GCLTGCLTDesigning for flexible learning practiceDesigning for flexible learning practice

Assignment TwoAssignment Two

Presentation of initial flexible Presentation of initial flexible learning development plan learning development plan

Mereana Rapata-HanningMereana Rapata-Hanning

IntroductionIntroduction Project Name: Mereana’s MusingsProject Name: Mereana’s Musings

Date: November 2008Date: November 2008

OrganisationOrganisationSchool of NursingSchool of NursingTe Kura Matatini ki Otago Te Kura Matatini ki Otago Otago Polytechnic, Dunedin, New ZealandOtago Polytechnic, Dunedin, New Zealand

Project AuthorProject Author Mereana Rapata-Hanning Mereana Rapata-Hanning Senior LecturerSenior LecturerSchool of Nursing School of Nursing email: mereana@ tekotago.ac.nzemail: mereana@ tekotago.ac.nzBlogBlog mereanasmusings.blogspot.com mereanasmusings.blogspot.com

Executive SummaryExecutive Summary

Nursing education in New Zealand has only recently started to explore on-line learning as a viable option to face-to-face delivery.

Billings (1999) states “Increasingly, information technologies are being

used to deliver or support nursing programs, and online blended education is becoming the norm rather than the exception” (p. 292).

Holloway and Wilkinson (2002) conducted a study in New Zealand, of undergraduate nurse’s experience of the on-line learning environment.

Executive SummaryExecutive Summary

This study highlighted specific issues for students, with particular reference to” access the challenge of getting an being online, perceived lack of tutorial support and contact with

classmates.

Several recommendations were made relating to: supported development of IT skills of students, Access- to computer, broadband off campus clarity of role of the educator in facilitation learner support mechanisms

Executive SummaryExecutive Summary

This project is therefore informed by:This project is therefore informed by:

evidence based research around blended delivery evidence based research around blended delivery

format for Undergraduate nursing studentsformat for Undergraduate nursing students

Organisational Strategic Direction – Otago Organisational Strategic Direction – Otago PolytechnicPolytechnic

Nursing Council of New Zealand – Graduate profileNursing Council of New Zealand – Graduate profile

Current post graduate study – inquiry – DFLP course!Current post graduate study – inquiry – DFLP course!

Executive Summary Executive Summary TimelineTimeline

November – December 2008November – December 2008Development of Online learning resources utilising EDCDevelopment of Online learning resources utilising EDCstaff advice and guidancestaff advice and guidance

Establish Moodle SiteEstablish Moodle Site Gain skill with Course Genie format.Gain skill with Course Genie format. Begin to format and prepare resources from Begin to format and prepare resources from

current course content files e.g.: Course current course content files e.g.: Course Workbook activities, Video interviews and Workbook activities, Video interviews and Television Documentary clipsTelevision Documentary clips

February 2009February 2009 Continue learning resource preparationContinue learning resource preparation Gain skills with facilitation of Elluminate sessionsGain skills with facilitation of Elluminate sessions

March 2009March 2009 Commence delivery on new resourcesCommence delivery on new resources

In order for web-based assets to work, they

need to be designed well

and used as intended

(Wijekumar, 2005).

Compulsory course in Year 2 of Bachelor of Compulsory course in Year 2 of Bachelor of Nursing programme (Level 6)Nursing programme (Level 6) 90 -100 students enrolled90 -100 students enrolled Tutorial size 15-20 studentsTutorial size 15-20 students 30hrs lectures/ 18 hrs tutorial allocated30hrs lectures/ 18 hrs tutorial allocated

Course Aims:Course Aims: “to provide students with an understanding of

contemporary Maori health issues in Aotearoa New Zealand and how these influence the delivery of nursing services. It also intends to prepare them for culturally safe nursing practice”

Project BackgroundProject Background

Current Learning/Teaching Strategies Methods

“Students will participate in a range of exercises and assessments that aim to develop critical thinking, reasoning and research skills and sound decision-making processes that inform their practice.

A variety of teaching-learning methods will be used”

(BN207 Course Outline 2008)(BN207 Course Outline 2008)

The reality …The reality …

learner engagement limited to lecture and learner engagement limited to lecture and tutorials sessions.tutorials sessions.

Assessment – written course assignment Assessment – written course assignment submitted in hard copy & group submitted in hard copy & group presentation presentation

Course ResourcesCourse ResourcesCourse on student file – provided students willCourse on student file – provided students will

access to all lecture, tutorial materials, documentaccess to all lecture, tutorial materials, document

but access limited to on campus settingsbut access limited to on campus settings

BN 207 Student feedbackBN 207 Student feedback

Evaluations from Semester 1 2008 Evaluations from Semester 1 2008 indicate that students would like a wider indicate that students would like a wider range of learning opportunities – these range of learning opportunities – these include access to offsite learning include access to offsite learning platform such as Blackboard or Moodle, platform such as Blackboard or Moodle, online learning activities such online learning activities such worksheets, quizzes, discussion boards worksheets, quizzes, discussion boards and digital drop box options for and digital drop box options for assignment work. assignment work.

