|Title:||Applying multiple strategies of blended-learning tools in a newly developed curriculum for occupational therapists|
|Authors :||Krieger, Beate|
|Conference details:||10th Council of Occupational Therapists for the European Countries Congress (COTEC), Galway, 15.-19. Juni 2016|
|License (according to publishing contract) :||Licence according to publishing contract|
|Type of review:||Not specified|
|Subjects :||Media; Technology; Didactic; Teaching methodology|
|Subject (DDC) :||378: Higher education |
615.8515: Occupational therapy
|Abstract:||Following a Swiss national accreditation procedure in 2012, demands for more independent self study, more freedom of choice and reduced presences time lead to the development of 10 different e-based blended learning tools in the bachelor program for occupational therapists at the Zurich University for Applied Sciences. Theoretically, blended learning reflects a paradigm shift from teaching to learning in changing worlds (Garrison & Knuka 2004). It provides multi-sensorial, time-and-space-flexible learning opportunities and contributes to self-studying capacities, competence in media use and tele-based interactions. It channels teaching resources and provides individualized learning environments during formalized education. Practically, it is needed to manage the right level of knowledge, to ensure student involvement and to adapt to available e-learning platforms. Ten different blended learning tools, encompassing topics like “occupational development of children”,“developmental psychology of adult life” or “functional anatomy”, were developed for the three years of bachelor program. Opportunities and challenges were found, in relation to user and teacher involvement, available resources, assignments, and the balance between structure and freedom.|
|Organisational Unit:||Institute of Occupational Therapy (IER)|
|Publication type:||Conference Other|
|Appears in Collections:||Publikationen Gesundheit|
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