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Diploma in Higher Education in Hearing Aid
Audiology (DipHE HAA)
Pre-course Preparation Guide
2
Pre-course information
Diploma in Higher Education in Hearing Aid Audiology (DipHE HAA)
Programme Leader: Christine Johnson
Email: [email protected]
Telephone: 0131 474 0000
First Published in 2012 by
Queen Margaret University
Queen Margaret University Drive
Musselburgh
EH21 6UU
No part of this book may be reprinted or reproduced or utilised in any form or any electronic, mechanical or
other means now known or hereafter invented, including photocopying and recording, or in any form of
information storage or retrieval system without permission from Queen Margaret University. This document
will be updated on a yearly basis.
Table of Contents
Introduction 4
About the DipHE HAA 4
What does this course entail? 5
Organisation of the Programme 7
Attendance 10
Teaching, Learning and Assessment 13
Clinical Facilities on Campus 16
Entry requirements 19
Start of the Course 20
Advice for prospective students 22
Frequently Asked Questions 26
Glossary 30
Appendix 1 - Range of Equipment available on campus 32
Appendix 2 – List of staff members 33
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Introduction We are delighted that you have chosen Queen Margaret University (QMU) as your
place of study and would like to welcome you to the Diploma in Higher Education in
Hearing Aid Audiology (DipHE HAA). You are joining a community of students and
staff with a wide range of backgrounds and experiences. QMU is the only institution in
Scotland to offer qualifications in Audiology.
On successful completion of this programme, students are eligible to apply to the
Health and Care Professions Council (HCPC) to register as a Hearing Aid Dispenser.
It may also be suitable for people working in Audiology Departments within the
National Health Service (NHS) in positions, such as Associate Technical Officers. This
programme is also suitable for some people working in the field of Audiology, outside
the UK.
The programme is designed to support working while studying, thus applying
theoretical knowledge to practice throughout the 2 years of the course. The diploma is
modular and contains 14 modules spread out over 2 years, 7 in each year. There are
8 online and 6 campus based modules. The practical sessions on campus are
designed to help develop the skills needed to practise as a hearing aid audiologist.
Workplace training will further support the development and practice of these skills.
These skills are assessed throughout the programme and the student will complete a
logbook whilst in the workplace. In order to register as a Hearing Aid Dispenser,
students must pass all assignments and complete the logbook by the end of the
programme.
Students are expected to attend 6 individual weeks on campus over the 2 years (4 in
year one and 2 in year two). The remaining 8 modules are delivered through a virtual
online environment and students complete these modules while working.
This guide aims to provide practical advice to help you prepare for your studies. It
explains our teaching methods, how to prepare for the course and identifies tools that
may be useful for your studies.
About the DipHE HAA This course will equip you with all the skills that you require to practise as a Hearing
Aid Dispenser in the private sector, or as an Associate Audiologist in the NHS.
You will study a range of modules each year related to Hearing Aid Audiology. Some
of these modules will be delivered on campus, to provide you with practical
experience in various aspects of audiological assessment and management. To
support your learning in the workplace, you will have access to a virtual learning
environment where you will complete the rest of your modules.
5
To equip students with the knowledge and skills necessary to practise Hearing Aid
Audiology, we will offer a range of different learning experiences, allowing the
development of your skills, both independently and in a group setting. We recognise
that everyone learns differently, so we will provide the information in a number of
different ways. There will be a variety of lecture formats, seminars for discussing
topics with classmates and class presentations to build confidence in sharing the
knowledge gained.
At the start of each module, a module booklet will be provided online, outlining the
content of the module as well as a list of the learning outcomes for that module. It will
also include details of how these outcomes will be assessed. Here are some useful
web links to professional organisations that provide further information about
Audiology and Hearing Aid Audiology:
http://www.bshaa.com
http://www.aihhp.org/
http://www.thebsa.org.uk/
http://www.baaudiology.org
http://www.audiology.org
http://www.asha.org/default.htm
http://www.hcpc-uk.co.uk/
What does this course entail? The diploma programme runs over a period of 24 months. In addition to the taught
online modules, there will be practical sessions on campus to help develop the skills
needed to practise in Hearing Aid Audiology. It is important to apply the skills learned
during these practical weeks on campus in the workplace, to further develop skills and
knowledge. These skills are assessed throughout the programme and the student will
complete a logbook of clinical practice while working. In order to register as a Hearing
Aid Dispenser with the HCPC, students must pass all assignments and complete the
logbook by the end of the course.
