Volume 4, Number 3 June 2013
Intersections is the quarterly e-newsletter distributed to ASHA Approved Continuing Education Providers to connect and exchange ideas in order to better accomplish their continuing education activities.
Focus on Interprofessional Education: 2013 Continuing Education Board Provider Workshop and the Researcher-Academic Town Meeting Join Forces
Wednesday, November 13, 2013 (5:15 p.m.–9:30 p.m.), Chicago Hilton, Chicago Illinois
The ASHA Continuing Education Board (CEB) Provider Workshop will expand its format and audience for the 2013 ASHA Convention in Chicago by combining efforts with the Researcher-Academic Town Meeting (RATM), a popular invitation-only event for academic faculty and researchers. The theme of the event will be "Interprofessional Education: Leading Audiologists and Speech-Language Pathologists into a Collaborative Era." As in the past, the evening will provide an opportunity for networking with peers, dinner, and a keynote presentation. Special for this year will be a pre-dinner lecture to explain the foundation of Interprofessional Education (IPE)—terminology, definitions, methodology, and goals. This lecture will lay the groundwork for the keynote address after dinner. Keynote speaker Barbara Brandt, PhD, will discuss her experience as director of the National Center for Interprofessional Practice and Education. In addition to serving as the Center's director, Dr. Brandt is the associate vice president for education and professor, Pharmaceutical Care and Health Systems, at the University of Minnesota Academic Health Center.
The growing relevance and importance of IPE and interprofessional practice (IPP) to service delivery and the communication sciences and disorders (CSD) community cannot be denied. Hence, ASHA's Continuing Education providers, as well as ASHA's academics and researchers, are important collaborators as ASHA strives to provide educational opportunities on IPE/IPP for our membership across the continuum of pre-service education and continuing professional development. ASHA's Continuing Education (CE) unit joins ASHA's Academic Affairs & Research Education unit to coordinate plans for the event, with contributing sponsorship provided by Pearson.
The joint CEB Provider Workshop/RATM will commence with Dr. Brandt's foundational lecture at 5:15 p.m. Following the lecture, dinner will be served at 7:00 p.m., and you will have a chance to network with peers. Dr. Brandt's keynote address will begin around 7:30 p.m., followed by a panel discussion that includes Kenn Apel, Nancy Scherer, and Robert Moore from 8:15 p.m. to 8:45 p.m. The evening concludes with dessert and networking from 8:45 p.m. to 9:30 p.m. ASHA CEUs will be offered for the educational portion of the event.
Mark your calendars accordingly so you arrive in time for this special evening! Invitations will be sent electronically in mid-September. If you have any questions, contact Ellen Fagan at email@example.com.
The Importance of CE in Moving Our Professions Toward Interprofessional Teamwork
Recent mandates for patient-centered care, as well as the ongoing focus on coordinated interprofessional teaching in school-based settings, continue to change the way speech-language pathologists (SLPs) and audiologists work with other professionals. A truly successful interprofessional approach requires collaboration in planning, delivery, and evaluation of services. And it requires that SLPs and audiologists understand their own skill sets and the skill sets other professions bring to the team so patient/student outcomes are optimized.
So, how and where do SLPs and audiologists acquire information and practical experience with interprofessional patient/client care? While some graduate programs have moved or are moving toward incorporating more interprofessional learning opportunities into the curriculum, many SLPs and audiologists count on formal and informal continuing education opportunities to learn about and learn with other professionals. We know that practicing SLPs and audiologists have long valued the continuum of learning, recognizing the importance of the acquisition of new skills and knowledge through workplace learning and continuing education venues.
Workplace learning in interprofessional teams is nothing new. There are many examples of hospital- and clinic-based interprofessional diagnostic and treatment teams, as well as school-based teams that come together to create individualized education programs (IEPs) and work together to implement those plans. However, the best interprofessional teams don't just work together, but actually learn together by constantly interacting, giving each other feedback, honing skills together, learning from each other, and sharing information in a team environment. Many work-based teams also participate in continuing education courses as a team, so they learn collaboratively and bring the same new techniques and information back to the workplace to more easily implement them. Have you ever attended a workshop and come back to the workplace excited to implement what you've learned, only to find that your colleagues don't share your enthusiasm because they didn't experience the workshop with you? Interprofessional teams that learn together face fewer barriers to implementing new ideas and techniques in their work environment, because all team members adopt the new idea as a team!
