students Year 2 StructureYear 2 Structure
Module 4
Module 5
Module 6
Unit 1
Unit 3
Unit 2
Workshop 1Observation
Workshop 2Team work
and problem solving
Workshop 3Perspectives
and behaviour
Workshop 4Evaluation and
reflection
Evaluating the Course Research and EvaluationEvaluating the Course
Research and Evaluation
• Qualitative and quantitative data• Process oriented• Practitioner / Action Research• Evaluative• Impact on practice
The Course and our studentsThe Course and our studentsResearch and EvaluationResearch and Evaluation
The Course and our studentsThe Course and our studentsResearch and EvaluationResearch and Evaluation
Questionnaire data
Time to Talk analysis
Student tracking
Module evaluation
Evaluation Cycle
Evaluation cycle
Observation Interviews
Evaluating the Course Research and EvaluationEvaluating the Course
Research and Evaluation
Understanding the needs of our students How do they learn? Is the course doing what it sets out to do? Is the course impacting on practice and if so,
how? What do we need to do to improve the
course?
The Course and our studentsThe Course and our students Community of learnersCommunity of learners
The Course and our studentsThe Course and our students Community of learnersCommunity of learners
• Face to face
• Online
• Sharing practice
• Reflection on learning
• Relating course material to practice
• Support and collaboration
Evaluating the Course Research and EvaluationEvaluating the Course
Research and Evaluation
• Continuous knowledge construction
• Active and creative individuals
• Think through the possibilities and probable
consequences of a line of action in the light of
their experience
• “Educators” with a purpose, able to take control
over their own futures
• Constructing a ‘world of practice’ that is
meaningful to them
Evaluating the Course Time To talk content analysis
Evaluating the Course Time To talk content analysis
Content/learning
• Students refer to themes from course material
• Topic relatedness/answering the question set
• Sharing their own experience/practice
• Referring to audiovisual material
• Formulation of own thoughts in relation to
reading material
• Offering a critical viewpoint about the question
Evaluating the Course Research and EvaluationEvaluating the Course
Research and Evaluation
Community of Practice:
• Autism Community
• The WebAutism course
• Learning through and with others
• Theory and practice
OVER TO LPOVER TO LP
Evaluating the CourseModule Evaluation
Evaluating the CourseModule Evaluation
What did you value most?
• Reflection• Website links• Portfolio• Tutorials• Autism friendly design• The Module Reader• Video/audio clips
Evaluating the CourseModule Evaluation
Evaluating the CourseModule Evaluation
2003/4 Statistics:
• 85.5% found materials relevant
• 99% said range of materials suited their learning
• 93.2% found the Study zone fair-easy to access
• 65% rated the support of their tutor as fair-very good
• 84.9% rated the support of the Webautism team as
fair to very good
• 82.1% rated their peer support as fair to very good
LEARNING STYLESLEARNING STYLES
QUESTION TAILORED TO ELICIT SUITABILITY OF MATERIALS TO
STYLE OF LEARNING• Which 3 types of study materials suited
you the most - choose from• CD ROM video; CD ROM audio; Time
to talks; Online content; PDF materials; Face to face tutorials; Chat sessions
Style of Learning data n=71
Style of Learning data n=71
0
10
20
30
40
50
60
70
CD Rom ACD Rom VT2TOnlinePDFF2F
Future developmentsFuture developments
• Swedish Pilot group n=10• Nationality specific information• Involvement of Universitas 21• LDAF links• Online Graduation for students• Future Collection of data• Ongoing commitment to update and
revise the content
ConclusionConclusionConclusionConclusion
• Link between training & quality of life• One particular course• Evaluation process in that course• Specific and general issues• Celebration of what we can achieve
