Week 0: Introductory week
An outline of the course is presented to the students. They are asked to consider the etiquette and ground rules and to develop their own online profile there are a number of resources for them to familiar with the online tools and interacting with fellow students. There is an introductory activity on safety and accident prevention abroad and a discussion to follow, which acts as an introduction to the course. A detailed resource list for the whole course is given to students in block zero so that they can start to look at relevant supporting literature
Week 1: Vector borne disease, schistosomiasis, sexual health, long haul flights and suncare
Students learn using delivered recorded teaching material, individual and group work, further reading, discussion and formative MCQs
1. Video lecture by Dr Rachael Milligan on Dengue and Zika, followed by an individual word matching activity to match the term to its definition.
2. Video Lecture by Dr Clare van Halsema on Schistosomiasis. This is followed by a group activity and then further reading on other vector borne diseases.
3. Sexual Health in Travel – group activity on sexual health, participants each have to review a different article on sexual health and pull out three key points from the article and look at how they could implement them in practice. Students complete a word online document and can see each other’s reviews. Further reading resources on sexual health are identified for them.
4. Long haul flights and suncare – group activity where participants have to produce a patient information leaflet on one of the topics. Further reading resources are identified for them.
5. At the end of the block are some formative multiple-choice questions and a reflective practice activity, with questions to consider toaid reflection.
Week 2: Travellers’ diarrhoea, mountains and altitude and the returned traveller
Students learn using delivered recorded teaching material, individual and group work, further reading, reflection, group discussion and formative MCQs
1. Video lecture by Dr Nick Beeching on Travellers’ Diarrhoea, there is then an individual activity to read two specific journal articles on TD and reflect on your current practice by considering some specific questions. Individuals are then asked to post these on their small group discussion board for per review and comment
2. On line lecture by Lynda Bramham, NaTHNaC. Following this there is a group activity using scenarios and then per review of the scenario responses. Further reading on altitude and mountains is then identified for individuals.
3. The returned traveller activity, participants have to read the section of the CDC “yellow book” on the returning traveller and reflect on their own practice. Further resources are identified for them to look at.
4. Video lecture on
Following this there is an individual reflective activity where group members have to consider a specific cold chain breach from their practice and how it was handled and whether they would do anything differently now? Students are then asked to share this on the discussion board for some peer feedback.
5. Reading activity - a number of resources are available for students to read to further develop their knowledge and skills in cold chain management
6. Formative multiple-choice questions to end the block
7. Personal reflective activity to end the course.
We are using an Asynchronous learning model. Asynchronous e-learning involves recorded material and group work delivered via web (virtual learning environment), email and message boards that are then posted on online forums. In such cases, students ideally complete the course at their own pace (expected 4-5 hours per week, over the 3 weeks), by using the internet as a support tool rather than at specific online classes in real time.
Lessoning online is a first for many people. This course will help you discover the skills required for online study and evaluate your own study skillset. You’ll also experience online communities and how you benefit from flexible study arrangements while still being supported by dedicated tutors. Lessoning online takes advantage of technology to simulate or improve upon traditional methods of teaching.
We use a number of innovative tools to support your learning, whilst studying with us, at the centre of which is Brightspace. Brightspace brings together learners, tutors and learning materials in a simple to use web based learning management system which many students tell us is the easiest study platform they have used. Brightspace is designed to give you easy access to everything you need to complete your studies whilst enabling you to interact with your fellow learners and be part of the wider Foto-Cewek community. Brightspace is mobile friendly and supports you even in low bandwidth settings.
Foto-Cewek also has a number of other technologies available which enable you to access video based learning resources (Panopto), easily study on your tablet device even whilst offline (Binder) and work effectively online with your peers (Wiggio). Each of these technologies has been designed to be user friendly and intuitive to use and you will have a dedicated team of staff to support you in the use of these. You will also have an Office 365 account and be able to download the latest version of Microsoft Office for the duration of your studies.
Foto-Cewek Student Charter
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