Table 1 below summarises the Structure of the Programme
6
Table 1 Structure of the Programme
Year 1
Semester 1
Semester 2
Introduction to Hearing Aid Audiology
Online
10 credits Basic Anatomy, Physiology and Pathology of the Audio-Vestibular System
Online
10 credits
Communication in Clinical Practice
Campus
20 credits Auditory Assessment 2
Campus
20 credits
Auditory Assessment 1
Campus
20 credits Fundamentals of Rehabilitation
Campus
20 credits
Clinical Practice in Hearing Aid Audiology 1
Work based
20 credits
Year 1 = 120 credits
Exit award: Cert HE (Graduates can work as Hear Care Assistant)
Year 2
Semester 1
Semester 2
Hearing Aid Technology
and Assistive listening
devices
Campus
20 credits Professional Issues in Hearing Aid Audiology
Online
10 credits
Aural Rehabilitation
Online
20 credits Special Issues in Hearing Aid Audiology
Online
20 credits
Deaf Culture
Online
10 credits Counselling in Hearing Aid Audiology
Campus
20 credits
Clinical Practice in Hearing Aid Audiology 2
Work based
20 credits
Year 2 = 120 credits
Exit award: Graduates exit with Dip HE in Hearing Aid Audiology (240 credits)
Eligible to register with HCPC as a Hearing Aid Dispenser
7
Organisation of the Programme The programme is organised in three broad, overlapping strands – Supporting
Subjects, Audiology and Professional Practice.
Supporting subjects
The investigation and remediation of hearing and balance disorders requires a sound
understanding of the complex interplay between the biological, psychological, social
and cultural factors that underlie communicative behaviour. Therefore, the study of
subjects such as Anatomy & Physiology, Psychology, Neurology and Research
Methods is an essential part of any Audiology curriculum. Aspects of these subjects,
relevant to the context of hearing aid audiology are covered in Introduction to Hearing
Aid Audiology, Basic Anatomy, Physiology and Pathology of the Audio-Vestibular
System, Communication in Clinical Practice and Deaf Culture.
Key content within the modules is as follows:
Introduction to Hearing Aid Audiology
The contents of this module provide an overview of audiology as a subject and a
profession. The student will learn about scientific enquiry and using the evidence base
to inform assessment and treatment. They will also learn about the components of
physics and psychoacoustics that underpin sound transmission, conduction, and
perception.
Basic Anatomy, Physiology and Pathology of the Audio-Vestibular System
The fundamental aspects of the biological components and functioning of the audio-
vestibular system, as they relate to hearing aid audiology are covered in this module.
Students will learn about the structure, function and common pathologies of this
system.
Communication in Clinical Practice
In this module, students will learn about communicative behaviour and identifying the
areas that need to be addressed, when obtaining information in order to compile an
evidenced based, agreed client management plan.
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Deaf Culture
The aim of this module is to allow students to explore psychosocial aspects of hearing
impairment, including the differences between the impact of hearing loss on
communication for clients with acquired and/or congenital hearing losses.
Audiology
The aim of this strand of the programme is to facilitate students’ acquisition of the
specific knowledge, understanding and clinical skills required for effective hearing aid
audiological practice. Each of the modules within this strand relates to the assessment
and management techniques required, when working with clients with hearing
impairment. A coordinated, case-based approach to learning allows students to
understand how principles of assessment and intervention can be adapted in order to
be applied with any client. Key content within the modules is as follows:
Auditory Assessment 1 and 2
In these modules, students will cover a range of current audiological procedures used
in the assessment of hearing. The student will learn how each assessment relates to
the anatomy and physiology of the auditory system and to the effects of a range of
pathologies. Students will learn how to analyse test results using cross-check
principles. Auditory assessment 1 includes the fundamental procedures for assessing
hearing, allowing students to begin practice within the workplace early in their studies.
Auditory assessment 2 covers the procedures that are required to further explore the
specific nature of a hearing impairment.
Clinical Practice in Hearing Aid Audiology 1 and 2
These modules are designed to allow students to apply their theoretical and clinical
skills knowledge in the workplace, whilst developing their professional practice. This
learning takes a structured approach, allowing students to work in a systematic way
under supervision in the workplace. In clinical practice 1, students are encouraged to
begin to take account of their own responsibilities whilst working with clients. It is
expected that student learning during clinical practice 2, will result in the student being
able to work autonomously in accordance with the published standards of conduct,
performance and ethics.
Fundamentals of Rehabilitation
This module has been designed to provide students with the knowledge and
understanding to perform basic rehabilitation procedures that are common in the
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workplace. The focus is on being able to provide clients with the basic maintenance,
repair and ongoing services that are required by hearing aid wearers.
Hearing Aid Technology and Assistive listening devices
The aim of this module is to provide students with current knowledge and
understanding, for the prescription of appropriate amplification devices. This will
include the selection, fitting and evaluation of a range of amplification devices.
Aural Rehabilitation
Within this module students will learn about the theoretical underpinning of using an
ecological framework, when considering aural rehabilitation. Students are introduced
to the theory of aural rehabilitation and the current range of techniques employed to
enable patients to adapt to hearing impairment. Students will explore psychosocial
aspects of hearing impairment impact, their impact on rehabilitation and working with
clients to develop individual management plans
Counselling in Hearing Aid Audiology
The aim of this module is for students to learn elements of counselling theory, as it
applies to hearing aid audiological practice. This will include an exploration of
motivational interviewing, goal setting and an understanding of models of hearing
impairment.
