Presentation to OER Global 18, Delft, 24th April 2018 presenting an update on work so far and plans for assessing the impact of a global health MOOC/OER.
Seminar given at EduCause 2008 on how OpenCourseWare can help institutions meet their goals. Presentation given by Terri Bays, Dan Carchidi, and Sunnie Kim.
As colleges and universities respond to changing conditions and increased community spread of COVID-19 in their regions, they need a tool to revise their reopening plans – and keep revising them as things change.
Based on our conversations with dozens of colleges and universities this spring and our work advising institutions on if/how/what to reopen, we created a tool called the Adaptive Campus Planner.
In this webinar, we walk you through the Adaptive Campus Planner to help jumpstart how you adapt this fall.
EDUCAUSE Annual Conference 2021: Mapping the Student Journey to Improve Post-...brightspot
brightspot led a Student Journey Mapping engagement with Metropolitan State University that identified obstacles for students from various demographic groups and developed an action plan based on best practices to strengthen our support for and interaction with post-traditional students.
Amanda Wirth Lorenzo, Maggie Walsh, and Elliot Felix (brightspot) and Virginia Arthur (Metro State) presented Mapping the Student Journey to Improve Post-Traditional Student Success at the 2021 EDUCAUSE Annual Conference.
Closing session: using a digital student voice platform to shape the student ...Jisc
Speaker: Anish Bagga, CEO, Unitu.
How can the authenticity and representativity of the student voice allow Universities to shape the student experience more effectively? Traditional mechanisms of collecting student feedback are limited. They provide a single snapshot of time, there is filtering and dilution of issues passing through the system and there is difficulty in closing the feedback loop.
UCL, Swansea University, University of Greenwich and others now use Unitu, an online student voice platform. Unitu, a Jisc summer of student innovation project, enables students to post and comment about issues anonymously. Student reps to escalate the feedback to the appropriate staff in their department and Departmental staff are able to engage with the feedback in real time. As a result, changes can be made to the student experience faster and more reliably based upon the authentic student voice.
This presentation explores two case studies from UCL and Swansea University, outlining their journey of implementing Unitu, the student and staff (positive and negative) experiences of using Unitu, what has and hasn’t worked and the impact it has had in shaping the student experience.
Seminar given at EduCause 2008 on how OpenCourseWare can help institutions meet their goals. Presentation given by Terri Bays, Dan Carchidi, and Sunnie Kim.
As colleges and universities respond to changing conditions and increased community spread of COVID-19 in their regions, they need a tool to revise their reopening plans – and keep revising them as things change.
Based on our conversations with dozens of colleges and universities this spring and our work advising institutions on if/how/what to reopen, we created a tool called the Adaptive Campus Planner.
In this webinar, we walk you through the Adaptive Campus Planner to help jumpstart how you adapt this fall.
EDUCAUSE Annual Conference 2021: Mapping the Student Journey to Improve Post-...brightspot
brightspot led a Student Journey Mapping engagement with Metropolitan State University that identified obstacles for students from various demographic groups and developed an action plan based on best practices to strengthen our support for and interaction with post-traditional students.
Amanda Wirth Lorenzo, Maggie Walsh, and Elliot Felix (brightspot) and Virginia Arthur (Metro State) presented Mapping the Student Journey to Improve Post-Traditional Student Success at the 2021 EDUCAUSE Annual Conference.
Closing session: using a digital student voice platform to shape the student ...Jisc
Speaker: Anish Bagga, CEO, Unitu.
How can the authenticity and representativity of the student voice allow Universities to shape the student experience more effectively? Traditional mechanisms of collecting student feedback are limited. They provide a single snapshot of time, there is filtering and dilution of issues passing through the system and there is difficulty in closing the feedback loop.
UCL, Swansea University, University of Greenwich and others now use Unitu, an online student voice platform. Unitu, a Jisc summer of student innovation project, enables students to post and comment about issues anonymously. Student reps to escalate the feedback to the appropriate staff in their department and Departmental staff are able to engage with the feedback in real time. As a result, changes can be made to the student experience faster and more reliably based upon the authentic student voice.
