Many ideas and thoughts and mainly questions have arisen from the readings from this course. Questions like the following:
- Where is Otago Polytechnic heading with flexible delivery? Are we going to lead the way and create a distinct flexible delivery opportunity and or just use flexible delivery as more of a conjunction to enhance traditional methods of teaching
- How do the academics within the polytechnic view the future using flexible delivery?
a) People that are against change may be concerned they will lose the quality of their papers, lack the computer skills, unable to replicate some face to face skills online
b) People may see this as an opportunity to reach more people, exciting opening for new opportunities in learning, create better independent learners
Another thought that went through my head was the importance of the use of language in marketing flexible and or online learning opportunities. As I googled the words "flexible learning, occupational therapy, pros and cons" a myriad of occuptional therapy online opportunities came up. The nature of the language and marketing came accross like an informercial on television. It felt slightly tacky and unprofessional. As an example the following from "schoolsgalore" http://www.schoolsgalore.com/categories/2/rehabilitation_therapy_schools.html . The title reminded me of James Bond 'Pussygalore". The phrasing "Find a school today" and "Find a programme that interests you today. Receive complementary information...." reminded me of the informercial "but wait theres more you can get a set of knives if you ring now".
What language may be ok for one culture may give another impression for a different culture. If we are looking at providing a flexible delivery service to a variety of cultures how do we cater for this?
Thursday, April 23, 2009
Thursday, March 26, 2009
Course requirement- Sams story
This is a story of a girl named Sam who has wanted to be an Occupational Therapist. When Sam enquired about the course she found out the following information:
-Course is in Dunedin or Auckland
-Generally five hours of lectures per day
-Fieldwork Component which means she would have to travel to a destination around New Zealand
-95% of lectures are face to face with the majority being delivered by powerpoint.
Sam suffers from mild dyspraxia this affects how she learns. She can sometimes have difficulty following verbal instructions and planning tasks. Sam can get easily distracted in a classroom environment. Sam had extra tuition at school to enable her to pass her subjects. She is now 21 years of age and has a two year old son living in Balclutha. Sam has been out of the paid workforce as she is at home with her child.
The main issues Sam faces as to why she has not pursued her Occuaptional Therapy Course is the following:
-Geography- The course is in Dunedin however Sam does not want to shift as she has family support in Balclutha
-Face to Face lecturing style is a concern for Sam as she struggled with this style of teaching at High School
-Finances- Sam is concerned at the costs of travelling if she decided to try and commute
-Fatigue- Sam easily tires trying to concentrate in a classroom set up and she finds that mornings are the best time for her energy levels.
-Childcare- Sams has some supports in Balclutha including childcare but the hours do not correspond realistically with the course.
Sam has discussed these issues with her family and with the Occuaptional Therapy Department but at this stage how the courses are run cannot meet Sams requirements.
-Course is in Dunedin or Auckland
-Generally five hours of lectures per day
-Fieldwork Component which means she would have to travel to a destination around New Zealand
-95% of lectures are face to face with the majority being delivered by powerpoint.
Sam suffers from mild dyspraxia this affects how she learns. She can sometimes have difficulty following verbal instructions and planning tasks. Sam can get easily distracted in a classroom environment. Sam had extra tuition at school to enable her to pass her subjects. She is now 21 years of age and has a two year old son living in Balclutha. Sam has been out of the paid workforce as she is at home with her child.
The main issues Sam faces as to why she has not pursued her Occuaptional Therapy Course is the following:
-Geography- The course is in Dunedin however Sam does not want to shift as she has family support in Balclutha
-Face to Face lecturing style is a concern for Sam as she struggled with this style of teaching at High School
-Finances- Sam is concerned at the costs of travelling if she decided to try and commute
-Fatigue- Sam easily tires trying to concentrate in a classroom set up and she finds that mornings are the best time for her energy levels.
-Childcare- Sams has some supports in Balclutha including childcare but the hours do not correspond realistically with the course.
Sam has discussed these issues with her family and with the Occuaptional Therapy Department but at this stage how the courses are run cannot meet Sams requirements.
Friday, March 20, 2009
Flexible Learning Delivery Course
My name is Michelle Holland and I am a lecturer in the Occupational Therapy Department at Otago Polytechnic. The Department is currently rolling out the first year of a flexible learning package to OT students at Wintec in Hamilton NZ. I have been involved in communications with Wintec lecturers, but was not involved in putting the paper online initially.
I am involved in this course as part of the Graduate Certificate in Teaching and Learning. I am also wanting to utilise the skills gained from this course to add to my development knowledge of how to best use technology for both Otago and Hamilton students.
I am involved in this course as part of the Graduate Certificate in Teaching and Learning. I am also wanting to utilise the skills gained from this course to add to my development knowledge of how to best use technology for both Otago and Hamilton students.
Subscribe to:
Posts (Atom)