Professional Practice
This strand includes both placement-based and university-based learning of practical
clinical skills, clinical decision-making, reflection and professional issues. Knowledge,
understanding and skills acquired in the theoretical modules are integrated and
applied to clinical practice. The Introduction to Hearing Aid Audiology, Professional
Issues in Hearing Aid Audiology and Special Issues in Hearing Aid Audiology modules
in particular, are aimed at developing students’ professional practice.
Special Issues in Hearing Aid Audiology
Hearing aid audiologists need to be aware of the needs of special populations, multi
and inter-disciplinary working, as well as their role and boundaries. The aim of this
module is to provide students with an understanding of some of these quite common
but less routine issues and how to work with others, whilst understanding their own
scope of practice.
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Professional Issues in Hearing Aid Audiology
There are a number of standards and pieces of legislation that hearing aid
audiologists must work within. Within this module, students will learn about HCPC
standards, health and safety legislation, legislation relating to the advertising and sale
of goods and services, data protection, ethical business practice and basic marketing
skills.
Attendance Table 2 below indicates Attendance throughout the Programme.
Key to Table 2:
Year 1
Semester 1 Semester 2
Introduction to Hearing Aid Audiology
2 Basic Anatomy, Physiology and Pathology of the Audio-Vestibular System
4
Communication in Clinical
Practice 1 Auditory Assessment 2 5
Auditory Assessment 1 3 Fundamentals of
Rehabilitation 6
Clinical Practice in Hearing Aid Audiology 1 7
Year 2
Semester 1 Semester 2
Hearing Aid Technology and
Assistive listening devices 8
Professional Issues in Hearing Aid Audiology
12
Aural Rehabilitation 9 Special Issues in Hearing Aid Audiology
11
Deaf Culture 10 Counselling in Hearing Aid Audiology
13
Clinical Practice in Hearing Aid Audiology 2
14
Note:
This pattern will be followed with adjustments according to the Academic Calendar, in
each successive year.
11
Academic Year Semester Academic Week Activity Modules
One One 1 Induction
2 Campus 1 7
3 Online
4 2
5
6 Campus 3
7 Online 2
8
9
10
11
12 Review period 13
14 Exam
15
16 Holiday
17
18 - 19 Inter-semester break
Two 20 Online 5 7
21 Campus
22 Online 6
23
24 Campus
25 Online 4
26
27
28
29
30 Review period 31
32
33
34 Exam
35
Summer 36 Holiday
37
38
39
40
41
42
43
44
45
46
47 Reassessment week
48 Holiday
49
50
51
52
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Academic Year Semester Academic Week Activity Modules
Two One 1 Induction
2 Online 8 14
3
4 Campus
5 Online
6 9
7 10
8
9
10
11
12 Review period 13
14 Exam
15
16 Holiday
17
18 - 19 Inter-semester break
Two 20 Online 11 14
21
22
23 Campus 13
24 Online
11
25
26 12
27
28
29
30
31 Review period 32
33
34 Exam
35
Summer 36 Holiday
37
38
39
40
41
42
43
44
45
46
47 Reassessment week
48 Holiday
49
50
51
52
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Clinical Practice in Hearing Aid Audiology Modules 1 and 2
Clinical experience will be provided in the workplace. A workplace supervisor
(Registered RHAD or Audiologist) will be appointed to deliver clinical training as
agreed with QMU. The relationship between the student, clinical educator and QMU is
formalised using the studentship agreement.
Teaching, Learning and Assessment
The aim of the DipHE HAA programme is to develop increasingly independent
learners and problem solvers, who will be able to bring an analytical, reflective,
evidence-based approach to hearing aid audiology practice and apply the principles of
clinical decision-making to meet the needs of individual clients. The programme will
encourage students to evaluate the needs of others, including clients, carers, support
workers and other members of health, education and social care teams. This is
reflected in the philosophy of learning and teaching, as explained below.
Teaching and Learning Philosophy
The programme takes an andragogical approach to learning. It is not expected that
students entering this programme will have well-developed learning skills and this is
something that we aim to facilitate development of. However, students are expected to
be highly motivated to acquire and develop skills, experiences and knowledge. Staff
will aim to facilitate an independent, autonomous approach to learning, while providing
a supportive but challenging learning environment, together with constructive
evaluation and feedback about student performance. Students will be able to engage
in a range of learning and teaching methods, in a way that suits each student’s
individual learning style. Assessment is an integral part of the learning process and is
designed to encourage a self reflective approach to practice, drawing on an
understanding of theoretical principles and evaluation of available evidence. The
emphasis is on active learning approaches that encourage deep learning.
In summary, the programme is designed to allow progressive development and
integration of practical skills, intellectual development and theoretical knowledge.
Teaching and Learning Opportunities
Teaching will be provided by staff with relevant, specialist expertise and knowledge,
with additional input from specialist visiting lecturers where appropriate.
