1. A survey assessed the impact of a Massive Open Online Course (MOOC) on global blindness for eye health workers in low and middle-income countries (LMICs) one year after participation.
2. The majority of 139 respondents reported educational, career, and service delivery benefits including applying new knowledge and skills, and 70% reported challenges like lack of resources.
3. Over half reused course materials for teaching others, and most felt MOOCs are a viable training option for building eye health capacity in LMICs where other opportunities are limited.
Assessing the impact of a global health MOOC/OER Sally Parsley
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.
How are students actually using technology? EMEA Online Symposium 2020Studiosity.com
At the EMEA Symposium 2020, Sarah Knight, Head of data and digital capability at Jisc, delivered a data-focused insight into how students are actually using technology in further and higher education. Here are some key findings:
- Office for Students predicts that over a million digitally skilled people will be needed by 2022 whilst 24% of HE students said they never worked online with others
- 70% of HE students agreed that digital skills were important for their chosen career but only 42% agreed that their course prepared them for the digital workplace
Here are the key recommendations that, now more than ever, can practically help your students:
- Raise awareness of the importance of digital skills
- Ensure they know what digital skills they need to have before they start and provide opportunities to develop these only online
- Encourage collaboration to emulate business practices
- Embed digital skills through curriculum design
This year's EMEA Studiosity Symposium was hosted online on 1st and 2nd April 2020.
Seminar given at EduCause 2008 on how OpenCourseWare can help institutions meet their goals. Presentation given by Terri Bays, Dan Carchidi, and Sunnie Kim.
Challenges faced by universities in online education - EMEA Online Symposium ...Studiosity.com
Neil Mosley of Cardiff University examined some of the challenges universities face in online education, with a focus on what to change, think and do differently.
Neil’s three key suggestions for universities to consider for the next academic year were:
- Invest and invest wisely in people and technology
- Seriously consider forming partnerships
- Don’t delay!
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
Assessing the impact of a global health MOOC/OER Sally Parsley
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.
How are students actually using technology? EMEA Online Symposium 2020Studiosity.com
At the EMEA Symposium 2020, Sarah Knight, Head of data and digital capability at Jisc, delivered a data-focused insight into how students are actually using technology in further and higher education. Here are some key findings:
- Office for Students predicts that over a million digitally skilled people will be needed by 2022 whilst 24% of HE students said they never worked online with others
- 70% of HE students agreed that digital skills were important for their chosen career but only 42% agreed that their course prepared them for the digital workplace
Here are the key recommendations that, now more than ever, can practically help your students:
- Raise awareness of the importance of digital skills
- Ensure they know what digital skills they need to have before they start and provide opportunities to develop these only online
- Encourage collaboration to emulate business practices
- Embed digital skills through curriculum design
This year's EMEA Studiosity Symposium was hosted online on 1st and 2nd April 2020.
Seminar given at EduCause 2008 on how OpenCourseWare can help institutions meet their goals. Presentation given by Terri Bays, Dan Carchidi, and Sunnie Kim.
Challenges faced by universities in online education - EMEA Online Symposium ...Studiosity.com
Neil Mosley of Cardiff University examined some of the challenges universities face in online education, with a focus on what to change, think and do differently.
Neil’s three key suggestions for universities to consider for the next academic year were:
- Invest and invest wisely in people and technology
- Seriously consider forming partnerships
- Don’t delay!
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
A presentation to the staff of the University of South Africa as part of a Benchmarking Activity around Technology Enhanced Learning, using the ACODE Benchmarks. Conducted for the Institute for Open and Distance Learning (IODL)
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.
A survey on industry engagement in online classrooms conducted by Connect2Teach. We explore the reasons why online education programs have high drop-out rates and what course providers could do to reduce the attrition rate. To view the full detailed report, please visit www.connect2teach.com
A Multidisciplinary Team Approach to Faculty Development in TechnologyD2L Barry
A Multidisciplinary Team Approach to Faculty Development in Technology, Tara Pierce – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Open Educational Resources Impact in Community CollegesRobert Farrow
The results of an OER Research Hub survey of college educators based on collaborative work with Community College Consortium for OER (CCCOER). It shows that OER are perceived as having positive effects on teachers and learners.
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Social Market Foundation Report: Staying the CourseHobsons
New research from the Social Market Foundation (SMF) has found that no significant progress is being made on improving retention rates in higher education in England – but that institutions which are making a success of their ‘student experience,’ with more satisfied students, are likely to have higher rates of course completion.
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.
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.
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.
A presentation to the staff of the University of South Africa as part of a Benchmarking Activity around Technology Enhanced Learning, using the ACODE Benchmarks. Conducted for the Institute for Open and Distance Learning (IODL)
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.
