This proposal is about to be updated for submission by OTRS Ltd, based in Hamilton.

1. Flexible Learning Proposal
First draft
Post Graduate Occupational Therapy Course
Driver Assessment and Rehabilitation
Hilary Blamires
July 2009

2. Contents
 Section 1: Background
 Section 2: Course proposal
 Section 3: Blended delivery. Why?
 Section 4: Inspired by…

3. Contents
 Section 5: Access and equity
 Section 6: Sustainability
 Section 7: Alignment with Otago
Polytechnic strategic direction
 Section 8: Conclusion

4. 1: BACKGROUND

5. Background
 No post graduate occupational therapy
driver assessment and training course
in New Zealand

6. Background
 Nearest course in Australia
 This is a two week full time course

7. Background
 Only three qualified assessors in New
Zealand
 Two in Hamilton (OTRS Ltd)
 One in Christchurch
 Team of assessors supported by the
qualified assessors

8. 2: COURSE PROPOSAL

9. The course details
 Otago Polytechnic/ OTRS Ltd course
 Level 400 or Level 7 on NZQA framework
 200 hours study
 20 credits
 Flexible learning plan

10. On line and off line activity
 Online/recorded lectures
 Reading
 Audio
 Video
 PDF readings
 Links to NZ Land Transport, legislation and
other useful sites.

11. Flexible fieldwork
 Canterbury Driving Assessment Tool
(CANDAT) assessments with clients
 Off road and On road assessments with
clients

12. 3: A BLENDED
DELIVERY : WHY ?

13. Why?
Flexibility:
 Course tailored to suit individual
circumstances with work and family
commitments and access to technology

14. Why?
 Travel costs reduced

15. Why?
 Reduced hours away from home

16. Why?
 Supported face to face field work activities

17. 4: INSPIRED BY...

18. Inspired by…
 The Otago Bachelors of Occupational
Therapy programme based in Dunedin and,
for the first time this year, in Hamilton.

19. Inspired by…
 OTRS Ltd expertise in driver assessor
training and rehabilitation

20. Inspired by…
 No New Zealand recognised training,
 A workload requirement nationally
(ACC and private)

21. 5: ACCESS & EQUITY

22. Access & equity
 Easier access by students if on line/off line
and flexible around learner activities

23. Access and Equity
 Serving a national rather than local population
 Future potential of international training

24. Access & equity
 access to knowledge easier by accommodating
different learning styles:
◦ Visual
◦ Audio
◦ Reading
◦ Kinaesthetic (Hands on/practical sessions)

25. Access & equity
 Overcoming physical, environmental and
technological barriers by introducing course
materials in different formats to suit different
learning environments and facilities.

26. Access & equity
 Pitch the material and complexity of material
at the right level,
 Examine the course content and delivery
against measures such as:
◦ Rule of Thumb
◦ Universal Design recommendations
◦ Flesch Reading Ease Score

27. 5: SUSTAINABILITY

28. Social sustainability:
 Less classroom time lecturing allowing a more
self directed approach and support as
required.
 Appropriate face to face components for on
and off road activity and feedback.

29. Economical sustainability:
 Better use of lecturer and student times with
tailored to suit programme around other
workloads
 More links to current and expert resources

30. Ecological sustainability
 Less paper, less environmental waste

31. 6: CULTURAL DIVERSITY

32. Cultural diversity
 Changing the delivery style means reaching a
more diverse range of culturally diverse
population .
 Open topics relevant to country, culture,
beliefs, interests, lifestyles and learning styles.

33. 7: ALIGNMENT WITH
OTAGO POLYTECHNIC’S
STRATEGIC DIRECTION

34. Otago Polytechnic’s strategic
direction
 To engage more learners
 To develop self directed learning
 Promote learners time, learners place,
learners’ outcomes
 Be more cost effective

35. 8: CONCLUSION

36. Conclusion
 We have the New Zealand expertise
 We have the academic blended delivery
structure
 We have the services requiring this
expertise
 There is no current training course in
New Zealand... Yet.