“ Embracing the Distance: Blended Learning Challenges & Solutions in Preparedness” Sharon A. R. Stanley, Ph.D., RN, RS, OCPHP Program Director Cheryl L. Engle, M.A., Learning Environment Manager

Why this curriculum for PHNs? To enable Public Health Nurses (PHN) to control their practice destiny in disasters To build discipline-specific competence in disaster practice To strengthen computer literacy skills through a blended learning environment (e.g., learning management system [LMS] and distance based practice)

To enable Public Health Nurses (PHN) to control their practice destiny in disasters

To build discipline-specific competence in disaster practice

To strengthen computer literacy skills through a blended learning environment (e.g., learning management system [LMS] and distance based practice)

Collaboration is Key Building Competencies Delphi Study Inclusive mindset Generating and confirming awareness of PHN practice role in disaster – For ALL of the Team Speaking circuit (local – state – national) Word of mouth Ongoing and various program evaluation Networking, networking, networking…

Building Competencies

Delphi Study

Inclusive mindset

Generating and confirming awareness of PHN practice role in disaster – For ALL of the Team

Speaking circuit (local – state – national)

Word of mouth

Ongoing and various program evaluation

Networking, networking, networking…

The “Relaxed” World of PHNs PHNs wear multiple hats, especially in smaller health departments Clinics , immunization , newborn visits , hearing/vision screenings , Bureau of Children with Med Handicaps (BCMH) , family planning , abstinence programs , tobacco, blood pressure , TB , head lice , small grant programs , communicable disease , PREPAREDNESS

PHNs wear multiple hats, especially in smaller health departments

Clinics , immunization , newborn visits , hearing/vision screenings , Bureau of Children with Med Handicaps (BCMH) , family planning , abstinence programs , tobacco, blood pressure , TB , head lice , small grant programs , communicable disease , PREPAREDNESS

Theory of Transactional Distance ( Moore, 1972 ) Defined….. Conceptually describes the “….universe of teacher-learner relationships that exist when learner and instructors are separated by space and/or time” Constructs a typology of relationships with: Modes of instruction Learner-teacher interaction Self-directed learning Variables affecting TD Dialogue Structure Learner autonomy LEARNER Transactional Distance Learner-Instructor Learner-Content Learner-Learner Learner-Technology Transactional Distance Communication Teacher Learner Content Interface Interaction

Defined…..

Conceptually describes the “….universe of teacher-learner relationships that exist when learner and instructors are separated by space and/or time”

Constructs a typology of relationships with:

Modes of instruction

Learner-teacher interaction

Self-directed learning

Variables affecting TD

Dialogue

Structure

Learner autonomy

How PHN bridged the gap of ‘Transactional Distance’ Modes of interaction Learner-content Learner-learner Learner-teacher Learner-technology Blended curriculum for PHNs Hiking Workshop (6-hrs CE) ExploreSurge Trail Guide (44hrs CE) Train the Trainer VODcasts

Modes of interaction

Learner-content

Learner-learner

Learner-teacher

Learner-technology

Blended curriculum for PHNs

Hiking Workshop (6-hrs CE)

ExploreSurge Trail Guide (44hrs CE)

Train the Trainer VODcasts

Key Actions for Preparedness Population Advantages of blended learning strategies An ability to enhance internal didactic conversations (Holmberg, 1986) Critical thinking (Garrison, Anderson, and Archer, 2001) Computer-mediated learning (Moore, 1997) Instructionally designed to enhance the PH community of practice (Anderson, Rourke, Garrison & Archer, 2001) Increases content retention Enhances knowledge construction Increases student motivation & satisfaction Appeals to diverse adult learning styles Situated learning (Lave & Wenger, 1991) Multimodal content is tactile, visual, and auditory

Advantages of blended learning strategies

An ability to enhance internal didactic conversations (Holmberg, 1986)

Critical thinking (Garrison, Anderson, and Archer, 2001)

Computer-mediated learning (Moore, 1997)

Instructionally designed to enhance the PH community of practice (Anderson, Rourke, Garrison & Archer, 2001)

Increases content retention

Enhances knowledge construction

Increases student motivation & satisfaction

Appeals to diverse adult learning styles

Situated learning (Lave & Wenger, 1991)

Multimodal content is tactile, visual, and auditory

Multimodal Media OCPHP’s video repository located at http://vod.cph.ohio-state.edu Play snippet of Vbrick vodfile from laptop (per Mike Blankenship’s instructions)

OCPHP’s video repository located at

http://vod.cph.ohio-state.edu

Evaluation / Findings Traditional Course Evaluation Pre-test – Post-test for Knowledge Self-Reported Competency Confidence Word of Mouth/Enrollment The Neverending Story

Traditional Course Evaluation

Pre-test – Post-test for Knowledge

Self-Reported Competency Confidence

Word of Mouth/Enrollment

In Summary Discuss the collaboration necessary to grow a program to the national level. Delineate key actions that enable a PHN population to take courses/train courses. Define blended learning in a Train-the-Trainer environment . Determine steps necessary for program based-based curriculums delivered in a blended learning environment.

Discuss the collaboration necessary to grow a program to the national level.

Delineate key actions that enable a PHN population to take courses/train courses.

Define blended learning in a Train-the-Trainer environment .

Determine steps necessary for program based-based curriculums delivered in a blended learning environment.

Contacts Sharon A. R. Stanley, PhD, RN, RS Program Director Ohio Center for Public Health Preparedness College of Public Health, The Ohio State University 1212 Kinnear Road Columbus, OH 43212 Office: 614.292.5524 Email: sstanley@cph.osu.edu Cheryl L. Engle, MA, PhD Candidate Learning Environment Manager Office of Workforce Development College of Public Health, The Ohio State University 1212 Kinnear Road Columbus, OH 43212 Office: 614.688.4493 Email: cengle@cph.osu.edu

Questions & Answers (Q&A)