A survey on industry engagement in online classrooms conducted by Connect2Teach. We explore the reasons why online education programs have high drop-out rates and what course providers could do to reduce the attrition rate. To view the full detailed report, please visit www.connect2teach.com
A Multidisciplinary Team Approach to Faculty Development in TechnologyD2L Barry
A Multidisciplinary Team Approach to Faculty Development in Technology, Tara Pierce – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Open Educational Resources Impact in Community CollegesRobert Farrow
The results of an OER Research Hub survey of college educators based on collaborative work with Community College Consortium for OER (CCCOER). It shows that OER are perceived as having positive effects on teachers and learners.
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Social Market Foundation Report: Staying the CourseHobsons
New research from the Social Market Foundation (SMF) has found that no significant progress is being made on improving retention rates in higher education in England – but that institutions which are making a success of their ‘student experience,’ with more satisfied students, are likely to have higher rates of course completion.
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.
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.
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.
Making the business case for digital health: Cost ModelsJSI
This was presented as part of a panel at the ICT4D Conference
in Lusaka, Zambia in May 2018.
The cost of digital health interventions has often been seen as a barrier to scaling and sustaining programs. High training costs for health workers is a factor. But, many uses of digital health can increase quality of care and efficiency while simultaneously offering cost savings. MCSP built on this model to strengthen the case for mPowering Frontline Health Workers. The model was updated to include new costs for digital content management, creation, and maintenance which showed a potential cost savings of 20-40%.
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.
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.
Speakers: Victoria Baldwin, Kath Lovell, Neil Gordon, Tom Mullen, Heather Wood and Rex Haigh. First National Personality Disorder Congress, Birmingham, 19-20th November 2009.
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Assessing the impact of the Global Blindness MOOC
1. Assessing the impact of the
Global Blindness MOOC
Improving health worldwide
www.lshtm.ac.uk
LSHTM Education Day, 18th Sept 2017
Sally Parsley Sally.Parsley@LSHTM.ac.uk / @sallyeparsley
Daksha Patel Daksha.Patel@LSHTM.ac.uk
Astrid Leck Astrid.Leck@LSHTM.ac.uk
ICEH Open Education for Eye Health programme
3. Br J Ophthalmol (2012). doi:10.1136/bjophthalmol-2011-301378
HR challenges
• < 1 ophthalmologist / million population in 23
countries in LMIC
• Barriers to surgical outputs and low efficiency of
workforce
• Allied eye health providers are essential in remote
settings (team)
Training challenges
• Ophthalmic curriculum uses apprentice model and is
focused on medical and surgical skills to treat
individual patients
• Lack of funding, faculty & resources lead to few
training or professional development opportunities in
settings with greatest need – especially for allied
personnel
Human resources development in eye health
5. Digital divides
http://akamai.me/2o17l77
Connection speeds
http://www.internetworldstats.com/stats.htm
Internet availability: penetration rates
77%
68%
60%
56%
50%
45%
28%
North America
Europe
Oceania/Australia
LA/Caribbean
Middle East
WORLD
Asia
Africa
88%
Content relevance: e.g. Africa on Wikipedia
http://geography.oii.ox.ac.uk/?page=information-imbalance-africa-on-wikipediahttps://www.strategyand.pwc.com/reports/connecting-the-world
Data affordability
6. MOOCs ‘Traditional’ e-learning
Alwaysorusually
Free to access
Open registration
Larger cohorts of learners
Non-formal accreditation – lower price
3-6 weeks course sizes
External platform provider
Self-directed study + limited facilitation
Automated assessment & feedback
‘Light touch’ admin & updates
Funded by HE institutions + limited cost recovery thru certificates
Pay to access
Restricted registration (pre-qualification)
Small cohorts of learners
Formal accreditation at higher price
Variable course sizes (1 session – 1 year)
HE institutional platform
Teacher facilitation (~1/25)
Teacher-led assessment & feedback
Detailed admin & update processes
Funded by learners through up-front fees
Sometimes
Use Open Educational Resources
Extra teaching support & formal accreditation (for charge)
Peer learning and assessment
Funded by donors
Use Open Educational Resources
Additional automated feedback & assessment
Self directed
Funded by donors
Massive Open Online Courses (MOOCs)
7. ICEH Open Education: 3 key features
Relevant for the problem – real world context
Affordable and accessible learning design and
tools
Global reach – diverse learners
14. Participation
217 Certificates sold
96%Satisfied or very
satisfied
Completed ≥50%
731
Completed ≥90%
444
Active learners2,166
“I have gained a significant experience in this course
and will never be the same in eye work again. I will
try to implement what I have learnt as I do my
work…”
“Thank you for a very informative course which has
made me think differently about planning and
organising projects”
“I gained so much participating in this course and
promise to trickle down the training.”
