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Case study: MOOCs for professional development in global eye health

  1. ‘Getting started with MOOCs’ BLE workshop: 21st May 2019 Case study: MOOCs for professional development in global eye health Sally Parsley, Digital Education Manager Disability & Eye Health Group Open Education for Eye Health Programme
  2. Case study: Open Education for Eye Health Aim: To promote an equitable increase in participation in public health eye care training. Two ‘prongs’: Collaboratively create & deliver Open access online courses (MOOCs) aimed at eye health teams in low and middle income countries Provide support for additional contextualisation and adoption of the training by local eye health educators
  3. 1. Analyse 2. Design 3. Implement 4. Realise Focus on quality to deliver success 5. Evaluate MOOC Quality Reference Framework (Stracke et al. 2018) Product cycle
  4. 1. Analyse 2. Design 3. Implement 4. Realise Focus on quality to deliver success 5. Evaluate MOOC Quality Reference Framework (Stracke et al. 2018) Product cycle
  5. 2 important MOOC affordances affecting quality for us: Openness/Flexibility Non restrictive registration/free access, use of OER, flexibility of provision have all contributed to increased access to and participation in the training on and beyond the platform. Need to design for diverse groups of learners (who to target?) Autonomous learning • Self-directed learners have more choice & control – low opportunity cost of drop out (funnel of participation). • Consider how to define & measure success for diverse groups of learners • Design feedback and self-assessment support for diverse groups of learners 1. Consider MOOC’s affordances early
  6. Our experiences: • Be explicit when identifying your target learners and stakeholders • Try to find out: 1. What do learners want (demand)? 2. What do stakeholders need? • Build on your existing networks: Our MSc alumni have been fantastic champions for us • Actively manage communication with your learners and stakeholders 2. Engage your learners and stakeholders Eye health educational leaders Eye health educators & managers Programme funders LSHTM & DEHG leadership Eye health team members People with eye disease & families
  7. 3. Define & evaluate success Our experiences • Providers, learners & stakeholders have different views of success • Include evaluation across all processes • I wish we’d put an explicit line in the budget for ‘product cycle’ evaluation Metrics and methods we’ve used • Platform surveys & analytics: Learner coverage, demographics, participation patterns & satisfaction • Bespoke post course surveys & interviews: • Barriers and challenges to participation • Knowledge/skills expansion & application to practice • Ad-hoc qualitative feedback and case studies • Future (?): Bespoke pre-course surveys - learner roles & intentions Learning evaluation frameworks we’ve used: • Value creation framework (Wenger et al. 2011), (Kennedy & Laurillard 2019) • Kirkpatrick (2007)
  8. 1-50 101-500 501-1,00051-100 >1,000 Examples of our evaluation metrics Eye health MOOCs: Joiners by country Mar’16-Jan’19
  9. Learner feedback DED run 1 (Oct/Nov 2018) 55 responses, 37 appreciative • Thank you for this important course. Diabetes is a challenge in our work places and therefore found this course to be very helpful • Thank you a whole lot,I really benefitted a lot from this course ,looking forward to putting what I have learnt to practice . • I am a type 1 diabetic and regularly attend the screening clinic and local hospital. This course explained a great deal about what I should be aware of . • Much appreciate the extensive content of the course with downloabable materials, videos and links to related online materials 3 upgrade/certificate related requests • May I upgrade and get the certificate at a later date? I am quite low on funds presently. 4 suggestions/requests for changes to length or timing of course • It should be 6 week course instead. 6 suggestions/requests for content changes • Yes, made this course available in French to reach most people from Sub saharian Africa • Diabetic Retinopathy is not the only eye complication triggered by diabetes ….