ASHA Approved CE Providers can play an important role in educating SLPs and audiologists about interprofessional education and teamwork. There are a number of free resources available to help you get started learning about the area. The Institute of Medicine (IOM) published two reports of interest: Redesigning Continuing Education in the Health Professions (Dec. 2009) and Health Professional Education: A Bridge to Quality (April 2003). Both are free PDF downloads from IOM's website.
The World Health Organization's (WHO) free report, Framework for Action on Interprofessional Education & Collaborative Practice (2010), identifies the mechanisms that shape successful collaborative teamwork and outlines a series of action items that CE Providers can use to generate needs assessment data and develop learning activities for SLPs, audiologists, and other health care providers.
The Interprofessional Education Collaborative provides two valuable free reports that outline the core competencies necessary for individuals to successfully practice in an interprofessional environment and the team-based competencies needed to work on a high-functioning interprofessional team. The Core Competencies for Interprofessional Collaborative Practice [PDF] (May 2011) and the Team-Based Competencies: Building a Shared Foundation for Education and Clinical Practice [PDF] (Feb. 2011) reports provide information that can be used to build continuing education programming around those competencies. We encourage you to look at these two reports and use them as needs assessment resources as you consider building CE opportunities for SLPs and audiologists.
Share Your Marketing Ingenuity and You Could Win a $100 Gift Card
Starting July 15, 2013, enter a photograph showing how you are using the ASHA Approved CE Provider Insignia to attract course attendees by promoting your affiliation with ASHA. Entries should include an explanation of your Insignia marketing strategy. Every 2 weeks an outstanding entry will be selected and posted on the ASHA website. At the end of October, all Providers will be given the opportunity to vote on the most outstanding entry, and the winner will receive a $100 gift card! All entries will receive a token of the Continuing Education Board's appreciation for sharing their Insignia ideas. The entry e-mail link and contest details are posted on the ASHA CE website.
We've seen how creative you can be through the courses you offer. Now show everyone your talent for being recognized as an ASHA Approved CE Provider!
Are MOOCs in Your Future?
by Renee Levinson, Associate Director, ASHA CE
Massive Open Online Courses (better known as MOOCs) have been part of the online educational scene since 2008 and are rapidly gaining popularity with learners from all disciplines. A MOOC is defined as an online course intended for large-scale interactive participation and open access via the Web. In addition to using traditional course materials, such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for students, professors, and teaching assistants. They are often taught by renowned college professors, are usually offered for free, and typically are not offered for academic credit. It's not uncommon to have thousands of students enrolled in a course and collaborating with each other to learn and acquire new skills and knowledge.
The idea behind MOOCs is connectivist theory, which emphasizes that learning and knowledge emerge from a network of connections. Traditional lectures, textbooks, and instructor-directed content are not the primary forces that facilitate learning. Students collaborate in communities and share their real-world experiences utilizing electronic tools, such as blogs, podcasts, wikis, and social networks. They learn from each other and potentially expand their knowledge beyond the course curriculum.
Is offering a MOOC a consideration for an ASHA Approved CE Provider? It could be a way to distinguish your providership in continuing education for speech-language pathologists and audiologists. Certainly, the topic of the course would need to be pertinent to a large cohort of learners. Employing a well-known expert as the instructor would encourage participation. Institutions interested in offering MOOCs partner with specific online platform providers; currently, the big three are Coursera, Udacity, and edX.
To find out more about MOOCs, go to What is a MOOC? and EPIC 2020.
Also, if you're interested in looking at the websites of the three leading providers of MOOCs, go to Coursera, Udacity, and edX.
There are many more websites with related information, but this will give you a start!
I've enrolled in my first MOOC, which takes place at the end of June. I'll be happy to share my experience with interested readers. The course I'm taking relates to nutrition and health care—a personal interest of mine. I'll let you know what it's like to be part of a massive group of learners, access and use the technology, experience interactive user forums, tackle course requirements, and use course resources.
I wouldn't be at all surprised if a MOOC related to speech-language pathology, audiology, or the speech and hearing sciences was on the horizon! I will continue sharing MOOC information with you in the next issue of Intersections. If you have any ideas or contributions you would like to submit on this thought-provoking topic, feel free to send them to me at firstname.lastname@example.org.
