Course proposal for Driver/passenger assessment
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Transcript of 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.