The programme is designed to present a wide range of learning opportunities, with a
strong focus on independent learning and problem solving. Campus based contact will
include lectures, laboratory sessions, practical classes, seminars, case-based
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discussions, group work and tutorials. The use of formal lectures will be limited to
situations where this is an appropriate means of presenting information or
demonstrating specific skills, but the main emphasis will be on more active learning
approaches. These include:
Enhancement of reflective skills through activities including: development of
personal journals; self-critique of performance of clinical skills procedures and
peer-evaluation.
The use of case-based and problem-based scenarios, supported by lecturer-
led discussion, to promote self-directed and group learning and evaluation of
relevant evidence.
Experiential learning of clinical and research skills through role-play and work
based learning.
Class debate and discussion (on campus and online).
Collaborative learning and development of shared learning resources.
An extensive range of learning technologies is available to support directed learning,
including HUB (VLE), e-portfolio (Pebble+) and multimedia resources. Each module
will have a HUB site, providing access to: PowerPoint materials; reading materials;
case-based data; guided learning activities; discussion boards and self-assessment
quizzes, as appropriate.
These teaching and learning methods will also facilitate access to the programme’s
assessment strategies. The range of assessments employed in the programme will
ensure that each student has met all of the learning outcomes and achieved the
standards required to practice hearing aid audiology.
Assessment
Assessment is an integral part of the learning experience, as well as a means of
monitoring performance. A wide range of assessment methods will be used within the
programme. These are designed to encourage and assess a range of relevant,
learning outcomes while providing evidence of the specific strengths of individual
students. Assessment methods reflect the aims, learning outcomes and learning
approaches used in each module and include the following:
• Case-studies
• Reflective and investigative essays
• Work book involving analysis and interpretation of clinical data and information
• Reflective work book
• Work based assessment and completion of a logbook
• Written examinations
• Objective Structured Clinical Examination (OSCE)
15
Assessment methods are intended to encourage depth, as well as breadth of learning,
in line with the principles of constructive alignment. Table 3 provides an overview of
the various methods of assessment employed within the programme. It should be
noted that only the type of assessment is listed in table 3. Each module will utilise a
variety of topics related to the learning outcomes and contents of the relevant module.
Table 3 - Assessment Schedule
Year 1
Semester 1
Module Credits Assessment details
Introduction to Hearing Aid Audiology Online
10 credits Examination (2 hours) (100%)
Communication in Clinical Practice Campus
20 credits Case Study (2000 words) (100%)
Auditory Assessment 1 Campus
20 credits Completion of a Workbook (2000 words) (100%) (Pass/Fail)
Semester 2
Module Credits Assessment Details
Basic Anatomy, Physiology and Pathology of the Audio-Vestibular System Online
10 credits Examination (2 hours) (100%)
Auditory Assessment 2 Campus
20 credits Completion of a Workbook (2000 words) (100%) (Pass/Fail)
Fundamentals of Rehabilitation Campus
20 credits Completion of a Workbook (2000 words) (100%) (Pass/Fail)
Clinical Practice in Hearing Aid Audiology 1 Work based
20 credits
Practical Examination (50%) Clinical competencies will be assessed via a OSCE (Pass/Fail) Work based logbook (50%) Credits appropriate to the level of clinical practice will be entered into the work based logbook and exit paperwork by the work based clinical educator (Pass/Fail) All components in this module must be passed
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Year 2
Semester 1
Module Credits Assessment Details
Hearing Aid Technology and Assistive Listening Devices. Campus
20 credits Completion of a Workbook (2000 words) (100%) (Pass/Fail)
Aural Rehabilitation Online
20 credits Design an Individual Management Plan (2000 words) (100%)
Deaf Culture Online
10 credits Essay (2000 words) (100%)
Semester 2
Module Credits Assessment Details
Professional Issues in Hearing Aid Audiology Online
10 credits Examination (2 hours) (100%)
Special Issues in Hearing Aid Audiology Online
20 credits Case Study (2000 words) (100%)
Counselling in Hearing Aid Audiology Campus
20 credits Completion of a Reflective Workbook (2000 words) (100%)
Clinical Practice in Hearing Aid Audiology 2 Work based
20 credits
Practical Examination (50%) Clinical competencies will be assessed via a OSCE (Pass/Fail) Work based logbook (50%) Credits appropriate to the level of clinical practice will be entered into the work based logbook and exit paperwork by the work based clinical educator (Pass/Fail) All components in this module must be passed
Clinical Facilities on Campus
A suite of clinic rooms, situated around a clinic reception area, provides
accommodation for clinical activities and research. Students on the DipHE HAA will
have access to purpose-built test rooms, soundproof booths and a full range of
audiological equipment, supporting students to develop their clinical skills within the
university environment, before using them with clients. In total, students have access
to 9 stations containing equipment for hearing assessment, mirroring real life practice.
This is further enhanced by access to advanced audiological assessment systems for
auditory evoked potentials as well as vestibular assessments. A full list is included in
the appendix.
