Activity Four (part B)

'Access' means finding ways of bypassing barriers to learning (Zondiros, 2008). These barriers according to Zondiros (2008) may include income, gender, race, ethnicity, power, status, age, religion, physical or mental disability or any other characteristics which limit access to learning.

'Equity' in this context is related to structures which enable people's ability to access education rather than excludes them from it. An example of this is efforts made to develop the use of new information and communication technologies. Through the provision of online and distance education this technology potentially enables more people access to learning via a global networked society. Teachers, students and others can be linked via distance courses where ever they may physically be, through networks appropriate to their circumstances. However caution is also required as new IT development creates bigger gaps between societal groups excluding the less well off -this is especially apparent in higher education (Zondiros, 2008).

In my own context there are access and equity issues for students. Access issues include the cost of tertiary education. While some students are fortunate enough to get scholarships towards their learning, most students have large student loans -the majority of which must be repaid at some point in the future -or undertake the course with the financial support of a partner, which impacts hugely on the family income for three years. While we need more women who identify as Maori or Pacific on the programme, statistically these women are amongst the least educated in NZ so gaining the acaedemic requirements for entry into the programme is problematic. Along with other women who have not achieved acaedemically at school, support is available through enrolling in a full time one year long Certificate in Health (Level 4) which if passed well in specific science, maths and english subjects, will show proficiency at the acaedemic level necessary to be considered for entry into the programme. Learning centre support is offered as well through OP. Some physical or mental disabilities would preclude entry to the programme due to the nature of the educational programme and the midwifery role once qualified. While this profession is women dominated, being male would not preclude applying for a place on the programme. Age is not a barrier and in fact recent statistics show that younger women are continuing to be attracted to midwifery as a profession (Shaw, 2011).

Equity issues relate to having an equal chance to learn. Students need access to an uptodate computer, a reliable internet connection, and a basic understanding of how to use common software programmes. They need a space to study, whether this is a designated space in their own home or library access. There is a prescribed 45 week acaedemic year for three years which includes oncall and clinical practice, thus precludes most additional part time work. Student require 24 hour access to a reliable car, childcare planning for when they are called out, ongoing support. In addition to course costs, petrol, texts, accomodation while away on intensive blocks and placements and clothes suitable for clinical placements are some of the extra costs involved on top of course fees.

This brings up inclusive access to course materials, learning activities, class interactions and assessments. To meet these requirements requires attention to individual learning styles and preferences, cultural competency -an understanding of how cultural factors and practices shape and influence the way people behave and learn. This is in order to ensure students have an equal chance to learn. Do we as a society consider that the majority of people in our society should have access to tertiary study or do we think it should remain the domain of the economically/socially advantaged?

How do we assess progress/learning? A combination of essays, MCQs, practical assessments, group and individual presentations, self, peer, lecturer and midwife feedback, feedback using forums, presentations through a choice of media and language are currently used. How many times does a student need to prove acaedemic ability by writing a 2000 word essay, before being able to choose to use other media they are far more gifted and proficient in to respond to assessment topics eg recording responses, videotaping, photographic essay with voiceover? Are these effective assessment tools which could be utilised more in our programme?

Rhode (2009) encourages the flexibility and independence of self paced learning to meet the need for flexible and emergent learning designs for an everchanging adult learner population.There is limited ability for self paced learning in a programme in which particular papers have to be successfully completed prior to commencing the following ones.

Online and distance education are elements of flexible learning practices which present both challenge and opportunity. Embracing these education forms can change the context in which education is delivered enabling wider access to education, equity and inclusion despite diversity.

References:
Rhode. (2009). Interaction equivalency in self-paced online learning environments: An exploration of learner preferences. Retrieved from The International Review of Research in Open and Distance Learning 10 (1) http://www.irrodl.org/index.php/irrodl/article/view/603


Shaw, A. (2011). Midwifery First Year of Practice Programme -update. NZCOM Midwifery News, 60, 12.

Zondiros, D. (2008). Online, distance education and globalisation: Its impact on educational access, inequality and exclusion. Retrieved from The European Journal of Open and Distance Learning website:  http://www.eurodl.org/material/special/2008/DimitrisZondiros.htm

Activity Four -Access & equity, diversity & inclusivity (part 1)

I have been reading around the topic of Universal Design and inclusiveness in learning particularly with relevance to my own situation as a facilitator and with regards to the students I work with. To me Universal Design and inclusiveness in learning mean designing courses of study which, from the initial conception of the idea for each specific paper in the course, takes into consideration the ability of individual students to not only access the whole course but considers different ways they may participate to demonstrate learning in each paper. The aim/hope is that courses designed in this way would enable the programme to be accessible by learners who would previously not have considered themselves able to complete.

For example, in midwifery we need far more midwives who identify as being Maori or Pacific than are currently in practice. We have approximately 13,500 babies being born in NZ per year identified as being Maori. 12,500 of these babies are being born without a midwife of the same culture present. Is this an issue? Well, it is if you are Maori or Pacific. The issue is not about whether or not midwives of other cultures are able to provide care to Maori  and Pacific women and their families. The issue is about choice and the choice to have a midwife of the same culture providing your care to ensure the care you receive is appropriate and optimal for you and your family.

So how do we encourage more Maori and Pacific women to apply for our midwifery programme? The programme is a blended learning model which enables flexibility for the learner eg, they no longer need to move themselves and their families to Dunedin to study for three years as the programme comes to them via Elluminates, Moodle modules accessed online, Intensive blocks and Satellite groups, plus they have clinical placements in their geographical area.There is an acaedemic standard for level of entry into the programme. There is a National Midwifery Exam all students must successfully pass at the completion of the degree programme if they wish to gain entry to the Register of Midwives and take up a Practising Certificate in order to practise as a midwife. Each paper in the programme has assessments which must be successfully completed. There is flexibility throughout the programme in that there is a variety of assessments throughout the papers (but not all these types of assessments are available in each paper) eg MCQ, group presentations, exams, acaedemic essays, presenting a representation to illistrate a topic. There is also the ability to access learning support for any student.

There has been an increase in the number of Maori and Pacific students enrolling in the programme. As these students work their way through the programme their success or otherwise is monitored -as with every student. What variables affect their success? These will be looked at in part 2 of this posting.