The influencesThe influences……

1.1. To develop a range of online learning centred To develop a range of online learning centred resources to compliment existing learning opportunitiesresources to compliment existing learning opportunities

2.2. To increase accessibility of course content forTo increase accessibility of course content forcurrent and potential students.current and potential students.

3.3. To improve flexibility of course delivery To improve flexibility of course delivery

ObjectivesObjectives

Meeting Identified TimelinesMeeting Identified Timelines

all learning resources developed and ready for all learning resources developed and ready for students to access in Semester 1 classes of 2009.students to access in Semester 1 classes of 2009.

( Links to Objective1)( Links to Objective1)

Evaluation Evaluation

Student and peer feedback to be soughtStudent and peer feedback to be sought

Data generated from online platform regardingData generated from online platform regarding

student access rates to be evaluated – andstudent access rates to be evaluated – and

critiqued.critiqued.

(Links to Objectives 2 & 3)(Links to Objectives 2 & 3)

Performance indicators/ outcomesPerformance indicators/ outcomes

Student evaluations identified a preference Student evaluations identified a preference for improve access to course materials and for improve access to course materials and learning opportunities via online medium learning opportunities via online medium (closed access)(closed access)

InfluencesInfluencesshift work requirements for clinical courses, shift work requirements for clinical courses, family commitments which prevent family commitments which prevent attendance at lecture/tutorial sessionsattendance at lecture/tutorial sessionsdesire self directed learning activities.desire self directed learning activities.

Flexible learning analysis…Flexible learning analysis…What are the perceived flexible learning needs of the What are the perceived flexible learning needs of the people that your plan is targeting? people that your plan is targeting?

Flexible learning analysis…Flexible learning analysis…What type of flexible learning services will you What type of flexible learning services will you provideprovide? ?

Information Formats Information Formats Moodle /Blackboard siteMoodle /Blackboard site Course GenieCourse Genie

Communication strategiesCommunication strategies Discussion board –Social networking Discussion board –Social networking ElluminateElluminate

AssessmentAssessment Self reflection exercisesSelf reflection exercises Turn it In / Digital drop box for assignmentsTurn it In / Digital drop box for assignments

Flexible learning analysis…Flexible learning analysis…Indicate the type of services which already exist that Indicate the type of services which already exist that

compliment and/or compete with your plancompliment and/or compete with your plan..

At present none of the proposed servicesAt present none of the proposed services

exist within this course. exist within this course.

A possible competitive aspect could be seenA possible competitive aspect could be seen

to be other Year Two ‘courses’ which mayto be other Year Two ‘courses’ which may

provide resources which learners engageprovide resources which learners engage

more favourable with ???more favourable with ???

Flexible learning analysis…Flexible learning analysis…How will you use complimentary or competitive How will you use complimentary or competitive services favourably?services favourably?

Potential for cross course collaboration to discuss Potential for cross course collaboration to discuss how resources might be shared/linked.how resources might be shared/linked.

e.g.: BN 233 Medical /-Surgical Nursing Practice e.g.: BN 233 Medical /-Surgical Nursing Practice Utilising Clinical Scenarios which have clients who Utilising Clinical Scenarios which have clients who identify as Maori with a range of assessment needsidentify as Maori with a range of assessment needs

e.g. BN 220 Professional Nursing issues e.g. BN 220 Professional Nursing issues

Research issues relating to Contemporary Maori Research issues relating to Contemporary Maori health context. health context.

Flexible learning analysis…Flexible learning analysis…

Outline how you will address the following items in Outline how you will address the following items in

your flexible learning servicesyour flexible learning services: : Sustainability –Sustainability –

Ecological and economic sustainability would be Ecological and economic sustainability would be evident through less paper being used as lecture evident through less paper being used as lecture notes and resource links would be posted online.notes and resource links would be posted online.

Social sustainability address below  in Access, Equity Social sustainability address below  in Access, Equity and cultural diversity comments and cultural diversity comments

Access & EquityAccess & Equity the move toward more flexible delivery should lead the move toward more flexible delivery should lead

to meeting the  needs of different learning styles as to meeting the  needs of different learning styles as long as the Polytechnic provides access to computers long as the Polytechnic provides access to computers that students can use to interact with the programme. that students can use to interact with the programme.

Online learning may benefit those students who are Online learning may benefit those students who are may be considered introvert as opposed to extrovert – may be considered introvert as opposed to extrovert – who often dominate classroom situations. This would who often dominate classroom situations. This would be applicable in the discussion board facility which is be applicable in the discussion board facility which is proposed for this courseproposed for this course

Cultural diversityCultural diversity

Cultural safety is a core competency for all Registered Cultural safety is a core competency for all Registered Nurses in NZ.Nurses in NZ.

All teaching should model cultural safety. ie: actions All teaching should model cultural safety. ie: actions should not demean or disempower should not demean or disempower

Learner diversity will be address is a range of ways.Learner diversity will be address is a range of ways.