17
Speech and Hearing Sciences Reception area
18
Clinic rooms
19
Entry requirements UK applicants:
A typical entrant would be a student sponsored by an employer (Registered Hearing
Aid Dispenser (RHAD) or Audiology Department in the National Health Service (NHS))
and normally having achieved at least five 5 Standard Grades at grade C or above
(preferred subjects English, Science or Mathematics, Biology). For students who have
not achieved these qualifications, but are able to demonstrate relevant experience,
applications will still be considered. A Studentship Agreement must be completed prior
to admission on the course.
International students
Applications from international students with equivalent school leaving qualifications
and subjects are welcomed. The equivalence of their qualifications will be established
through the National Academic Recognition Information Centre for the United
Kingdom (UK NARIC). They should provide evidence of completion of the British
Council English Testing Service (IELTS) assessment with a score of 7.
High levels of English language competence are required from students joining the
programme, as specified by the registration body. In some cases, students with an
IELTS score that is 0.5 below their chosen course entry requirement (overall or in any
element) may be able to obtain an unconditional offer by successfully completing the
pre-sessional course. QMU offers a 4 week and 12 week pre sessional language
course. The DipHE HAA programme will accept a student with an overall IELTS score
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of 7 but one element 0.5 below 6.5, if they complete the pre sessional language
course. Students whose first language is not English, can also access support from
the Effective Learning Service (ELS) at QMU during the academic year.
The student should be sponsored by an employer, who is appropriately regulated
within their home country. A Studentship Agreement must be submitted prior to
admission on the course. In addition, a Statement of Understanding for International
applicants must also be submitted prior to admission to the course (Appendix 4).
Criminal conviction checks
All offers of places are conditional on receipt of a satisfactory criminal records check.
More information is available on http://www.qmu.ac.uk/welcome/WhatHappensNext-
Disclosure.htm. Applications from those who have a criminal conviction will be
considered on an individual basis, and may be referred to QMU’s Fitness to Practice
Panel.
Selection procedure
All applications will be reviewed by the Admissions department. Offers will be made
on the basis of academic qualifications and other criteria outlined above. All offers will
be conditional on the basis of a satisfactory criminal record check. Conditional offers
may also be made on the basis of predicted academic qualifications. Applicants to the
programme will not normally be interviewed.
Students with disabilities
Audiology at QMU welcomes applications from disabled individuals and is committed
to making reasonable adjustments to the programme, as necessary, to enable all
individuals to successfully complete the programme.
Applications for non standard entry
At the discretion of the Programme Admissions Group, students admitted to
programmes may be given credit for previous study on an equivalent programme
completed not more than five years previously. Credit may also be given for prior
experiential learning. Normally credit given will be specific rather than general, i.e. on
a subject for subject basis, and must be specifically matched. No more than half the
credit for a QMU award may be gained for study outside the institution.
Start of the Course
The course starts in September of every year and the first week of attendance will
also include induction sessions. These sessions will introduce students to members of
staff and provide them with contact information. Programme handbooks and other
21
essential documents will be circulated (or provided electronically) and explained. The
Programme Leader will organise workshop sessions to help students to understand
the organisation of the programme and the systems of support which will be available
to them within Speech and Hearing Sciences. New students will also attend QMU-
wide induction events, which include information on all student support services and
introductions to the Library and Information services.
For course specific information contact:
Christine Johnson
Email: [email protected]
Telephone: +44 (131) 474 0000
22
Advice for prospective students Equipment and skills
You must have:
easy access to a reliable computer
broadband access to the Internet through Internet Explorer, Netscape, or
Firefox
Office 2007 or later.
access to remote desktop at QMU. This is also called remote access or Citrix. It
means that you can log into the QMU system and access all the programs on
the desktop from outwith QMU. This is essential and full details are available at:
http://www.qmu.ac.uk/it/Remote_Access/default.htm
It is advisable to have ALL of these issues organised prior to starting the
programme.
Preparing yourself
It is useful to consider the skills you have before starting this course and considering
those that you would like to develop. The following section is taken from a JISC
infoKit: the Effective Use of Virtual Learning Environments (VLE). It is available on the
JISC infoNet site at: http://www.jiscinfonet.ac.uk.
Section from JISC infoNet website:
Before starting your module in a Virtual Learning Environment, you might like
to consider some of the following issues:
Your access to a ‘modernish’ computer with Internet access
Your IT skills
VLEs are gradually becoming easier to use but you will need to be
comfortable with file management, using the Web, email and ideally be
able to create a few simple web pages. If you are worried about your
skills you might consider getting some training through your institution
or taking the European Computer Driving Licence. This will help you
when you are starting to use your institution’s VLE and reduce the
amount of time that you need to spend improving your skills.
23
Studying as a distance learner
Being a distance learner is not always an easy option as you need to be really
disciplined about organising your time for studying and protecting that time.
