Tag Archives: access

262 – Building an online course identity: an example from a post graduate course in occupational therapy – Susan Elizabeth Walsh

Strand: Course Identity

The MSc Occupational Therapy (post graduate) course is delivered entirely online using Blackboard VLE.  Although online learning can have advantages for students in  allowing more flexibility across distance and time (Helbers et al 2005) and possibilities for different styles of communication (Casimiro et al 2009), the development of an online course identity can be problematic in the absence of the usual physical and visual cues available in classroom learning (Murphy 2004). We encouraged the development of an online course identity from the start in a number of ways: identifying students’ own learning needs and aspirations to build a sense of personal commitment to the course; recognising and valuing students personal, academic and professional contributions to build social cohesion and commitment to each other and introducing students to the wider academic and support team in the faculty to create a sense of belonging to a vibrant academic learning community. With an e-learning technologist, we developed a range of creative and interactive e-learning resources and activities to use in the two week induction period and the first module of the course. We utilised Salmon’s 5 stage model of online learning (Salmon 2004), in particular the ‘access and motivation’ and ‘online socialisation’ stages, to structure the e-learning resources and activities.

.The anticipated outcomes of this presentation are to:

  • Evaluate a range of e-learning resources and activities used during the induction and first module of the course in promoting course identity.
  • Apply pedagogical theory, in this case Salmon’s 5 stage model of online learning, to underpin the way that e-learning resources and activities are utilised.
  • Consider the wider relevance of the approach to other post-graduate courses.

The session will include demonstration of some of the e-learning resources and activities and how these contributed to the formation of course identity.

 References:

Helbers, D, Rossi, D, Hinton, L (2005) ‘Students use of an on-line learning environment: Comparisons of group usage within a first year Health Communications course’, Student in Learning, Evaluation, Innovation and Development, 2 (1) P 20-33

Casimiro, L.  (2009) ‘Grounding theories of W(e)Learn: A framework for online interprofessional education’, Journal of Interprofessional Care, 23(4), pp 390-400

Murphy, E. (2004) ‘Recognising and promoting collaboration in an online asynchronous discussion’, British Journal of Educational Technology, 15 (4)

Salmon, G. ( 2004). E-moderating: The key to teaching and learning online. London and New York: Taylor and Francis.

2012 Teaching students about ethnicity and disability: how SimMan saved the world of practice education

Alex McClimens, Robin Lewis and Jacqui Brewster

With faculty funding we have been delivering the Elvis Project[1]. Over the past 12 months we have been working with local partners to develop a blended approach to learning for our students on the combined Learning Disability/Social Work degree programme.

This involves 

  • theory and concepts delivered in standard classroom settings 
  • the use of Blackboard to present background information to develop a narrative about a ‘virtual’ client/patient 
  • clinical lab work with SimMan 

Our client/patient is called Ahmed and he has multiple and profound learning disability. He is of Pakistani/Kashmiri origin and his family live in Rotherham. With the information we receive from our partners in Rotherham we provide the students with enough raw information to construct packages of care devised to fit imagined scenarios. We supplement these with clinical sessions with SimMan where students get hands on experience of managing care situations. 

The poster highlights some of the thinking behind the project. For more detail visit

The Anatomy Lesson of Dr Nicolaes Tulp: What can it teach us today? Journal of Intellectual Disabilities March 2012 16: 17-27, 2012 doi:10.1177/1744629512438037  

[1] Enhanced Learning – Virtual Improvised Scenarios

(EN24) 14.00