1. International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome

2. Widening access for international and home health researchers Dr Debbi Marais, Dr Sara Preston, Prof Amanda Lee

3. Case Study: Developing an online PgCert in Research Methods for Health www.abdn.ac.uk/pgcert/research-methods-health

4. Process 1.Business Plan – Programme description, delivery plan, target market, student number projection, resources required 2.Market research – Stakeholder analysis: identify decision makers, influencers, advisers & competitors (student numbers, courses offered, costing) – Target audience profiling 3.Marketing plan – Messages (identify features & benefits), key differentiators, marketing materials and contact strategy

5. Process Marketing - opportunity to widen access by providing a more flexible programme for International students - without relocation costs Home students - working health professionals on a part time basis Short-courses for CPD purposes or registered PhD students/staff Marketing materials – Podcasts, teaching staff profiles, webpage, booklet, poster, presentations

6. Process 4.Identify staff and other resources – ~40 volunteers – E-learning support – Financial support 5.e-learning training programme (4 months) – Bi-weekly 1-hour online sessions Identify skills level, Building an online community, Course design, Assessment design, Copyright & IPR, Accessibility & Usability, Sourcing and reusing online content – Monthly 1-hour course clinics with full group (~10 including e-learning support) – Peer assessment

7. Process 6.Carpe Diem workshops – Storyboarding www.gillysalmon.com/carpe-diem

8. Process 7.Regular meetings of course teams 8.Standardised population of VLE

9. PgCert in Research Methods for Health (Online) www.abdn.ac.uk/pgcert/research-methods-health

10. PgCert in Research Methods for Health Aim –Introduce both quantitative and qualitative methods within the health research context giving healthcare professionals, policy makers and early career researchers the skills to researchers the skills to critically appraise the literature and design effective and relevant healthcare research projects –Emphasis on linking methodological understanding with practical experience of research design and analysis –Enable students to broaden their professional networks and collaborations by engaging with students from other countries and disciplines

11. PGCert in Research Methods for Health Learning Objectives - Participants will be able to –Critically appraise research evidence –Specify a precise research question –Articulate and justify appropriate study designs –Understand basic statistical methods for effective health research –Critically evaluate appropriate methodologies and methods used within quantitative and qualitative research –Identify and justify the processes and rationales involved in planning and conducting effective, rigorous and ethical research –Conduct a systematic review

12. PgCert in Research Methods for Health Fundamentals of research design Epidemiology Applied statistics Evidence- based health Sept (12 weeks) Jan (12 weeks) 4 x 15 credit courses Induction to Online Learning (1 week)

13. What we offer the student Learning from world renowned researchers Interdisciplinary teaching Evidence-based Supported learning – peer & tutors Flexible learning – own place, pace & time Weekly topics – structured & scaffolded Innovative & engaging learning Self paced, but regular engagement necessary ~15 hours per week per course

14. PgCert in Research Methods for Health Innovative teaching & assessment methods –Podcasts –Synchronous & asynchronous discussions –Links to relevant and current websites, books and journals –Wikis and blogs –Live ‘office hours’ for questions –Electronic assessments with immediate feedback –Formative assessment with peer & tutor support –Electronic uploading of assignments (‘written’, poster, podcast formats)

15. Discussion - Challenges and opportunities of developing online programmes What design aspects/approaches should be taken into consideration to: – support student transitions from face to face and/or blended learning into online learning? – support students from different countries and cultures and time zones to encourage collaborating/interacting together online? – overcome resource challenges such as time, staff, VLE?