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Introduction
In 2001-2002 we designed and piloted an iTEV
supported project called StudyAgeOnline, a flexible postgraduate program
of education in ageing and aged care for practicing health professionals.
This project aimed to integrate formal, postgraduate award course provision
with continuing professional education short courses in an innovative
online distance environment.
In her discussion
paper, Anne Forster notes that the growing demand for part-time, postgraduate
professional education has been part of a ‘quiet revolution’
with significant implications for the university’s view of its student
‘market’, their learning needs and for its academic and support
structures. Moving from an existing masters-level, traditional distance
education format to an interactive practice-oriented, online educational
model has posed particular challenges of transformative thinking to us
all. We have been concerned to document and evaluate the StudyAge online
project in ways that would prove credible and useful for our university
colleagues. In this paper we describe and reflect on two key features
of the StudyAgeOnline educational framework.
Modularisation
The learning design is organised around modules representing about 50
hours of total participant learning time, undertaken over 4-6 weeks, and
equivalent to one-third of a unit of study. Modules are directly mapped
to units of study in an approved University of Sydney program, the Master
of Health Science (Gerontology). A module can also be undertaken as continuing
professional education (CPE), with or without assessment. This feature
was a response to challenges posed by the nature of the student market
who typically are employed adult professionals with busy work schedules
and other demands on their time, such as family responsibilities. Our
developmental consultations with industry confirmed too, that for many
qualified practitioners, the prospect of ‘dipping a toe’ in
the academic waters via CPE, but with future credit towards a degree should
they want it, would prove attractive.
Practice-based
teaching and learning strategies
Two distinct content placeholders were designed into the web site structure:
independent study activities, and online study activities which connect
students with each other and with expert facilitators. Much of the latter
involves practice-based activities, such as workplace surveys, and/or
offline reflection on an aspect of professional practice for submission
to a timetabled online forum. This approach integrates a more contemporary
frame of reference which extends beyond the traditional study guide and
reading list. Marrying research-derived knowledge with the working knowledge
of current professional experience is essential in the provision of cutting-edge
continuing professional development.
Transforming
our Thinking
Our team-based approach to developments such as these has necessitated
increased, careful communication to ensure all members understand the
perspectives and expertise of team members, the goals of the development
project,
and the standards to be met. Curriculum and technology strategies undergo
intense, multi-faceted scrutiny in such a team approach. This has led
to unexpected implications for existing course curricula, project timelines
and staff workload. However in this development phase, which has been
a period of intense professional development for all team members, we
have produced a set of innovative, challenging and engaging learning modules
for postgraduate students who might not otherwise have access to such
learning opportunities. In achieving this each of us have found our thinking
about teaching and learning – as colleagues and as teachers –
transformed.
Dr Cherry
Russell is an associate professor in the School of Behavioural and Community
Health Sciences. She coordinates the Graduate Program in Health Sciences
(Gerontology) which she first established in 1987. She is internationally
known for her research and teaching in gerontology.
Email: C.Russell@fhs.usyd.edu.au
Dr Mary
Jane Mahony is Senior Lecturer in Distance and Flexible Education and
Director of Education Connections in the Faculty of Health Sciences.
Email: mj.mahony@fhs.usyd.edu.au
Stewart
Barnet is the Manager of the Educational Design and Delivery Unit for
the Department of Medical Education. He is a senior instructional designer
for the StudyAgeOnline project, and he manages the educational design
for the Sydney Medical Program.
Email: stewartb@gmp.usyd.edu.au
Dr Tim
Shaw is Manager of the Department of Medical Education's Project Development
Group and Postgraduate Committee in Medicine. He specialises in the management
of large IT-based educational projects.
Email: tims@gmp.usyd.edu.au
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