Technology Enhanced
Learning
Birthing a new programme: hearing the
heart beat
Mary Kensington, Lorna Davies, Rea
Daellenbach & Julie Richards
School of Midwifery, CPIT
Outline
• Blended Learning
▫ What it means for midwifery
• How we do blended delivery
• What works well:
▫ Midwifery Tutorial Model
▫ Students’ experiences
• The heart beat
Blended learning – to blend or not
• Best way to Integrate Learning?
• Why we chose Blended learning?
• What it is?
▫ A blended learning approach integrates face to
face classroom methods with a range of e-learning
activities. The goal is to combine the best aspects
of both face to face and online instruction.
Blended Midwifery Programme
• Single programme, jointly developed and owned by
both CPIT and Otago Polytechnic
• 4 year Bachelor of Midwifery programme delivered in 3
years (45 weeks/year; 4800 total hours)
• Blended Delivery Model NOT Distance Learning
• Christchurch, Nelson/Marlborough; West Coast; South Canterbury
satellites
▫ 3 x 15 wk trimester plus 7 wks A/L plus 6 ‘study weeks’
▫ Year 1 & 2 - Intensives 4 x 2 wk blocks at CPIT; weekly tutorials (face to
face 3-4 hours & on-line 2 x 2hrs each) plus self directed on line
modules and practical experience in own area.
▫ Year 3- two intensives at CPIT plus 33 weeks practical experience
throughout NZ
What works well
Midwifery Tutorial Model
• Evolution of the weekly tutorial sessions
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Size of group
Length – 3 or 4 hours
Locally based
Maori/Pacific Island students
• One designated Midwifery Lecturer for each group:
▫ Ākonga - Kaiako
• Tutorials focus on debriefing and discussion of
practice experiences, learning practice and
communication skills, alignment with course
modules & programme objectives.
Students’ experiences of tutorial model
▫ Social Connection or isolation?
▫ Communities of Learning
Tutorial Groups as Communities of Learners
“Really great to debrief and share experiences (both good
& bad), and ideas with other students. Very helpful to
have a tutor to answer questions about and/or expand on
… what experienced/observed in practice.” (Y2 2012)
“I think too that we also learn perhaps without realising
we are learning to be with women … because we are
diverse people sharing different opinions and you do have
to – well I learnt like greater tolerance and
understanding.” (Y2 2011)
References
Ashwin, P. (2005). Variation in students experiences of the ‘Oxford Tutorial’. Higher
Education, 50, 631-644. Retrieved from ProQuest Central database.
Benoit, C., Davis-Floyd, R., van Teijlingen, E., Sandall, J. & Miller, J. (2001). Designing
midwives: A comparison of educational models. In R. De Vries, C. Benoit, E. van Teijlingen &
S. Wrede, Birth by design (pp. 139-165). New York: Routledge.
Palfreyman, D. (Ed.) (2008). The Oxford Tutorial: ‘Thanks, you taught me how to think’ .
Retrieved from
http://oxcheps.new.ox.ac.uk/Publications/Resources/OxCHEPS_OP1_08.pdf