Face to face requirement of course will ensure that Face to face requirement of course will ensure that educator can assess and negotiate any specific educator can assess and negotiate any specific learning assistance which maybe neededlearning assistance which maybe needed

Disability supports services integral in all programmes Disability supports services integral in all programmes in School of Nursing.in School of Nursing.

Constructivist Theory Constructivist Theory (Piaget)(Piaget)

underpins the proposed changes being made in this underpins the proposed changes being made in this coursecourse

Learner context:Learner context: humans construct knowledge and meaning from their humans construct knowledge and meaning from their

experiences. experiences. responsibility of learning should reside increasingly with the responsibility of learning should reside increasingly with the

learner learner

Teachers contextTeachers context instructors have to adapt to the role of facilitators and instructors have to adapt to the role of facilitators and

not teachers not teachers a facilitator provides guidelines and creates the a facilitator provides guidelines and creates the

environment for the learner to arrive at his or her own environment for the learner to arrive at his or her own conclusions conclusions

How does your plan aligns with Otago How does your plan aligns with Otago

Polytechnic’s strategic direction?Polytechnic’s strategic direction? In 2007 Otago Polytechnic senior management revised In 2007 Otago Polytechnic senior management revised

their Intellectual Property Policy.their Intellectual Property Policy.

In effect, the existing All Rights Reserved default CCL In effect, the existing All Rights Reserved default CCL was replaced by a creative commons -Some Rights was replaced by a creative commons -Some Rights Reserved - Attribution CC BY. Reserved - Attribution CC BY.

Effectively giving staff Intellectual property ownership Effectively giving staff Intellectual property ownership rights with an option to elect for some restriction.rights with an option to elect for some restriction.

It is to be expected that this will:It is to be expected that this will:

foster collaboration foster collaboration avoid the legalistic complications when academics avoid the legalistic complications when academics

and students use and re-use of digital resources and students use and re-use of digital resources that have attribution restrictions. that have attribution restrictions.

This project is consistent with the overall strategic This project is consistent with the overall strategic direction for our organisation.direction for our organisation.

It provides the learner with flexibility and access It provides the learner with flexibility and access which is not currently being offered.which is not currently being offered.

The plan I have outlined attempts to outline issues The plan I have outlined attempts to outline issues of sustainability re-using flexible online teaching and of sustainability re-using flexible online teaching and learning practices. learning practices.

BudgetBudget..

Time allocation – Staff /workloadTime allocation – Staff /workload     The main structure and content of this course The main structure and content of this course

is in place so I am envisioning intermittent time is in place so I am envisioning intermittent time spent over the remainder of the year with an spent over the remainder of the year with an application for further time to develop the online application for further time to develop the online component next year. component next year. 

Professional development needs: Professional development needs:      More computer learning so as to gain expertise More computer learning so as to gain expertise

in;  course genie, elluminate,  movie maker, in;  course genie, elluminate,  movie maker, discussion board facilitation, inserting videos discussion board facilitation, inserting videos into blogs, online learning site. into blogs, online learning site. 

HOS has confirmed that this will be Able to be HOS has confirmed that this will be Able to be included in my 2009 Prof Dvt fundingincluded in my 2009 Prof Dvt funding

TimelineTimeline November – December 2008November – December 2008

Development of Online learning resources utilising EDCDevelopment of Online learning resources utilising EDCstaff advice and guidancestaff advice and guidance

Establish Moodle SiteEstablish Moodle Site Gain skill with Course Genie format.Gain skill with Course Genie format. Begin to format and prepare resources from Begin to format and prepare resources from

current course content files e.g.: Course current course content files e.g.: Course Workbook activities, Video interviews and Workbook activities, Video interviews and Television Documentary clipsTelevision Documentary clips

February 2009February 2009 Continue learning resource preparationContinue learning resource preparation Gain skills with facilitation of Elluminate sessionsGain skills with facilitation of Elluminate sessions

March 2009March 2009 Commence delivery on new resourcesCommence delivery on new resources

Feedback and Comments?Feedback and Comments?

References/ BibliographyReferences/ Bibliography

Billings, D.M. (1999). Program assessment and distance education in nursing. Journal of Nursing Education, [Electronic version]. 38(7), 292-293. Retrieved on August 23, 2008 from Proquest Database.

Holloway, K., & Wilkinson, J. (2002). The experience of an online learning environment: Undergraduate nursing students and faculty perspectives. Unpublished Research Report, Porirua: Whitireia Community Polytechnic.

Nursing Council of New Zealand (2007) Competencies for Registered Nurses, Wellington: author.

Nursing Council of New Zealand (200) Cultural Safety, Treaty of Waitangi and Maori Health Guidelines., Wellington: author.

Otago Polytechnic (2007) Otago Polytechnic Charter: author.

Otago Polytechnic (2008) BN207 Contemporary Issues in Maori health course outline: author.

Wijekumar, K. (2005). Creating effective web-based learning environment: Relevant research and practice. Innovate, 1(5).