Trends in eLearning
New trends in eLearning, according to the Masie Center, include learning personalization, mobile learning everywhere, curating learning, gamification, and video on-demand. For more information, see this mind map on new learning directions.
Requirement 3 – Appealing Noncompliant Course Registrations
It is hard to believe, but it has been one year since all ASHA Approved CE Providers implemented Requirement 3—Transparency in Course Planning, Delivery and Marketing. Over the course of the year, the ASHA CE staff has worked with providers to answer questions about the requirement and explain how it should be applied to specific courses. Now that providers have had time to implement new procedures, effective July 1, 2013, an appeal letter will be necessary if a course does not meet all CE Board requirements when it is registered.
As a reminder, you were also notified of this appeal requirement by e-mail on June 5 and a hard copy letter mailed on June 7.
It is expected that all courses submitted for registration with ASHA CE meet Requirement 3 and all other CE Board Requirements [PDF]. A course must be submitted and fully compliant 30 days prior to the start date of the first offering for all peer reviewed self-studies and cooperative courses and 15 days prior for all other course types. Registrations that are received after the corresponding registration deadline and/or that do not meet all CE Board requirements must be made compliant and include an appeal letter indicating why the course was not planned in compliance with all ASHA CE Board requirements. If you are uncertain about a specific course, contact your Provider Manager while the course is being planned and submit the registration well before the corresponding deadline so changes can be made to guarantee compliance.
Thanks for working to ensure that the courses offered for ASHA CEUs are planned, delivered, and marketed in a transparent manner!
Notification of 2015 ASHA CE Provider Fee Increases
The CE Provider annual fee has been $550 since 2011. ASHA Approved CE Providers will receive an invoice in October 2013 in the amount of $550 for the 2014 CE Provider annual fee. However, the 2015 CE Provider Annual fee will be $700. We wanted to inform you of this change 18 months in advance so that your organization has sufficient time to budget for the increase. Please note that the cooperative fee increases to $325 for cooperative offerings submitted on or after January 1, 2015. The complete listing of Provider- and Participant-related fees is available on our fees webpage.
Use the ASHA Approved CE Provider Insignia to Promote Your Provider Status and ASHA Affiliation
In February 2013, the ASHA Surveys and Information Team fielded a follow-up survey to ASHA Approved CE Providers about the CE Provider Insignia. Thanks to the Providers who took the time to complete the survey. Your responses helped us understand how you judge the Insignia's usefulness.
On the last survey question, Providers were asked to comment on the Insignia. Several Providers expressed difficulty understanding the difference between the Insignia and the Brand Block. The table below addresses the major differences.
Use is optional
Use is required on primary materials that promote ASHA CEU courses
Used to identify Provider affiliation with ASHA
Used to identify a specific course offered for ASHA CEUs
Used by ASHA Approved CE Providers only
Used by organizations that work with ASHA Approved CE Providers to promote cooperative courses registered for ASHA CEUs
Design can be presented alone (without accompanying text)
Design requires accompanying text, including the number of ASHA CEUs, instructional level, and content area of the course
Size of image is flexible
Size must be large enough for all text to be legible
Can be used in general corporate promotional pieces
Primarily used for promotion of specific ASHA CEU courses
Intersections is developed and written by:
Karen Cohen, Clay Colbert-Dorsey, Joan Oberlin, Brandi Wilkins and Zachary Roach
Intersections is published by:
ASHA Continuing Education staff with the assistance of a volunteer advisory panel of ASHA Approved CE Providers: Wayne Secord (Red Rock Publications); Donna Spillman Kennedy (Selective Mutism Anxiety Research & Treatment Center), Susan Almon Mantangos (Aegis Therapies, Inc.), Cory Tompkins (Career Improvement & Advancement Opportunities), and Mark Witkind (Witkind Associates)
Managing Editors: Joan Oberlin, Ellen Fagan
Continuing Education Board Members:
Pauline Mashima (chair), Linda Carroll, Candice Costa, Twhanna Green, Sherri Lovelace Brooks, Mary Hooper, Ninevah Wood Murray, Mona Ryan, Amy Weiss, Robert Novak (monitoring vice-president), Jennifer Watson (monitoring vice-president) and Ellen Fagan (ex officio)
Want to read past issues of Intersections? Visit the Intersections archive to see what you missed!