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Table 1 The introduction of BL over 6 years

From: The integration of blended learning into an occupational therapy curriculum: a qualitative reflection

2009 • Established the e-Learning team (the PM and a graphic designer).
• Lecturer workshops on BL, the VLE tools and curriculum integration strategies.
2010 • Established a mini in-house computer centre with 10 computers and PBL rooms each had a computer and data projector installed.
• The VLE was branded “e-OT”.
• Curriculum guideline books were issued on an interactive HTML based Compact Disk (CD) (previously a CD of Rich Text files).
• All student groups attended computer laboratory based training on the VLE and online resources.
• Online class tests were designed and administered for two occupational science modules.
• Wiki’s were created on the VLE for PBL group collaboration.
• The 3rd year paediatric learning difficulties problem scenario was redesigned to include group wiki’s, a formative assessment quiz, and interactive lessons.
• Developed an eBook for the 3rd year psychosocial module.
2011 • TCD’s issued to students for 4th year rural fieldwork with pre-paid data to facilitate access to the VLE.
• Introduction of responders and an interactive whiteboard in the main lecturer theatre. 10 additional computers were installed in the in-house library.
• Lecturer shared cloud based folder for department documents and editing curriculum documents.
• Increased use of formative quiz, online class tests and written assignments submitted via the VLE across all levels of the curriculum.
• The e-Learning team appointed an Information Technology (IT) technician.
2012 • The server hosting the VLE was upgraded to cope with the increased traffic.
• Lecturers issued TCD’s: mark student fieldwork, improve communication, present face-to-face content.
• Introduction of submitting video assignments for 1st year interview roleplay.
• The e-Learning team appointed an instructional designer (who was also an occupational therapist and lecturer).
2013 • The curriculum books were migrated from the interactive CD’s onto the VLE.
• Clinicians and external fieldwork supervisors were given access to the VLE areas applicable to their engagement with the students.
• Majority of written assignments were submitted via the VLE and plagiarism scanning software.
• International experts were live video streamed for upskilling workshops with the lecturers and postgraduate students on topics such as Evidence Based Practice and using Rache analysis in research.
2014 • Increased development of interactive multi-media lessons on the VLE for PBL modules in 2nd, 3rd and 4th year.
• Introduction of gamification in the “Who wants to be an ethics millionaire” game on the 4th year VLE.
• Students started using the data projector in each PBL session to collaborate electronically during the PBL process (replaced scribing on poster paper).
2015 • WebQuest to orientate 1st year students to the VLE and university online resources.
• Lecturers created podcasts to cover difficult content in 3rd and 4th year curriculum.
• Piloted the use of live video calling for supervision and case presentations for students at remote fieldwork sites.
• Students shared online resources via discussion forums and wiki’s.