This presentation explores two case studies from UCL and Swansea University, outlining their journey of implementing Unitu, the student and staff (positive and negative) experiences of using Unitu, what has and hasn’t worked and the impact it has had in shaping the student experience.
Presented on behalf of the Australian Government, Department of Education, Skills and Employment and for the Ministry of Education for the Government of India. On the 20 November 2020
Abstract: Over the last 20 years distance, and now online learning, has evolved in unexpected and unprecedented ways due to the emergence of a variety of factors. These include but are certainly not limited to the advent of social media, the strengthening of wireless internet, particularly to internet optimised mobile devices, a new wave of learning management systems and the emergence of online productivity tools. There is now a strong emphasis on the role of standards within the online offering of courses, that has led to institutions being able to mediate the quality of their offerings, providing new levels of consistency and equivalence, which has risen in importance in the wake of the outbreak of COVID-19 globally. These contemporary ways of looking at online and distance learning means that there is an opportunity to consider new models of teaching that allow for more active, collaborative and authentic forms of student engagement that shift the emphasis away from teaching to learning and preparing student for the future of work. The Australian Council on Open Distance and e-Learning’s (ACODE) role, among other things, is to provide institutions with guidance and expertise on these new approaches in the distance and e-learning fields, while advocating and promoting best practise amongst its members.
In 2019 ACODE ran a survey to understand where Australasian HE Institutions were up-to in relation to establishing micro-credentials. At that point less than a quarter had even a policy in place. Since then the effort towards micro- credentialing has increased. The 2020 ACODE survey reveals that, if not already well-underway, institutions are developing or seriously considering micro- credentialing strategies. A number of interesting trends emerged that this presentation will explore, such as, several universities are working on ways to
integrate existing short course systems into award course systems. Others are planning to offer micro-credentials to businesses and government in a commercial capacity. It was noted that professional practice degrees are a new space being explored to tap into industry partnerships. There is also consideration of co-delivery with VET providers. In all this, many indicated that they needed to rethink their operating structures to best service micro-credentials in their various permutations.
GAIHE Survey Report Results, by Andrew Gibson & Ellen Hazelkorngaihe
GAIHE Survey Report Results, by Andrew Gibson & Ellen Hazelkorn. Governance and Adaptation to Innovative Modes of the Higher Education Provision Project
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
On urgent needs for a revised quality agenda. Improving the quality of teaching in educational institutions through the introduction of new educational programs, modern pedagogy, and smart-technologies in the educational process. Technical Assistance mission, MHSSE, NEO; HERE and YTIT, Uzbekistan 18-19 November 2019.
Microcredentialing has Increase across most criteria since the 2019 survey. Institutions have developed, developing or seriously considering strategies. Some are integrating existing non-award courses with award systems. Others offer micro-credentials to businesses and government in a commercial capacity. Professional practice degrees are a new space tapping into industry partnerships. Co-delivery with providers in VET is also a active option.
Co-creating the curriculum - Jane PriestleyHEA_HSC
This workshop was part of the HEA engagement event '
The full picture: the journey from listening to partnership in student engagement'.
This workshop was designed for curriculum developers, programme leads, those with an interest in public engagement in higher education, including those working in patient and public involvement, and community engagement in higher education.
The session provided an opportunity for delegates to assess the potential of the students as partners framework, as a basis for informing the contribution of public engagement in curriculum design and delivery.
This presentation forms part of a blog post about the workshop that can be accessed via http://bit.ly/1vnbN7A
An introductory presentation to Compass Education and Its Compass School initiative, including the Compass and ISIS Accelerator Tools for brining sustainability education into a school culture and system.
Exploring Digital Assessment Strategies in a Digital AgeGreig Krull
Presentation about exploring digital or online assessment strategies at the NADEOSA / DEASA Conference about Open Learning, hosted by Unisa and UP, Pretoria, South Africa on 6 September. Provides a conceptual overview of considerations for assessment strategies for open or distance learning providers, digital assessment benefits and challenges and assessment forms.