Give yourself time
Many of our students undertake their studies in an online environment. As everyone
studies at a different pace it is difficult to say how many hours you will need to
complete this course. It is a good idea to plan a schedule for study time and to
recognise which days or times of day work best for you. Try to use your best times for
more challenging tasks, that require more concentration. If you feel that you are falling
behind with your studies, please contact your module co-ordinator or programme
leader to discuss support available. More information can be found in the FAQ
section.
Get organised
Find a place to store all your course materials and assignments. You will probably
need a desk with enough space to use a computer and have any books or papers
alongside. Become comfortable with storing files on your computer, using Citrix and
backing up electronic files, as you will be mostly working on-line. It is useful to store
your files on Citrix as this is backed up daily on the university servers. Should your
computer be damaged you then have access to your documents on the remote
desktop.
Ideally your working environment will be well lit and quiet and remember that your
local library and/or University library may offer a useful alternative to home study.
Before your course starts
Look through the course materials as they are posted on the HUB (virtual learning
environment), your module descriptor will give you an overview of the module and its
ideas and themes. Your module booklet will give you a course calendar and study
planner, outlining the activities required of you.
The box in section 7 provides you with a list of websites that you might like to visit
about preparing yourself as a distance learner. It is highly recommended that you
work through this at the start of the programme.
Readiness for distance learning
For some guidance on your level of readiness to become a Distance Learning student,
please look through the sites below:
24
Distance Learning – it’s real education
http://uk.youtube.com/watch?v=an8rZyqCXW0
Learning Styles Questionnaire
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
QMU’s Library Guide to Distance Learning
http://www.qmu.ac.uk/lb/IFDL_Home.htm
The Essential Guide to Distance Learning
http://www.qmu.ac.uk/distancelearning/index.htm
Matriculation
This is a distance learning course and therefore you can matriculate online through
the QMU website in the first week of September.
When you matriculate you will be sent an electronic copy of the QMU Student
Handbook, which will give you some general information about the campus and
facilities and also contains important information about University regulations.
You will also be given the DipHE HAA Student Handbook (electronic version). This
will provide you with information that is specific to your programme of study, as well as
some more general information that you may find useful as you begin to settle in as a
student at QMU.
What does QMU as the host institution, provide?
When you have matriculated, you will be provided with:
access to the (HUB) area for the course and modules
QMU library access
access to our ePortfolio system
access to virtual discussion rooms for verbal and written discussions.
25
Blackboard areas (HUB)
You will have access to the Blackboard area (virtual learning environment) for this
course and your individual modules. The HUB can be accessed through the quick
links tab on the main QMU website.
QMU library
It is essential that you are able to access:
iLink: the Library Catalogue at QMU (http://millennium.qmu.ac.uk/)
Electronic databases and journals using your library authentication.
QMU Library Resource Centre on Facebook at
http://www.facebook.com/pages/Musselburgh-United-Kingdom/Queen-
Margaret-University-Learning-Resource-Centre/9758582241
Library contact details - http://www.qmu.ac.uk/lb/Contacts.htm
Roles and responsibilities
Whilst studying for this course, there are a number of roles and responsibilities for
you, as the learner. Most importantly you need to participate actively in the online
synchronous and asynchronous discussion. You may be assessed on this and criteria
for this assessment will be provided at the start of each module. However, you will
also be supporting others in the community. The lecturer will log into the online
discussions at least once a week but will not reply to all messages. The lecturer will
often summarise, refocus and housekeep the online discussions but do not expect
every message that you post in the online discussions area, to be answered by the
lecturer.
Technology
The website below provides a link to some of the technologies used at QMU for
example, Blackboard and ePortfolios. There are online videos available to
demonstrate how to use these technologies. See
http://www.qmu.ac.uk/cap/TELHome.htm for more information.
Support
There are a range of support mechanisms for the learner following
the modules on this course:
online support through the online community
online support from the lecturer in the online community
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email to the module co-ordinator [This is limited to personal matters such as
difficulty with keeping up with the timetable of the module, etc. Module specific
matters such as questions with assessments will be discussed in the online
community. The module co-ordinator will not answer emails relating module
specific questions, but suggest they are posted to the online community. Any
other personal problems should be directed to your Personal Academic Tutor
(PAT)]
individual face-to-face/telephone meetings with the lecturer
(these are limited and can be booked by the learner. For discussions about the
module, the learner can contact the module co-ordinator but for technical
support about Blackboard, they should contact the Blackboard Administrator or
the Library Resource Centre)
an optional face-to-face session where we become familiar with Blackboard
and ePortfolios. This is possible if all (or most) can agree on a date.
Adobe connect online synchronous learning sessions with experts, the lecturer
and librarians
drop-in ePortfolio sessions. On some Wednesday afternoons, the Centre of
Academic Practice (CAP) has a drop-in session for students using ePortfolios.
Further information is available on: http://www.qmu.ac.uk/eportfolio/student.htm
Personal Academic Tutor (PAT). Your PAT will be assigned to you at the
beginning of the academic year. Details regarding the responsibilities between
you and your PAT are described in the Student Handbook.
Frequently Asked Questions
I have a Mac – will this cause me any problems?
