“Evaluation of a web based training course for parents and practitioners living or working with pe...
This presentation is the property of its rightful owner.
Sponsored Links
1 / 42

Karen Guldberg and Lynn Plimley, School of Education, University of Birmingham PowerPoint PPT Presentation


  • 93 Views
  • Uploaded on
  • Presentation posted in: General

“Evaluation of a web based training course for parents and practitioners living or working with people with autistic spectrum disorders”. Karen Guldberg and Lynn Plimley, School of Education, University of Birmingham. Structure. Training Courses The Course and our Students

Download Presentation

Karen Guldberg and Lynn Plimley, School of Education, University of Birmingham

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Karen guldberg and lynn plimley school of education university of birmingham

“Evaluation of a web based training course for parents and practitioners living or working with people with autistic spectrum disorders”

Karen Guldberg and Lynn Plimley,

School of Education,

University of Birmingham


Structure

Structure

  • Training Courses

  • The Course and our Students

  • Evaluating the Course

  • Development Issues


Training courses what is available

Training Courses What is available?

  • Awareness raising

  • Day courses

  • Short day courses

  • Certificated course at different levels

  • Postgraduate professional training

  • Parent training initiatives

  • Flexible training


Training courses where are the gaps

Training CoursesWhere are the gaps?

  • Practitioners with little or no training who have a daily input into the care of people with ASDs

  • Parents who want to go beyond helping their own child

  • People with ASDs who want to care for and work with others with ASDs

  • In-depth training over a period of time


The course

The Course

  • The University of Birmingham has developed a unique part-time programme for individuals interested in learning more about ASDs.

  • It will provide a broad understanding of ASD, introducing the latest research findings and insights into current best practice.

  • It will prepare students to draw upon recognised strategies for meeting the needs of individuals with ASDs in a variety of settings


The course partners

The Course partners

The course was initially funded by the The Shirley Foundation for the first 3 years

The Management mechanism for the development of the course has the representation of

  • The University of Birmingham

  • The Shirley Foundation

  • Autism Cymru and

  • autism west midlands


Autism cymru

Autism Cymru

Where does Wales fit in ?


The course and our students the qualification s

The Course and our StudentsThe Qualification(s)

  • University Certificate (ASDs)

  • Certificate of Higher Education (ASDs)

  • Level 1

  • Springboard to further study


The course and our students our students some statistics

The Course and our studentsOur students- some statistics

2002 FIRST STUDENT COHORT

  • 117 of which 83 retained

    2003 SECOND STUDENT COHORT

  • 265 of which 211 retained

    2004 THIRD STUDENT COHORT

  • 233 of which 216 retained


Student numbers for 2002 5 university cert and cert he

STUDENT NUMBERS FOR 2002-5 University Cert and Cert HE


Over to kg

Over to KG


The course and our students our students

The Course and our studentsOur students

  • Non-traditional students

  • Mix of backgrounds

  • Mix of professions

  • Unusual composition for web based study

  • Uniting factor: community of practice


The course and our students our students1

The Course and our studentsOur students


The course and our students our students2

The Course and our studentsOur students


The course and our students our students3

The Course and our studentsOur students


The course and our students gender

The Course and our studentsGender


The course and our students age

The Course and our studentsAge


The course and our students experience

The Course and our students Experience


The course and our students background

The Course and our studentsBackground


The course and our students student profile

The Course and our studentsStudent Profile

Student Needs

Philosophy

Pedagogy

Course Design


The course and our students philosophy

The Course and our studentsPhilosophy

Overall:

  • Understanding

  • Developmental

  • Holistic

  • Autism as transactional disorder

  • Mutual change and adaptation

  • No single answers and no single approach


The course and our students philosophy1

The Course and our studentsPhilosophy

Develop the individual:

  • Observation

  • Critical thinking

  • Reflection

  • Practical experiences learning

  • Learning daily practice

  • Learn from each other: a community of learners


The course and our students pedagogy the learning environment

The Course and our studentsPedagogy: The Learning Environment

  • Multi-modal

  • Integrated

  • Structured

  • Collaborative

  • Reflective

  • Interactive

  • Active


The course and our students year 1 structure

The Course and our studentsYear 1 Structure

Module 2

Module 1

Unit 1

Introduction

Section 1

Audiovisual

Section 2

Unit 2

Pause for Thought

Section3

Presentation

Unit 3

Section 4

Time to Talk

Section 5

Module 3

Summary

Section 6


The course and our students year 2 structure

The Course and our studentsYear 2 Structure

Workshop 1

Observation

Module 4

Unit 1

Workshop 2

Team work

and problem solving

Module 5

Unit 2

Workshop 3

Perspectives

and behaviour

Module 6

Unit 3

Workshop 4

Evaluation and

reflection


Evaluating the course research and evaluation

Evaluating the Course Research and Evaluation

  • Qualitative and quantitative data

  • Process oriented

  • Practitioner / Action Research

  • Evaluative

  • Impact on practice


The course and our students research and evaluation

The Course and our studentsResearch and Evaluation

Time to Talk

analysis

Questionnaire data

Evaluation

cycle

Observation

Interviews

Evaluation Cycle

Student

tracking

Module

evaluation


Evaluating the course research and evaluation1

Evaluating the Course Research and Evaluation

  • Understanding the needs of our students

  • How do they learn?

  • Is the course doing what it sets out to do?

  • Is the course impacting on practice and if so, how?

  • What do we need to do to improve the course?


The course and our students community of learners

The Course and our studentsCommunity of learners

  • Face to face

  • Online

  • Sharing practice

  • Reflection on learning

  • Relating course material to practice

  • Support and collaboration


Evaluating the course research and evaluation2

Evaluating the Course Research and Evaluation

  • Continuous knowledge construction

  • Active and creative individuals

  • Think through the possibilities and probable consequences of a line of action in the light of their experience

  • “Educators” with a purpose, able to take control over their own futures

  • Constructing a ‘world of practice’ that is meaningful to them


Evaluating the course time to talk content analysis

Evaluating the Course Time To talk content analysis

Content/learning

  • Students refer to themes from course material

  • Topic relatedness/answering the question set

  • Sharing their own experience/practice

  • Referring to audiovisual material

  • Formulation of own thoughts in relation to reading material

  • Offering a critical viewpoint about the question


Evaluating the course research and evaluation3

Evaluating the Course Research and Evaluation

Community of Practice:

  • Autism Community

  • The WebAutism course

  • Learning through and with others

  • Theory and practice


Over to lp

OVER TO LP


Evaluating the course module evaluation

Evaluating the CourseModule Evaluation

  • What did you value most?

  • Reflection

  • Website links

  • Portfolio

  • Tutorials

  • Autism friendly design

  • The Module Reader

  • Video/audio clips


Evaluating the course module evaluation1

Evaluating the CourseModule Evaluation

2003/4 Statistics:

  • 85.5% found materials relevant

  • 99% said range of materials suited their learning

  • 93.2% found the Study zone fair-easy to access

  • 65% rated the support of their tutor as fair-very good

  • 84.9% rated the support of the Webautism team as fair to very good

  • 82.1% rated their peer support as fair to very good


Learning styles

LEARNING STYLES

QUESTION TAILORED TO ELICIT SUITABILITY OF MATERIALS TO STYLE OF LEARNING

  • Which 3 types of study materials suited you the most - choose from

  • CD ROM video; CD ROM audio; Time to talks; Online content; PDF materials; Face to face tutorials; Chat sessions


Style of learning data n 71

Style of Learning data n=71


Future developments

Future developments

  • Swedish Pilot group n=10

  • Nationality specific information

  • Involvement of Universitas 21

  • LDAF links

  • Online Graduation for students

  • Future Collection of data

  • Ongoing commitment to update and revise the content


Conclusion

Conclusion

  • Link between training & quality of life

  • One particular course

  • Evaluation process in that course

  • Specific and general issues

  • Celebration of what we can achieve


Karen guldberg and lynn plimley school of education university of birmingham

www.webautism.bham.ac.uk

[email protected]

[email protected]


  • Login