Tech v Trust: scaling simulation for the 21C studentdebbieholley1
Tech v Trust: scaling simulation for 21st C students
Keynote for
4th International Conference on Medical Education Informatics (#MEI2021Conf)
Using technologies to support and enhance our student learning has been deemed a ‘wicked challenge’ by successive Educause ‘New Media Horizons’ reports, in their annual scanning of educational ‘futures’ environments. The challenge is not the technology, nor access to wide range of resources – the challenge is with us as educators stepping up and seeking to implement at scale. Healthcare students have had to overcome the restrictions and implications of Covid-19 with many of their clinical skills moving online, and with limited opportunities to engage with their clinical practice partners. But what are the factors we should be considering when creating authentic learning experiences for our students? Reimaging our teaching practice is a contested area, and this talk will set out some potential responses for building capacity and emphasises the significant ‘trust’ plays in taking our work forward.
Students First 2020: Digital Campus, A program to empower & enable digital ed...Studiosity.com
Prof Kevin Ashford-Rowe, DVC Digital Learning and Dr Caroline Rueckert Director Student Success share how QUT - an innovative, tech-capable university - saw the need to evolve and build internal consensus for the digital student experience in recent years, and shares what that looks like in 2020-2021 in response to new velocity, urgency, and inclusive student care.
In this session Prof Ashford-Rowe and Dr Rueckert invite discussion around the need and velocity for change, through the lens of thoughtful direction, a students-first approach, and due diligence.
- The 3rd campus, and insight into QUT's cohort
- Digital at heart vs digital in part
- Equitable student support, Studiosity
- Building consensus and support for investment in the "third campus", from leadership to all key technology, academic, and student services stakeholders.
Presented on behalf of the Australian Government, Department of Education, Skills and Employment and for the Ministry of Education for the Government of India. On the 20 November 2020
Abstract: Over the last 20 years distance, and now online learning, has evolved in unexpected and unprecedented ways due to the emergence of a variety of factors. These include but are certainly not limited to the advent of social media, the strengthening of wireless internet, particularly to internet optimised mobile devices, a new wave of learning management systems and the emergence of online productivity tools. There is now a strong emphasis on the role of standards within the online offering of courses, that has led to institutions being able to mediate the quality of their offerings, providing new levels of consistency and equivalence, which has risen in importance in the wake of the outbreak of COVID-19 globally. These contemporary ways of looking at online and distance learning means that there is an opportunity to consider new models of teaching that allow for more active, collaborative and authentic forms of student engagement that shift the emphasis away from teaching to learning and preparing student for the future of work. The Australian Council on Open Distance and e-Learning’s (ACODE) role, among other things, is to provide institutions with guidance and expertise on these new approaches in the distance and e-learning fields, while advocating and promoting best practise amongst its members.
In 2019 ACODE ran a survey to understand where Australasian HE Institutions were up-to in relation to establishing micro-credentials. At that point less than a quarter had even a policy in place. Since then the effort towards micro- credentialing has increased. The 2020 ACODE survey reveals that, if not already well-underway, institutions are developing or seriously considering micro- credentialing strategies. A number of interesting trends emerged that this presentation will explore, such as, several universities are working on ways to
integrate existing short course systems into award course systems. Others are planning to offer micro-credentials to businesses and government in a commercial capacity. It was noted that professional practice degrees are a new space being explored to tap into industry partnerships. There is also consideration of co-delivery with VET providers. In all this, many indicated that they needed to rethink their operating structures to best service micro-credentials in their various permutations.
GAIHE Survey Report Results, by Andrew Gibson & Ellen Hazelkorngaihe
GAIHE Survey Report Results, by Andrew Gibson & Ellen Hazelkorn. Governance and Adaptation to Innovative Modes of the Higher Education Provision Project
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
On urgent needs for a revised quality agenda. Improving the quality of teaching in educational institutions through the introduction of new educational programs, modern pedagogy, and smart-technologies in the educational process. Technical Assistance mission, MHSSE, NEO; HERE and YTIT, Uzbekistan 18-19 November 2019.