Several students have undertaken modules using a Mac. It does cause a few issues
at the beginning and it is well worth setting up your connection before starting the
module just in case any issues arise. Mac’s are not used at QMU and if you use a
Mac with Microsoft applications, for example WORD you may find that the files will not
open on QMU PC’s, always check with your lecturer and other students that they can
open your files.
Do I have to buy all the books recommended in the module descriptor?
You do not have to buy any books at all; they can be borrowed from QMU’s Library.
However, you may find that some of them will be useful in the future. Also, make sure
that you have access to our online journals and databases via the QMU library pages
before starting the module. Some books in the library may be available electronically
as ebooks.
How much time do I need to spend on each module?
The amount of time required to spend on a module is linked to the number of credits
the module is 'worth'. Most modules are 'worth' 10 credits and a few are 'worth' 20
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credits. It is hard to give an exact amount of time required for each module as
students study at different rates and the time allocated is spread over part of, or all of
the academic year. Each credit is equivalent to 10 hours. So for a 10 credit module
100 hours is allocated.
Additionally each module is allocated different types of studying, this might be lecture
time, clinical practice (in university and/or your own clinic) and self study. For
example the Communication in Clinical Practice is a 20 credit module. It has 10 hours
of lecturers, 15 hours of supervised practice on campus and 5 hours of online
seminars. It also includes 18 hours of supervised practice in your work place and 152
hours of self study. This may seem a large amount but it is a combination of
hours over the semester where you would be learning about the subject from
books and lecture notes and some hours practising in the clinic yourself. Therefore it
is something you would be doing everyday in your own practice and these suggested
times would allow you to learn the theory and procedures well.
One of the things to be aware of and watch out for is getting side tracked in your
studies, for instance, by interesting web links. There are lots of possible journeys in
the modules but do watch out that you don’t get enticed and waste valuable time. Your
module coordinator is able to advise you if you have any difficulties in planning your
studies.
I am really concerned about contributing to an online discussion!
Many of the learners on this course will never have used an online discussion area.
You will have the chance to practise and become used to working online. That
experience will help you to support learners in the future who have never worked
online and to guide them to become independent online learners.
Do I have to read everything that is available online?
Absolutely not. It is your choice regarding the depth and breadth of reading that you
undertake; however, it is essential that by the end of the module you have a good
understanding of it. Essential reading will be indicated where relevant.
What reading should I undertake before starting the course?
It would be useful to familiarise yourself with background reading of the HCPC website
http://www.hcpc-uk.org/. Also some charities who provide support to people with
hearing loss such as Action on Hearing Loss http://www.actiononhearingloss.org.uk/
and Hearing Link http://www.hearinglink.org/
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I am concerned about my computer skills!
This course is delivered mostly online so it requires a fair amount of experience using
computers. If you are concerned about your level of skills we suggest you assess
yourself on the following website http://www.stevenshenager.edu/computer-literacy/.
On this website you will also find links to help you review basic internet and word
processing skills as well as many others.
How do I use eBooks?
eBooks will automatically load when you access the Library facilities at QMU or when
you access them through thin client/citrix/remote desktop. They will not work through
the Internet if you do not have the eBrary reader. Full details are available at:
http://www.qmu.ac.uk/lb/eBooks.htm
What if I have difficulty getting on to Citrix?
Remote Access to your university desktop is provided through Citrix Remote Desktop.
Citrix Remote Desktop is a method of connecting to the QMU network and running a
virtual desktop environment, that will give you access to all your files, the intranet,
network applications and all electronic resources that are available on campus. There
are several guides available online for both PC and Mac users at:
http://www.qmu.ac.uk/it/Remote_Access/default.htm. We recommend that students
work on Citrix when working on assignments or accessing library services. Through
the remote desktop you will have access to Microsoft office 2010 and any word
documents you create on the remote desktop will be saved on the QMU central
server.
What if I have difficulty getting on to the HUB (Blackboard)?
The HUB can be logged on through the QMU website or as recommended, through
Citrix.
In order to log on to the HUB, you will use your matriculation number and your
Blackboard / QMU network password. Please note that your Blackboard / QMU
network password will automatically expire every 60 days. To reset your password,
please login to QMU Webmail (http://www.qmu.ac.uk/it/webmail.htm) with your current
details.
If you are unable to resolve your log-in problems, please contact
[email protected] stating your name and matriculation number. Any non-
password queries should be sent to [email protected] including your Name and
Matriculation Number.
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What happens if I fail? Would I need to retake the entire module?
For an undergraduate student, the pass mark is 40%. If you do not pass an
assessment, you will be given the opportunity to resit the assessment. Your grade for
that module will then be capped at 40%. The resits will usually take place around the
beginning of August but school office will notify you in plenty of time to prepare for the
reassessment. If you are unable to pass the assessment a second time, you will then
be required to retake the module.
How are assessments marked?
