1. Alcohol & Drugs StudiesPROMOTING FLEXIBLE LEARNINGFrom face to face to online learningKen Barrie, Programme leaderDougie Marks, LecturerDr Iain McPhee, Senior Lecturer

2. Developing blended learning: A case studyADS began in 1979The ADS programme is distinct in the UK because of its profile,longevity, flexible learning approachesunique opportunity to complete a work-based learningplacement.Our values are underpinned by the UWS learning manifesto(CapLed D. Ross)ADS appreciate the past, understand the present to envisage apromising future.

3. From On Campus To Online Learning Began transition in 1998-2000Why? Maintain and enhance our advantage as the largestM.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 bystudents regardless of location. Spent two years (2000-02) developing learningmaterials. Moved from face to face to a blended mix of face toface and face to screen learning.

5. Internationalisation We internationalised our curriculum

6. Practice Placement Practice placement (local, national andinternational) Blended learning Built learning communities

7. 8

8. Concluding remarks Developing flexibility has been a long termstrategy at ADS. We remain the largest Addiction Programmeprovider in the UK. We remain the ONLY programme that supportsP/T distance learning.

9. Flexible LearningDougie Marks

10. LTAS in ADS ADS can demonstrate a continuous updating ofprogramme content Meeting the changing needs of the addictionfield.

11. Transition from BB to Moodle There is a need for on-going development ofVLEs Learning materials must acknowledge change: The substance use field Technology Student expectations.Some developments are imposed:

12. Creating Order From ChaosSeptember2012Enhancement of the student learning experienceas the prime outcome.

13. Turnitin quick-marks; audio feedback; rubric. Assessment Rubrics based on learningoutcomes. Online tools maintain consistency over 3trimesters 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&internationalisationIain 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 outputs1. Marks, D; Laxton, T; McPhee, I; Marks, L., (2013) Does use of touch screen computer technologyimprove 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: theimpact of alcohol and drugs awareness training on perceived levels of role legitimacy, adequacy andsatisfaction, Drugs and Alcohol Today, 12 (1) 38-44.3. McPhee, I., Sderstrm, T. (2012) Distance, online and Campus Higher Education: Reflections onLearning 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 postgraduate 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 PostgraduateStudents by Using a VLE Increase Tutor Workload? The University of the Fraser Valley Research Review2(3) 97-110.

20. Research findings No significant differences between study modes Equivalency theory. Tutor Workload

21. Comparing online & on campus studyReview of 355 studies on distance education produced between 1928 and1998. Russell (1999)Most common finding is no significant differences.Edwards et al 1999; Duffy et al 2002; Kessler 2007.CritiqueTechnology has changed significantly since 1999.tutor involvement is a significant variable, with less involvement equatingsignificantly with reductions in grade scores and satisfaction ratings.Zhao et al 2005

22. Why no grades differences? students are not disadvantaged by the isolationof online learning tutor workload increases to create paritybetween on campus and online learners.26

23. statistics Statistics are like swimwear; they reveal a good deal that is bothinteresting and instructive, but they usually conceal what isreally vital.

24. Creating equivalence in learning

25. How parity is achieved equivalency theory a theoretical approach that attempts to createparity 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 experience31

28. ConclusionsCreating flexible learning is not without costsDeveloping 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