Microcredentialing has Increase across most criteria since the 2019 survey. Institutions have developed, developing or seriously considering strategies. Some are integrating existing non-award courses with award systems. Others offer micro-credentials to businesses and government in a commercial capacity. Professional practice degrees are a new space tapping into industry partnerships. Co-delivery with providers in VET is also a active option.
Co-creating the curriculum - Jane PriestleyHEA_HSC
This workshop was part of the HEA engagement event '
The full picture: the journey from listening to partnership in student engagement'.
This workshop was designed for curriculum developers, programme leads, those with an interest in public engagement in higher education, including those working in patient and public involvement, and community engagement in higher education.
The session provided an opportunity for delegates to assess the potential of the students as partners framework, as a basis for informing the contribution of public engagement in curriculum design and delivery.
This presentation forms part of a blog post about the workshop that can be accessed via http://bit.ly/1vnbN7A
An introductory presentation to Compass Education and Its Compass School initiative, including the Compass and ISIS Accelerator Tools for brining sustainability education into a school culture and system.
Exploring Digital Assessment Strategies in a Digital AgeGreig Krull
Presentation about exploring digital or online assessment strategies at the NADEOSA / DEASA Conference about Open Learning, hosted by Unisa and UP, Pretoria, South Africa on 6 September. Provides a conceptual overview of considerations for assessment strategies for open or distance learning providers, digital assessment benefits and challenges and assessment forms.
Tech v Trust: scaling simulation for the 21C studentdebbieholley1
Tech v Trust: scaling simulation for 21st C students
Keynote for
4th International Conference on Medical Education Informatics (#MEI2021Conf)
Using technologies to support and enhance our student learning has been deemed a ‘wicked challenge’ by successive Educause ‘New Media Horizons’ reports, in their annual scanning of educational ‘futures’ environments. The challenge is not the technology, nor access to wide range of resources – the challenge is with us as educators stepping up and seeking to implement at scale. Healthcare students have had to overcome the restrictions and implications of Covid-19 with many of their clinical skills moving online, and with limited opportunities to engage with their clinical practice partners. But what are the factors we should be considering when creating authentic learning experiences for our students? Reimaging our teaching practice is a contested area, and this talk will set out some potential responses for building capacity and emphasises the significant ‘trust’ plays in taking our work forward.
Students First 2020: Digital Campus, A program to empower & enable digital ed...Studiosity.com
Prof Kevin Ashford-Rowe, DVC Digital Learning and Dr Caroline Rueckert Director Student Success share how QUT - an innovative, tech-capable university - saw the need to evolve and build internal consensus for the digital student experience in recent years, and shares what that looks like in 2020-2021 in response to new velocity, urgency, and inclusive student care.
In this session Prof Ashford-Rowe and Dr Rueckert invite discussion around the need and velocity for change, through the lens of thoughtful direction, a students-first approach, and due diligence.
- The 3rd campus, and insight into QUT's cohort
- Digital at heart vs digital in part
- Equitable student support, Studiosity
- Building consensus and support for investment in the "third campus", from leadership to all key technology, academic, and student services stakeholders.
Ossiannilsson evaluation and accreditation for quality assurance in higher di...Ebba Ossiannilsson
My Panel presentation at the Virtual Distance Education Quality and Trends, Policies and Regulations in Virtual Higher Education: Reflections, organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA, Santo Domingo, R.D. 30 May 2018
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
Keynote presentation by Dr Catherine O'Mahony at annual ITLA Winter Conference, Jan 13-14 2022. This presentation references work by Dr Sarah Thelen on Digital Education for Teaching in UCC as well as work by Siobhan O'Neill on Pandemic Pedagogy.
