FEATURE STUDENT EDUCATION
Online learning is a bit like trying to learn while being sensorily deprived . It can be a lonely and isolating activity , and it has to be acknowledged that valuable informal learning and knowledge acquisition happens through the networking that occurs when occupational therapists from different organisations come together face to face and discuss their learning together in small groups . It is very difficult to replicate this in the online environment .
Online learning can be fun and flexible , but it does take a bit of getting used to and does take just as much time and sometimes more , than learning in a classroom .
How we enable networking and joint learning in an
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Even in these challenging times , it is vital that managers and employers allow staff time for CPD activities , and acknowledge that online learning does take time and effort , which needs to be accommodated within an employee ’ s workload
online forum accessible to all three HEIs and educators is a challenge we are keen to rise to . The course and its content benefits greatly from discussionbased learning and affirmation that the student assessment has been completed correctly ; no educator wants to fail a student without good reason , but how do we facilitate these discussions moving forward ? To tackle this we introduced a new webinar halfway through the course for the second run . This allowed a discussion following completion of assessment documentation and educators to reflect and receive feedback and recognition of good practice .
It has become evident from feedback that co-ordinators and experienced educators would benefit from a separate update delivered by the tripartite of the HEIs . This would benefit not only the educators , but also the HEIs , as we too learn from each other and share best practice to support our educators throughout the Trent region via a joined up approach .
Next steps After the second run of the course , we have had well over 120 educators who have taken part on our fully online L ’ apple course .
We are currently continuing to deliver L ’ apple via an online forum , and in the future we plan to explore a blended approach of face to face and online learning . This approach would aim to meet the requirements of a busy clinical workforce and the varying learning needs of our future occupational therapy educators .
There is an action plan to : consult with occupational therapists in the Trent region ; provide joint online CPD days and joint blended educator updates ; develop a blended learning model for L ’ apple delivery , considering the implementation of smaller , virtual learning hubs ; continue to work as a tripartite , sharing knowledge , experiences , resources and time ; and continue to make educating the next generation fun (# OTnextgeneration ).
But in the meantime , a huge thank you to all the hardworking occupational therapists in the trent region , or elsewhere , who give of themselves and their professional expertise to support # OTnextgeneration by becoming practice educators .
Reference
Li C and Lalani F ( 2020 ) The COVID-19 pandemic has changed education forever . This is how . World Economic Forum , 29th April . Available from : www . weforum . org / agenda / 2020 / 04 / coronavirus-education-global-covid19-online-digital-learning / [ accessed 2 November 2020 ]
Louise Couchman , senior lecturer in occupational therapy , University of Derby , Rachel Cresswell , senior lecturer in occupational therapy , University of Lincoln , Margaret Spencer , senior lecturer and consultant occupational therapist , and Julie Walters , senior lecturer in occupational therapy , University of Lincoln . Email : jwalters @ lincoln . ac . uk . Details about the withdrawal of RCOT ’ s APPLE scheme are available at : www . rcot . co . uk / practice-resources / learning-zone / apple-scheme
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28 OTnews December 2020