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Karen Guldberg and Lynn Plimley, School of Education, University of Birmingham

“Evaluation of a web based training course for parents and practitioners living or working with people with autistic spectrum disorders”. Karen Guldberg and Lynn Plimley, School of Education, University of Birmingham. Structure. Training Courses The Course and our Students

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Karen Guldberg and Lynn Plimley, School of Education, University of Birmingham

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  1. “Evaluation of a web based training course for parents and practitioners living or working with people with autistic spectrum disorders” Karen Guldberg and Lynn Plimley, School of Education, University of Birmingham

  2. Structure • Training Courses • The Course and our Students • Evaluating the Course • Development Issues

  3. Training Courses What is available? • Awareness raising • Day courses • Short day courses • Certificated course at different levels • Postgraduate professional training • Parent training initiatives • Flexible training

  4. Training CoursesWhere are the gaps? • Practitioners with little or no training who have a daily input into the care of people with ASDs • Parents who want to go beyond helping their own child • People with ASDs who want to care for and work with others with ASDs • In-depth training over a period of time

  5. The Course • The University of Birmingham has developed a unique part-time programme for individuals interested in learning more about ASDs. • It will provide a broad understanding of ASD, introducing the latest research findings and insights into current best practice. • It will prepare students to draw upon recognised strategies for meeting the needs of individuals with ASDs in a variety of settings

  6. The Course partners The course was initially funded by the The Shirley Foundation for the first 3 years The Management mechanism for the development of the course has the representation of • The University of Birmingham • The Shirley Foundation • Autism Cymru and • autism west midlands

  7. Autism Cymru Where does Wales fit in ?

  8. The Course and our StudentsThe Qualification(s) • University Certificate (ASDs) • Certificate of Higher Education (ASDs) • Level 1 • Springboard to further study

  9. The Course and our studentsOur students- some statistics 2002 FIRST STUDENT COHORT • 117 of which 83 retained 2003 SECOND STUDENT COHORT • 265 of which 211 retained 2004 THIRD STUDENT COHORT • 233 of which 216 retained

  10. STUDENT NUMBERS FOR 2002-5 University Cert and Cert HE

  11. Over to KG

  12. The Course and our studentsOur students • Non-traditional students • Mix of backgrounds • Mix of professions • Unusual composition for web based study • Uniting factor: community of practice

  13. The Course and our studentsOur students

  14. The Course and our studentsOur students

  15. The Course and our studentsOur students

  16. The Course and our studentsGender

  17. The Course and our studentsAge

  18. The Course and our students Experience

  19. The Course and our studentsBackground

  20. The Course and our studentsStudent Profile Student Needs Philosophy Pedagogy Course Design

  21. The Course and our studentsPhilosophy Overall: • Understanding • Developmental • Holistic • Autism as transactional disorder • Mutual change and adaptation • No single answers and no single approach

  22. The Course and our studentsPhilosophy Develop the individual: • Observation • Critical thinking • Reflection • Practical experiences learning • Learning daily practice • Learn from each other: a community of learners

  23. The Course and our studentsPedagogy: The Learning Environment • Multi-modal • Integrated • Structured • Collaborative • Reflective • Interactive • Active

  24. The Course and our studentsYear 1 Structure Module 2 Module 1 Unit 1 Introduction Section 1 Audiovisual Section 2 Unit 2 Pause for Thought Section3 Presentation Unit 3 Section 4 Time to Talk Section 5 Module 3 Summary Section 6

  25. The Course and our studentsYear 2 Structure Workshop 1 Observation Module 4 Unit 1 Workshop 2 Team work and problem solving Module 5 Unit 2 Workshop 3 Perspectives and behaviour Module 6 Unit 3 Workshop 4 Evaluation and reflection

  26. Evaluating the Course Research and Evaluation • Qualitative and quantitative data • Process oriented • Practitioner / Action Research • Evaluative • Impact on practice

  27. The Course and our studentsResearch and Evaluation Time to Talk analysis Questionnaire data Evaluation cycle Observation Interviews Evaluation Cycle Student tracking Module evaluation

  28. Evaluating the Course Research and Evaluation • Understanding the needs of our students • How do they learn? • Is the course doing what it sets out to do? • Is the course impacting on practice and if so, how? • What do we need to do to improve the course?

  29. The Course and our studentsCommunity of learners • Face to face • Online • Sharing practice • Reflection on learning • Relating course material to practice • Support and collaboration

  30. Evaluating the Course Research and Evaluation • Continuous knowledge construction • Active and creative individuals • Think through the possibilities and probable consequences of a line of action in the light of their experience • “Educators” with a purpose, able to take control over their own futures • Constructing a ‘world of practice’ that is meaningful to them

  31. Evaluating the Course Time To talk content analysis Content/learning • Students refer to themes from course material • Topic relatedness/answering the question set • Sharing their own experience/practice • Referring to audiovisual material • Formulation of own thoughts in relation to reading material • Offering a critical viewpoint about the question

  32. Evaluating the Course Research and Evaluation Community of Practice: • Autism Community • The WebAutism course • Learning through and with others • Theory and practice

  33. OVER TO LP

  34. Evaluating the CourseModule Evaluation • What did you value most? • Reflection • Website links • Portfolio • Tutorials • Autism friendly design • The Module Reader • Video/audio clips

  35. Evaluating the CourseModule Evaluation 2003/4 Statistics: • 85.5% found materials relevant • 99% said range of materials suited their learning • 93.2% found the Study zone fair-easy to access • 65% rated the support of their tutor as fair-very good • 84.9% rated the support of the Webautism team as fair to very good • 82.1% rated their peer support as fair to very good

  36. LEARNING STYLES QUESTION TAILORED TO ELICIT SUITABILITY OF MATERIALS TO STYLE OF LEARNING • Which 3 types of study materials suited you the most - choose from • CD ROM video; CD ROM audio; Time to talks; Online content; PDF materials; Face to face tutorials; Chat sessions

  37. Style of Learning data n=71

  38. Future developments • Swedish Pilot group n=10 • Nationality specific information • Involvement of Universitas 21 • LDAF links • Online Graduation for students • Future Collection of data • Ongoing commitment to update and revise the content

  39. Conclusion • Link between training & quality of life • One particular course • Evaluation process in that course • Specific and general issues • Celebration of what we can achieve

  40. www.webautism.bham.ac.uk k.k.guldberg@bham.ac.uk l.a.plimley@bham.ac.uk

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