- 1. Alcohol & Drugs Studies PROMOTING FLEXIBLE LEARNING From
face to face to online learning Ken Barrie, Programme leader Dougie
Marks, Lecturer Dr Iain McPhee, Senior Lecturer
2. Developing blended learning: A case study ADS began in 1979
The ADS programme is distinct in the UK because of its profile,
longevity, flexible learning approaches unique opportunity to
complete a work-based learning placement. Our values are
underpinned by the UWS learning manifesto (CapLed D. Ross) ADS
appreciate the past, understand the present to envisage a promising
future. 3. From On Campus To Online Learning Began transition in
1998-2000 Why? Maintain and enhance our advantage as the largest
M.Sc. programme of its kind in the UK. Numbers of on campus
attenders is finite 4. From on campus to on line learning Developed
a learning programme accessed by students regardless of location.
Spent two years (2000-02) developing learning materials. Moved from
face to face to a blended mix of face to face and face to screen
learning. 5. Internationalisation We internationalised our
curriculum 6. Practice Placement Practice placement (local,
national and international) Blended learning Built learning
communities 7. 8 8. Concluding remarks Developing flexibility has
been a long term strategy at ADS. We remain the largest Addiction
Programme provider in the UK. We remain the ONLY programme that
supports P/T distance learning. 9. Flexible Learning Dougie Marks
10. LTAS in ADS ADS can demonstrate a continuous updating of
programme content Meeting the changing needs of the addiction
field. 11. Transition from BB to Moodle There is a need for
on-going development of VLEs Learning materials must acknowledge
change: The substance use field Technology Student expectations.
Some developments are imposed: 12. Creating Order From Chaos
September 2012 Enhancement of the student learning experience as
the prime outcome. 13. Turnitin quick-marks; audio feedback;
rubric. Assessment Rubrics based on learning outcomes. Online tools
maintain consistency over 3 trimesters and 4 campuses. 14. Added
Value 15. Conclusion Creating flexible learning is not without
costs Imposed Institutional change (VLE) Time consuming Using was
VLE is necessary VLE and assessment software is now essential 16.
Postgraduate ADS & internationalisation Iain Mcphee 17. ICICTE
2007-2013 International Conference Information Communications
Technology Education 18. ADS International collaboration University
of Orebro, Sweden. Umea University, Stockholm, Sweden, University
of the Aegean, Greece, Fraser Valley University, Vancouver, B.C.,
Canada. 19. Blended Learning Research outputs 1. Marks, D; Laxton,
T; McPhee, I; Marks, L., (2013) 'Does use of touch screen computer
technology improve classroom engagement in children?, The Online
Educational Research Journal (OERJ) www.oerj.org: pp. 1-29. 2.
McPhee, I., Duffy, T., Martin, C.R (2012) Optimising service
provision by non-specialist advisors: the impact of alcohol and
drugs awareness training on perceived levels of role legitimacy,
adequacy and satisfaction, Drugs and Alcohol Today, 12 (1) 38-44.
3. McPhee, I., Sderstrm, T. (2012) Distance, online and Campus
Higher Education: Reflections on Learning Outcomes and Teaching
Conditions., Campus-Wide Information Systems, 29(3) 144-155. 4.
McPhee Marks, D. & Duffy, T. (2011) Comparison of equated
learning for online and on campus post graduate students on
academic achievement, University of the Fraser Valley Research
Review , 4 (2) 80- 88. 5. McPhee, I., (2009) Does Supporting
Equated Learning for Online and On-campus Postgraduate Students by
Using a VLE Increase Tutor Workload? The University of the Fraser
Valley Research Review 2(3) 97-110. 20. Research findings No
significant differences between study modes Equivalency theory.
Tutor Workload 21. Comparing online & on campus study Review of
355 studies on distance education produced between 1928 and 1998.
Russell (1999) Most common finding is no significant differences.
Edwards et al 1999; Duffy et al 2002; Kessler 2007. Critique
Technology has changed significantly since 1999. tutor involvement
is a significant variable, with less involvement equating
significantly with reductions in grade scores and satisfaction
ratings. Zhao et al 2005 22. Why no grades differences? students'
are not disadvantaged by the isolation of online learning tutor
workload increases to create parity between on campus and online
learners. 26 23. statistics Statistics are like swimwear; they
reveal a good deal that is both interesting and instructive, but
they usually conceal what is really vital. 24. Creating equivalence
in learning 25. How parity is achieved equivalency theory a
theoretical approach that attempts to create parity in the learning
experiences, in general is the responsibility of the tutor.
Simonson et al (1999) 26. Tutors experience The tutor workload
generated by: On-campus activity, Online activity Assessment
Administration. 30 27. Tutors experience 31 28. Conclusions
Creating flexible learning is not without costs Developing
flexibility Learning is long term strategy at ADS. Remain the
largest Addiction Programme provider in the UK. The ONLY programme
that supports blended learning. Our international focus supports
KE, LTAs