Where possible, the assessments will be marked anonymously by the module
coordinator unless otherwise stated. The assessments will then be second marked by
another member within the Speech and Hearing Sciences subject area. All
assessment marks are then moderated by an external examiner from outside QMU.
Am I too old to take a module?
No, no one is ever too old to take a module. If it has been a while since your last
academic experience, the LRC can provide a number of different things for assistance
with your studies. Please go to http://www.qmu.ac.uk/lb for advice and support.
Glossary
Citrix
This is a system that allows the user to have a
virtual desktop of their university user profile to
anywhere where they are able to have a network
connection. There are help guides available on the
QMU website on how to get your PC ready to use
Citrix. To access Citrix, go to www.qmu.ac.uk. In
the upper right hand corner, use the drop-down
menu and go to Remote access. Follow the steps
as outlined.
e-portfolio
(electronic portfolio) As part of a module, each student may be required
to create an e-portfolio. This is usually done on the
web and is a collection of information assembled
and managed by you as the student. This
information would be specified by your lecturer and
may include text, electronic files, images,
multimedia, blog entries and hyperlinks. An e-
portfolio may be used as a learning record and may
facilitate your reflection on your own learning.
Formative Assessment Formative assessments are not meant to assign
grades but they work to inform the lecturer of what
the students know or do not know. Formative
assessments may occur throughout the semester
while the module content is being learned.
ILP
(Individual Learning Plan)
Is a student specific strategy that takes into
consideration the student's strengths and
weaknesses. The ILP presumes that the needs of
individual students are different, and thus, must be
differently addressed.
LRC
(Library Resource Centre)
http://www.qmu.ac.uk/lb/
All staff and students are entitled to use the
University Library. When joining Queen Margaret
University you are issued with a University or
Matriculation card: this doubles as your Library and
ID card. There are several different types of
services available through the LRC. Please go to
the above website to explore the variety of different
services available.
PAT
(Personal Academic Tutor)
When you enrol in the course, a PAT will be
assigned to you. The role of PAT involves advice
and support provided to the student across the
programme and extends to personal difficulties
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such as accommodation, financial difficulties and
sickness. More details regarding the role of your
PAT is described in your student handbook.
QM Webmail Access to your QMU mailbox through the QMU
website.
Summative Assessment This refers to assessment of learning that the
lecturer will grade and assign a score. The dates
for when summative assessments are due are
usually given at the beginning of the semester. The
summative assessments must be passed with a
grade of 40%. If the summative assessment is not
passed, the student will have the opportunity to resit
the assessment.
Blackboard (HUB)
(Virtual learning environment)
Blackboard is a virtual learning environment used
for course management. Things like lectures,
discussions, course information, etc. can all be
found on Blackboard. As part of your induction, you
will be given information on how to use Blackboard.
You can log into your Blackboard through Citrix or
remotely through the QMU website.
Adobe Connect
(http://www.qmu.ac.uk/connect/)
Connect is a live, virtual classroom environment
with features that include audio, video, application
sharing and content display. Your lecturer may
organise a Connect session with you and your
classmates during the module. This will be
arranged through your lecturer.
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Appendix 1 - Range of Equipment available on campus
Audiometers
GSI and Kamplex Audiometers Unity Audiometer Aurical Plus Audiometer Astera Audiometer VRA system
Immittance
GSI Tympstar Oticon Immitance Meter
Otoscopy
Heine and Welch Allyn otoscopes Otocam video otoscope
Hearing Aid fitting software
A wide variety of different software system determined by local protocols. These currently include and are regularly reviewed and updated: Siemens GNResound Starkey Oticon Unitron Phonak
Patient Management software
Practice Navigator Auditbase NOAH
Unity
Unity probe mic Unity HIT
Aurical Plus
Auricle REM Auricle HIT
Aurical
Built-in simulators, Speech Mapping, Real Ear Measurements (REM), Probe Microphone Measurements (PMM).
Otoacoustic Emissions systems
Otodynamics Capella
Auditory Evoked Potential systems
NAVPro Biologic: Speech ABR, ASSR, ABR Chartr EP 200: ABR, EcochG, MLR, LLR, P300, VEMP
Biosense Synapsis Balance assessment equipment
GN Otometrics ICS Chartr 200 VNG/ENG Testing
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Appendix 2 – List of staff members
Name Title
Christine DePlacido MSc BSc (Hons) Dip Couns RHAD
Senior Lecturer in Audiology Programme Leader for PgDip/MSc in Rehabilitative Audiology (post registration)
Christine Johnson BSc (Hons) G.Dip (Audiology) PgCert RHAD
Lecturer in Audiology Programme Leader for Diploma in Higher Education in Hearing Aid Audiology
Lizanne Steenkamp BSc BCommPath PgCert
Lecturer in Audiology Programme Leader for PgDip/MSc in Audiology (pre-registration)
Jo White MA MSc PhD
Lecturer in Audiology Programme Leader for PgDip/MSc in Rehabilitative Audiology (post-registration)
Ben Matthews BA (Hons) PhD
Lecturer in Deaf Studies
