CMALT Portfolio for Todd Stretton

This WordPress site has been created to demonstrate evidence required to gain CMALT accreditation, by means of a “portfolio of effective practice in four core areas” as well as one area of specialist work (360 virtual environments).

Name:                                       Todd Stretton
Current Position:                     Physiotherapy Lecturer
Current Employer:                   Auckland University of
                                                  Technology (AUT University)
Time in Current Position:        June 2007
Qualifications:                          MPhil (Hons I), PGDip (Rehab),
                                                   BHSc (Physiotherapy), BHSc
                                                   (Nursing), NZRP, MNZSP
Contextual Statement: 
It was during my time working as a clinical supervisor for students (both as a physiotherapist and nurse) that I unearthed my enjoyment in mentoring students. Through some continued study and guest lecturing, I joined Auckland University of Technology (AUT University) in June 2007 as a research officer and lecturer. I completed my Masters in 2010 (eye and body movement strategies during turning tasks in older adults at risk of falls) and was appointed Programme Leader of the undergraduate physiotherapy curriculum in 2013. This role included the development of the programme, assessment, liaising with staff and external stakeholders as well as prepare, present and report to accreditation teams for the Physiotherapy Board of New Zealand and The Committee on University Academic Programmes (CUAP). I have taught across the physiotherapy curriculum over the last ten years with a teaching and research focus on neurological physiotherapy from acute to the community.
Prior to working at AUT, I worked in adult and older adult neurological rehabilitation in the public health sector. I am currently the Chair of the Neurology Special Interest Group (NSIG) of Physiotherapy New Zealand (PNZ); international curriculum reviewer for the Physiotherapy Board of New Zealand; and invited curriculum reviewer for Namseoul University, South Korea.
While limited, a number of key approaches influence my andragogical approach to learning:
  • Constructivism (active, engaged, learning from experiences- “hands-on” experimentation) (Piaget; Li, Cheng & Liu, 2013)
  • Problem Based & Authentic Learning (open-ended clinical case scenario, developing skills and communication) (Barrows, 1996; Duch, et al., 2001)
  • Social Constructivism (learning through interaction with others) (Berger & Luckmann)
  • Constructive Alignment (development of learning tasks and assessment activities that link with learning outcomes) (Biggs, 2003; Biggs & Tang, 2011)
Why am I completing the CMALT accreditation?
As a Programme Leader I acknowledged that while feedback on my teaching was positive, my diversity of curriculum delivery was relatively limited, as was my personal philosophy of andragogy. With three children in the intermediate to early High School age, I was also privy to the social and digital adjuncts that they were familiar with- and on balance- we were not exposed and ready for at the university level. In order to diversify my teaching philosophy and exposure to alternative methods, I joined the university MoSOMELT group which introduced me to consideration of CMALT accreditation.
I anticipate that through the development of the CMALT portfolio, networking and peer-reviewing alongside like-minded (and not so like-minded) work, this will expand my depth and breadth of teaching and learning with technology. I have recently been exposed to and implemented the use of 360 virtual environments as an adjunct to case scenarios and use of Google Forms for quizzes to enable student-led teaching and instant feedback for students respectively.
I also anticipate that this qualification will aid a future academic promotion application.
How does this relate to my future aspirations?
I would like to continue developing my passion for the use of blended learning in healthcare education as a key component to my PhD which I aim to begin in 2018. While there is evidence to support the use of online learning and a blended approach, the complexities of delivery to the more practical, “hands-on” skill development and clinical reasoning for healthcare education is yet to be fully explored.
Todd Stretton, October 2017
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