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Technology Enhanced Learning. Birthing a new programme: hearing the heart beat Mary Kensington, Lorna Davies, Rea Daellenbach & Julie Richards School.

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Presentation on theme: "Technology Enhanced Learning. Birthing a new programme: hearing the heart beat Mary Kensington, Lorna Davies, Rea Daellenbach & Julie Richards School."— Presentation transcript:

1 Technology Enhanced Learning

2 Birthing a new programme: hearing the heart beat Mary Kensington, Lorna Davies, Rea Daellenbach & Julie Richards School of Midwifery, CPIT

3 Outline Blended Learning ▫What it means for midwifery How we do blended delivery What works well: ▫Midwifery Tutorial Model ▫Students’ experiences The heart beat

4 Blended learning – to blend or not Best way to Integrate Learning? Why we chose Blended learning? What it is? ▫A blended learning approach integrates face to face classroom methods with a range of e-learning activities. The goal is to combine the best aspects of both face to face and online instruction.

5 Blended Midwifery Programme Single programme, jointly developed and owned by both CPIT and Otago Polytechnic 4 year Bachelor of Midwifery programme delivered in 3 years (45 weeks/year; 4800 total hours) Blended Delivery Model NOT Distance Learning Christchurch, Nelson/Marlborough; West Coast; South Canterbury satellites ▫ 3 x 15 wk trimester plus 7 wks A/L plus 6 ‘study weeks’ ▫ Year 1 & 2 - Intensives 4 x 2 wk blocks at CPIT; weekly tutorials (face to face 3-4 hours & on-line 2 x 2hrs each) plus self directed on line modules and practical experience in own area. ▫ Year 3- two intensives at CPIT plus 33 weeks practical experience throughout NZ

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7 What works well Midwifery Tutorial Model Evolution of the weekly tutorial sessions ▫Size of group ▫Length – 3 or 4 hours ▫Locally based ▫Maori/Pacific Island students One designated Midwifery Lecturer for each group: ▫ Ā konga - Kaiako Tutorials focus on debriefing and discussion of practice experiences, learning practice and communication skills, alignment with course modules & programme objectives.

8 Students’ experiences of tutorial model ▫Social Connection or isolation? ▫Communities of Learning

9 Tutorial Groups as Communities of Learners “ Really great to debrief and share experiences (both good & bad), and ideas with other students. Very helpful to have a tutor to answer questions about and/or expand on … what experienced/observed in practice.” (Y2 2012) “I think too that we also learn perhaps without realising we are learning to be with women … because we are diverse people sharing different opinions and you do have to – well I learnt like greater tolerance and understanding.” (Y2 2011)

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11 References Ashwin, P. (2005). Variation in students experiences of the ‘Oxford Tutorial’. Higher Education, 50, 631-644. Retrieved from ProQuest Central database. Benoit, C., Davis-Floyd, R., van Teijlingen, E., Sandall, J. & Miller, J. (2001). Designing midwives: A comparison of educational models. In R. De Vries, C. Benoit, E. van Teijlingen & S. Wrede, Birth by design (pp. 139-165). New York: Routledge. Palfreyman, D. (Ed.) (2008). The Oxford Tutorial: ‘Thanks, you taught me how to think’. Retrieved from http://oxcheps.new.ox.ac.uk/Publications/Resources/OxCHEPS_OP1_08.pdf http://oxcheps.new.ox.ac.uk/Publications/Resources/OxCHEPS_OP1_08.pdf


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