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Blended Learning: Developing and MSc. in Palliative Care and Applied Education .

Blended Learning: Developing and MSc. in Palliative Care and Applied Education. David Mitchell and Jackie Nicol Lecturers in Palliative Care Marie Curie Cancer Care Education. Why develop a new course?. Clinical Standards set level of education required by healthcare professionals

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Blended Learning: Developing and MSc. in Palliative Care and Applied Education .

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  1. Blended Learning: Developing and MSc. in Palliative Care and Applied Education. David Mitchell and Jackie Nicol Lecturers in Palliative Care Marie Curie Cancer Care Education

  2. Why develop a new course? • Clinical Standards set level of education required by healthcare professionals • Masters in Palliative Care • Existing undergraduate students • What else can we study? • Gap in market • Limited number of institutions offering courses

  3. Market Research • What else is out there? • Diploma MSc. in Palliative Care • Part-time / taught course over 3 years • Face to face teaching with weekly attendance • Proposed Diploma/MSc. in Palliative Care • Part-time / taught • Face to face teaching approach intended

  4. Market Research • Survey of prospective students (healthcare professionals) • Want to meet other professionals • Want contact with specialist expertise • Want flexibility of study • Want distance Learning

  5. Awareness of career path • Healthcare professionals need to decide which route their career will take: • Management • Education • How can we tailor a new course to both?

  6. Solution: Be creative • New pathway on existing programme • MSc in Palliative Care • MSc in Palliative Care and Applied Education • Blended Learning Approach • 2-3 study days per module • On-line learning

  7. On-line teaching – initial feelings • Market research • Students wanted BlendedLearning: • Distance learning/on-line with face to face • We needed to be different from other Institutions / competitors • Blindly enthusiastic • We didn’t know what we didn’t know

  8. Flexible entry criteria • Student profile: • Mature students returning to study • Most work full-time • Computer skills vary considerably • Novice - experienced • Students complete stand alone module and results determine continuation with the programme.

  9. Flexible exit awards • PG Certificate in Palliative Care • PG Diploma • Palliative Care • Palliative Care and Applied Education • MSc. • Palliative Care • Palliative Care and Applied Education

  10. Blended Learning is essential • Students want and appreciate on-line flexibility with face to face contact • Evaluation suggests more debate/discussion and less didactic teaching on study days • Market research was right! • Students from all over UK and Ireland • Cardiff, Belfast, Newcastle (Tyne and Lyme), Jersey

  11. Module Format • 3 Study Days • Lectures, discussion, student presentations • On-line learning using WebCT • Guided Reading • Further Resources • Reflective Activities • Discussion Activities • Integrated Assessment Strategy

  12. On-line activities • Lecturers: Managing flow of module • Notice Board, overview of discussion board • Answering questions, student support • Updating information and materials • Students: • Posting discussion comments, quiz, adding responses to others’ discussion postings

  13. Integrating the traditional • Face to face study days are important • Access to specialist speakers • Opportunity for discussion and debate • Opportunity for individual/group tutorials • Access to specialist library services

  14. Integrated Assessment • Use on line activities as evidence for written summative assessments • Reflective Activities • Discussions Activities • Quiz results • Encourages students to engage with the materials • E.g. All students participate in discussions

  15. Innovative assessments • Reflective Learning Journal • Executive summary, patchwork text and portfolio of evidence • Poster • Abstract, poster and reflective account • Parliamentary Briefing Paper • Briefing paper and comparative report • Self critique of audio taped interview

  16. Evaluation of Assessment • Plagiarism much less likely • Relies on individual study and discussion • Reflective Activities and Discussion Activities focus on the individual learning experience • Computer literate? • Even those with limited IT skills fully participated on-line and submitted evidence of on-line learning

  17. Dispelling the myths • f2f is the best learning environment? • different kinds of environment support learning • Technology prevents a sense of community? • an on-line learner’s community is possible and desirable • On-line learning takes less time? • It takes more time and needs daily support

  18. Has it worked? • Yes! • Student numbers continue to grow • Attrition rates are falling • Student evaluation is positive • Lecturers are still as enthusiastic

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