  10. Great courses for blending into my resident training programme – high quality content & practical examples, global aspect is another strength - Uganda Adapted the GB content for use in face to face nurse training - Botswana Educator feedback Involve & support collaborators/educators more. Co-ownership will drive local engagement and leadership buy-in – (x3) 70% of survey respondents* had reused GB1 OER Internet access remains a barrier (x3) No culture of CPD here (x2) Excellent global content - I contextualise where needed – blending lets me concentrate on discussions with my Masters students - South Africa Saves time! (x2) Use research to build evidence that it works (x2) Great course (DED) - I want formal accreditation to promote this as CPD to my residents Rwanda Image: © Marc Wathieu CC BY-NC
  11. Our experience • Share (task shift) workload, encourage creativity & keep focus on the learner • Team approach + active collaboration has really strengthened the quality of our courses 4. Use a team approach Our approach • Small core team managed through a key partnership between lead academic and learning designer • Weekly calls and task prioritisation • Project admin & design tools • Active inclusion of stakeholders and learner voices: – Expert steering groups – Co-creation of content with eye health workers (learners) and educators – Feedback from learners within course – Localisation partnerships • Moving forward – looking to strengthen inclusion of learners and stakeholders across our processes
  12. Core team 34 LSHTM collaborators 7 PhD & MSc students 19 faculty 8 learning tech & support staff 2 funders 78 external collaborators from 25 countries 17 steering group members 1 Learning technologist 64 Contributors 39 educators & facilitators Collaborations have been key to success Our alumni
  13. Examples of content co-creation
  14. 3 MOOC learning design methods to explore…. • MOOC Design Mapping Framework See References for links to the MDMF and Kerr et al.’s (2019) evaluation See our adapted MDMF template at • ABC LD Workshop – See the introduction by Young & Perovic (2018) • Learning Designer (Laurillard et al. 2018) Our approach 1. Team based & learner centred 2. Use learning designs to map learner journeys and check our use of conversational learning (Laurillard 2002) & constructive alignment (Biggs 2014) 3. Feed into production tracking documents 5. Foreground pedagogy Our documentation A. Course overview documents (Google) B. Weekly learning designs (Miro) C. Script templates & production sheets (Google)
  15. Examples of our documentation Course overview docs
  16. Weekly learning design
  17. Production sheet Schedule
  18. Script templates
  19. 6-12 mths Pre-course survey Facilitation Platform data Post course survey 90% on platform Course opens Marketing begins Create evaluation instruments Summary tasks across MOOC production cycle 3 months pre launch 2 & 3. Design and create 1 month pre launch 4. Realise: FL testing Identify collaborat ors Course overview Learning designs By week: Script, storyboard & create multimedia assets Write activities & discussions Write quizzes Review, upload text & assets & proof ~3-6 mths post course Impact interviews Data analysis Insights for action 1. Analysis Identify: Need/demand Context Target learners & stakeholders Team Budget, timeline & resources 5. Evaluation of each stage Course runs: 4- 6 weeks
  20. In summary What we’ve learned about delivering quality in MOOCs: 1. Consider your MOOC affordances early 2. Actively engage with your learners & stakeholders 3. Define & then evaluate MOOC success 4. Use a team approach 5. Foreground pedagogy in your design © 2019 International Centre for Eye Health, London School of Hygiene & Tropical Medicine. Unless otherwise stated this work is licensed under the Creative Commons Attribution Non-Commercial Share-Alike 4.0 International License
  21. Thank you We would like to acknowledge all our funders, partners, colleagues and eye health workers who have contributed to this programme as learners, practitioners, educators and leaders. We’re always happy to discuss MOOC production, share our tools and methods, and learn from others! Contact me: @sallyeparsley Find out more about our Open Education for Eye Health programme and download our MOOC design templates at © 2019 International Centre for Eye Health, London School of Hygiene & Tropical Medicine. Unless otherwise stated this work is licensed under the Creative Commons Attribution Non-Commercial Share-Alike 4.0 International License
  22. Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5–22. Kennedy, E., & Laurillard, D. (2019). A MOOC Value Creation Methodology. London: UCL Institute of Education. Kerr, J., Dale, V. H. M., & Gyurko, F. (2019). Evaluation of a MOOC Design Mapping Framework (MDMF): Experiences of Academics and Learning Technologists. The Electronic Journal of E-Learning, 17(1), 38–51. Retrieved from Kirkpatrick, D. L., & Kirkpatrick, J. D. (2007). Implementing the Four Levels: A Practical Guide for Effective Evaluation of Training Programs. Berrett-Koehler Publishers. Laurillard, D. (2002) Rethinking university teaching: a conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge Falmer Laurillard, D., Kennedy, E., Charlton, P., Wild, J., & Dimakopoulos, D. (2018). Using technology to develop teachers as designers of TEL: Evaluating the learning designer. British Journal of Educational Technology, 49(6), 1044–1058. Stracke, C. M., Tan, E., Texeira, A., Pinto, M., Vassiliadis, B., Kameas, A., Sgouropoulou, C., & Vidal, G. (2018). Quality Reference Framework (QRF) for the Quality of Massive Open Online Courses (MOOCs). Retrieved from QRF The MOOC Design Mapping Framework (MDMF). Glasgow University College of Social Sciences. Available from: Wenger, E., Trayner, B., & De Laat, M. (2011). Promoting and Assessing Value Creation in Communities and Networks: a Conceptual Framework. Heerlen: Ruud de Moor Centrum, Open Universiteit. Retrieved from Young, C., & Perović, N. (2018). Introduction to the ABC LD workshop. London. Retrieved from [Accessed 2019.05.18] References