17. 139 respondents from 45 countries
Clinical or surgical
67%
Educational
9%
Management
17%
Other
7%
Main role
82%in LMICs94%Eye health workers
18. 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…
Gained a network to share experiences with
Helped me prepare for an exam
Gained credit/prerequisite for academic course/prog.
88% reported educational benefit
19. 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 benefits
Intangible benefits
20. 85% had applied their learning
72%
63%
59%
53% 52%
27%
18% 18%
9%
0%
20%
40%
60%
80%
100%
6
5
%
Teach
others
about
eye care
...
Management activities Clinical/surgical activities Education
53% 50%
46%
42%
36%
21. 70% reported re-use of materials
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
22. “When I assessed my needs and presented my requirements for funding, eye
equipment was found to be too expensive to buy and I was told to scale down.
Funding is a big problem and eye comes low on the priority list for public hospitals”
“Lack of Ot time.lack of resources - consumables [i]n HR. […] Cyclone leads to inability
to progress.”
“Most people involved in eye don't have information on the eye care management, so
it's a challenge to work with them, first I had to teach them and it's
a slow process.”
Course use/access challenges also remembered: “No certificate yet”
70% reported challenges in applying learning
$$
23. “To me it was,a.real refresher course, being one of the first graduates of the MSc course in
1994 and not having an opportunity or time to go for a refresher program. Useful. Need
more of this”
“I loved the forum and the discussions. The quizzes in the middle were a big help. Because
of the course I am able to properly plan and structure an ideal eye unit …”
“We deal mostly with low income group and their issues are almost same as I studied in
course. The course motivated me for community eye health care awareness and we started
working with schools to give them bases awareness, early eye screening.”
Course use/access and certificate challenges mentioned again by some
61% gave final comment
25. students
3/13
Since the survey
Global Blindness x2 runs
LSHTM MSc PHEC (2016)
Active learners
4,603
Completed ≥90%
944
Partners have adapted &
accredited course for local
training in south, east & west
Africa
$$ Externally funded for 6
more Open courses
Use of OER within LSHTM
teaching
MOOCs & Open courses
are viable training option
27. Develop wider evaluation framework - consider impact as cycles of value creation* for
all stakeholders in LSHTM eye health MOOCs.
Next steps
* Wenger & Trayner, 2011
Micro level stakeholders
(individuals)
Meso level
(LSHTM + other institutions)
Macro level
(Educational systems)
Immediate
value creation
Potential value
creation
Applied value
creation
Realised value
creation
Reframing
value creation
LSHTM eye health
MOOCs
Outcomes / indicators
Methods?
Time
Time
Time
Time
Time
28. Thanks for listening
Find out more about the ICEH Open Education programme: http://iceh.lshtm.ac.uk/oer
Download this PPT: https://www.slideshare.net/SallyParsley
Many thanks to LSHTM elearning, Finola Lang & FutureLearn, the course contributors and
participants, our survey participants and to our funders:
Hi, thank you so much for this opportunity to present. My name’s Sally Parsley, I’m based with the International Centre for Eye Health , a group based in the faculty of Infectious Tropical Diseases and I’m the technical lead on the Open Education for Eye Health programme which delivered the Global blindness MOOC I’m talking about today.
Context: What is Openness in Education? What is a MOOC? Introduction to the ICEH Open Education for Eye Health programme
The Global Blindness: Planning and Managing Eye Care Services MOOC: Aim of course and target learners, participation, success measures
The So what question. Online survey of learners 1 year later
Next steps Questions to consider, evaluation framework
Developing human resources is crucial to strengthen eye health systems and reducing global visual impairment. However, in eye heath, HRD faces some serious challenges
< 1 ophthalmologist / million population in 23 countries in LMIC
Training curriculum is focused on medical and surgical skills - apprentice model – individual patient focused.
A team training approach is essential - as allied eye health providers are essential in remote settings
Barriers to surgical outputs and low efficiency of workforce
5. Open education – what is it ? At it’s simplest, Open Education is about reducing barriers and increasing participation in education and learning. Classic barriers to education include: distance, cost and restrictions on eligibility. Open education has been known by a number of different terms such as open learning, education 3.0, open schooling and participatory learning, among others.
About half the world’s population now has internet access – 3.7 billion people and half of all web traffic is mobile (see http://www.internetworldstats.com/stats.htm and https://wearesocial.com/special-reports/digital-in-2017-global-overview )
Since the invention of the PC in the 80s, the web in the 90s and social web in the mid 2000s has vastly increased our ability to share resources and knowledge at much lower cost than previously possible , Open Educational activity has vastly expanded too . Under the broad definition of Open Education I gave a moment ago practically any use of the internet for communication in an education context might be defined as Open Education – webinars, Open Access journals, discussion forums etc etc
Our programme focusses on - 3 kinds of Open Educational activity which are used by teaching institutions to deliver Open education online - Open Educational Resources and Open online courses and Massive Open Online Courses or MOOCs.