Quality assurance in virtual education accreditation keynote-ossiannilsson_2018Ebba Ossiannilsson
My keynote at the Virtual Distance Education Quality and Trends Conference in Santo Doming, R, D.,organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA 30 May 2018
The Student Transitions Achievement Retention and Success (STARS) Student Equity Network met on 22 June, ahead of the 2021 STARS Conference.
Sally Kift, Nadine Zacharias and Kylie Austin led the discussion on emerging opportunities and challenges presented by recent policy changes and the COVID-19 pandemic.
Speakers: Victoria Baldwin, Kath Lovell, Neil Gordon, Tom Mullen, Heather Wood and Rex Haigh. First National Personality Disorder Congress, Birmingham, 19-20th November 2009.
150723 inspiring next generation career successv6ME+
Businesses are spending heavily on recruiting and developing young talent through direct entry graduate schemes and other early careers programmes, yet 25% of companies have unfilled positions due to graduates having a lack of employable skills.
Whilst the transformation in Further Education funding has increased the focus of universities on employability, this is failing to engage a large number of students and provide the personalised support in their moment of need. Many young people are feeling overwhelmed as they take their first steps on their career resulting in high numbers of employees being disengaged and uninspired in their work.
So, who's doing anything about it?
There's a gaping divide in who owns the problem, with employees looking for their employers to take the lead and provide visibility of their future careers options and businesses looking for individuals to take control.
ME+® fills the gap, putting people in control of their own careers and guiding them to achieve their ambitions.
Governing Quality Of Online Content Through Threshold Standards: Facilitating...Charles Darwin University
A presentation outlining different approaches to ensuring quality of technology enhanced learning and teaching in higher education. Please cite: Sankey. M. (2017). Governing Quality Of Online Content Through Threshold Standards: Facilitating A Consistent Learning Experience. Online e-Learning Summit 2017. Sydney, 20-21 June.
Similar to Assessing the impact of a global health MOOC/OER (20)
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
5. • Essentials of planning and
management for eye care
services
• Accessible, acceptable and
applicable content for a
variety of eye care contexts
• OER to enable further local
educational transformation
• Involvement of global
experts in content
development and mentoring
Global Blindness MOOC/OER
6. Run 1
(Apr 15)
Joiners4 3,544
Learners4 2,183
Live in LMICs1 69%
Work in Health/social care1or 81%
Completed ≥50% of course3 744 (34%)
Completed ≥90%3 444 (20%)
Certificates/upgrades sold 143 (7%)
Course rated as: “Excellent/Good” 2 96%
What happened?
1 Pre-course survey (n=1,107) 2 Post course survey (n=214) 3 Datasets. All % shown are % of learners
7. Learning experience & applicable knowledge
• “The training was very valuable and cross sharing of vast experiences so enriching.” Kenya
• “Good teaching materials to disseminate the knowledge to others to adopt” Bangladesh
• “I have learnt that only seeing patients in my clinic will never overcome the burden of blindness.” Burundi
• “I can now use planning principles, doing a SWOT Analysis and setting SMART objectives to start planning the
delivery and evaluation of outreach programme.” Cameroon
• “I have learned how to systemeticaly analyze a complicated problem and address it. I have been involved in an
outreach program in Honduras for the past 11 years, and I'm convinced that I can use what I've learned to try and
make the program more effective.”
• “To me, the course played a very vital role as it empowered me with planning skills especially for Vision 2020
national and district planning [...] i have already started using the information on my daily activities as well as in
planning.” Botswana
9. 69%
68%
61%
55%
47%
37%
26%
11%
7%
0% 20% 40% 60% 80% 100%
Supplemented existing skills & knowledge
Gained new knowledge/insights in planning services
Gained new knowledge/insights in eye care
Gained a new way to learn
Stimulated me to apply knowledge & change practice
Motivated me to seek further education & complete an application
Gained a network to share experiences with
Helped me prepare for an exam
Gained credit/prerequisite for academic course/prog.
