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:
Birthing a new programme: hearing the heart beat Mary Kensington, Lorna Davies, Rea Daellenbach & Julie Richards School of Midwifery, CPIT
Outline Blended Learning ▫What it means for midwifery How we do blended delivery What works well: ▫Midwifery Tutorial Model ▫Students’ experiences The heart beat
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.
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
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.
Students’ experiences of tutorial model ▫Social Connection or isolation? ▫Communities of Learning
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)
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