88% reported educational benefit
10. 72% reported career benefit
94%
73%
72%
15%
11%
6%
4%
4%
0% 20% 40% 60% 80% 100%
Enhanced my knowledge and skills for current work
Added a fresh perspective to my current work
Increased motivation at my current work
Received recognition for improvement
Found a new job or role in eye care
Received funding for a project
Received a promotion
Received a pay increase
Tangible benefit
Intangible benefit
11. 6%
17%
19%
21%
45%
47%
50%
0% 20% 40% 60% 80% 100%
Used them to help develop a new course
Adapted to create new teaching resources
Shared with students, colleagues or eye care team
Asked colleagues who teach to use the materials
Referred back to materials to refresh memory
Used materials to guide proposal writing
Used in addition to own teaching materials
70% reported re-use of materials
12. 85% had applied their learning
- 75% had experienced challenges
72%
63%
59% 53%
52%
27%
18% 18%
9%
0%
20%
40%
60%
80%
100%
65%
Teach
others
about eye
care ...
Management activities Clinical/surgical activities Education
53%
50%
46%
42%
36%
Engage with
school vision
health
programmes
Use WHO
classification for
vision to assess
Examine
requirements to
improve use of
catataract
services
Improve use of
presbyopic
correction
Critically
appraise
articles using
epi terms
13. 61% gave a final comment
• “To me it was,a.real refresher course, being one of the first graduates of the MSc course in
1994 and not having an opportunity or time to go for a refresher program. Useful. Need
more of this” Ghana
• “I loved the forum and the discussions. The quizzes in the middle were a big help. Because
of the course I am able to properly plan and structure an ideal eye unit …” Kenya
• “We deal mostly with low income group and their issues are almost same as I studied in
course. The course motivated me for community eye health care awareness and we started
working with schools to give them bases awareness, early eye screening.” Pakistan
14. • The course had widened participation in public health eye care education by reaching a
range of eye health professionals across many countries, especially in LMICs
• Learning was applicable at the local level
• OER content did support further teaching and learning at the local
level
In summary
Limitations:
• Self-selecting group of respondents
• Unable to link respondents with course data sets
• Questions listed potential pre-identified benefits for individuals
15. • New project with 3 partners
localising the MOOC/OER
• More case studies from health
workers, educators and
institutions
• Influencing the LSHTM MSc
PHEC
Further activity and ‘stories’ of impact
C. Cook,
D. Minnies
& G. Doyle (UCT)
M. Abdull,
F. Kyari
& NOS
M. Gichangi (MoH), N.
Mwangi (KMTC)
& COECSA
17. Cycle 1. Immediate
value
Cycle 2.
Potential value
Cycle 3.
Applied value
Cycle 4.
Realized value
Cycle 5.
Reframing value
Capturing “the learning enabled by community involvement and networking” (Wenger et al., 2011)
The value creation framework (VCF)
Health worker
or educator
Manager
Planner /
policymaker
Sponsor
Stakeholders
Indicators
Cycle 1. Immediate
value
Cycle 2.
Potential value
Cycle 3.
Applied value
Cycle 4.
Realized value
Cycle 5.
Reframing value
Levels of access,
activity, participation,
connections &
interactions with
people/resources
Value and quality of
above
Meta conversations
about the network
Information received
Skills acquired
Change in perspective
Inspiration
Confidence
Types and intensity of
social relationships
Implementation of
advice & solutions
Reuse of products
and tools
Use of social
connections
New processes or
policies
Innovation in practice
Transferring learning
practices
Personal performance
Organisational
performance &
reputation
Knowledge products as
performance
Community aspirations
Assessment
Relationships with
stakeholders
Institutional changes
New frameworks
18. Cycle 1.
Immediate value
Cycle 2.
Potential value
Cycle 3.
Applied value
Cycle 4.
Realized value
Cycle 5.
Reframing value
Data on access, participation
& relevance of interactions
(A)
“The training was very
valuable and cross sharing of
vast experiences so
enriching.” (A)
“Access to quality CPD is
limited and costly. This
method allows study outside
of the working day and
without cost” (C)
Activity during the 3 course
localisation projects (D)
“I can now [..] start planning the
delivery and evaluation of
outreach programme” (A)
“Good teaching materials to
disseminate the knowledge to
others to adopt” (A)
Intend to pursue my interest in
this subject by engaging with
my national prevention of
blindness committee (B, 55%)
“I am able to properly plan and
structure an ideal eye unit.” (C)
“Global Blindness course has
really help me a lot to run
Vision 2020 Program” (C)
Shared the OER (C, 47%)
“The course helped me to
participate well in other
futurelearn courses.” (C)
Outputs of the 3 course
localisation projects (D)
Using content to teach
outreach team (E)
I applied to the MSc PHEC at
LSHTM as a result of course
(E)
Received
recognition for
improvement (C,
15%)
“Increase in CSR in
3 remote districts in
Kenya” (D)
“… am writing a
proposal that will
enable us do
screening of university
students before start
of next academic
year.” (C)
“started working with
schools to give them
bases awareness,
early eye screening”
(C)
Developing an OER
course (D)
Data sources: (A) Datasets from FL for run 1 (B) GB1 post course survey (C) 1 year later online survey
(D) Stories shared by localising partners (E) Other informal stories shared with the LSHTM MOOC/OER team
Global Blindness MOOC/OER VCF: Examples
19. Constraints and enablers (agential, cultural & structural)
(Cox & Trotter, 2017)
In summary
Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5
Health
worker
Manager
Planner /
policymaker
Sponsor
• Follow up online surveys can highlight
if a MOOC/OER is helping to bridge a
known training gap.
• Now developing mixed methods
approach to gain further insight into
cycles of value creation, + constraints
and enablers, for all stakeholders in
our global health MOOCs/OER.
21. References
Angell, C., Hartwell, H., & Hemingway, A. (2011). The emergence of public health open educational resources. Health Education, 111(4), 256–265.
Cox, G. & Trotter, H. (2017). Factors shaping lecturers' adoption of OER at three South African universities. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the
Global South. Chapter 9. DOI: 10.5281/zenodo.154562
Fellingham, C. (2017). How does my course compare? FutureLearn.
Hodgkinson-Williams, C. & Arinto, P. B. (2017). Adoption and impact of OER in the Global South. Cape Town & Ottawa: African Minds, International Development Research Centre & Research on
Open Educational Resources. DOI: 10.5281/zenodo.1005330
Kanwar, A., Mishra, S. (2015). The impact of OER and MOOCs on ODL: an international perspective. Keynote Address at the 2015 International Distance Education Development Forum, 2015.
Laurillard, D. (2014). What is the problem for which MOOCs are the solution? | IOE LONDON BLOG.
Patel D., Parsley, S., Leck, A. (2018). Open education in eye health: transforming access to learning. Comm Eye Health Vol. 30 No. 100 2018 pp 96-98
Pascolini, D., & Mariotti, S. P. (2012). Global estimates of visual impairment: 2010. British Journal of Ophthalmology, 96(5), 614–618.
Ramasamy D, Gilbert, S. (2017). How to ‘do’ CPD with your team (from the organisation’s perspective). Comm Eye Health Vol. 30 No. 97 2017 pp 9-10.
Resnikoff, S., Felch, W., Gauthier, T.-M., & Spivey, B. (2012). The number of ophthalmologists in practice and training worldwide: a growing gap despite more than 200,000 practitioners. The
British Journal of Ophthalmology, 96(6), 783–7.
Thakur, G. K. (2014). ICT and digital divide in Indian school system. International Journal of Interdisciplinary and Multidisciplinary Studies (IJIMS), 2(2), 34–38.
Trotter, H., & Cox, G. (2016). The OER Adoption Pyramid.
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.
World Bank. (2016). World Development Report 2016: Digital Dividends. Washington, DC.
World Health Organization. (2013). Universal eye health: a global action plan 2014–2019
Editor's Notes
90% of visual impairment is in LMICs and 80% is avoidable (Pascolini & Mariotti, 2012)