Image (left): Alec Couros CC BY NC SA https://creativecommons.org/licenses/by-nc-sa/2.0/ https://flic.kr/p/61Wi9g
Affordability and relevance (volume of content in primary language) identified by PWC in 2015 as main barriers in last few years as availability and literacy rates increase.
Source: “State of Connectivity 2015: A Report on Global Internet Access,” Internet.org, 2015; Strategy & analysis
Also ITU report from 2015 found that in developing countries, average monthly fixed broadband prices (in Purchasing power parity $) are 3 times higher than in developed countries; mobile broadband prices are twice as expensive as in developed countries https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2015.pdf
Digital divides remain: Image created by researchers at the Oxford Institute of Internet studies shows African countries sized according to the number of Wikipedia articles about that country – the size of each country is depicted based on the number of Wikipedia articles (defined as about or from) in its territory. Each hexagon represents about 25 Wikipedia articles. Map reveals stark regional imbalances in the quantity of user-generated content in Wikipedia about different parts of the continent. The researchers note that all of Africa combined contains only 2.6% of all Wikipedia articles despite having 14% of the world’s population. http://geography.oii.ox.ac.uk/?page=information-imbalance-africa-on-Wikipedia
MOOCs are provided through partnerships between universities and a number of for profit providers. ~58 million people enrolled on at least one MOOC last year. 25 million for the first time. There were 7000 courses from ~700 universities last year. Coursera is the biggest MOOC provider by far – with 23 million users and 1700+ courses. Trend is that the big providers (mainly USA) are slowing down no. of new courses and focussing instead on credentialing – this includes embedding MOOCs into formal HE courses.
New MOOC providers – such as Swayam in India or XueangX in China – tend to focus on specific regions or themes.
---
Table comparing key features of MOOCs and ‘traditional’ elearning
Blue = Openness – greater access
The ICEH Open education approach has three key features to help ensure eye health workers and educators relate to the content and apply their learning to their own settings
- It aims to address a clear problem- within the real world context
Teaching and learning tools used are relevant, affordable and accessible
Course is designed to reach global and diverse audience of eye health workers and educators across many settings
Global Blindness, which ran on FutureLearn for the 1st time in April 2015, is the world’s first MOOC in public health eye care.
Goal : To enable eye care providers to develop an effective and efficient eye care service for the prevention of avoidable blindness
Target Audiences:
All eye care workers who are charged with the responsibility of leading the service provision of an eye unit or and eye care team.
Allied eye care providers who work in isolated / remote settings
Eye care providers who have an interest in Public health approaches within their health systems.
Key elements:
6 weeks & 68 steps
Each learning resource under a creative commons license – to support use / reuse …
Content selection – relevant, to engage user to relate to own experiences
Interactive case study – to demonstrate and apply learning
Local experts contributed to content development and mentor participants each week. ICEH’s extensive network of alumni and partners are vital in helping to promote the course.
3,541 people joined the course, 2,166 were active learners
69% of learners were from LMICs and 81% identified as working in health and social care.
53% female, 47% male
731 (34%) completed ≥50%
444 (20%) completed ≥90%
96% satisfied or very satisfied
217 certificates sold
Also
1,389 (64%) quiz learners
8,113 comments by 1,048 (48%) social learners
Partially inspired by a huge online survey of Coursera MOOC completors sent out in Autumn 2015.
139 respondents from 45 countries (3.9% response rate) – Coursera got 6.6% but they only sent survey to MOOC completors
Respondents largely represent the core target audience we are trying to reach – 94% were eye care workers 82% lived in low and middle income countries (LMICs).
More male than pre-course survey respondents (this survey 39% female / pre course survey – 53% female). More work in LMIC than reported in pre course survey (69%) Clearer data on whether they are eye care workers.
Most popular countries of respondents
Nigeria 16
Kenya 15
Ghana 13
India 11
Bangladesh 9
123 reported educational benefit from the course.
50% indicated that they are changing their practice
100 reported career benefit
Bright yellow – tangible benefits
Orange yellow – intangible benefits
Q: Which of the following career benefits have you experienced as a result of studying on the Global Blindness course? Select all that apply
118 reported applying their learning. Options list linked to course learning outcomes
Q: Please select the ways in which you been able to apply your learning. Select all that apply.
Q: Please select any of the following ways you have used the Global Blindness course materials. Select all that apply
Lack of funding/budget, resources, time, empowerment, safety, political instability & policy challenges:
Implementation is hard not impossible – These challenges are also faced by our MSc graduates
Course use/access challenges also remembered:
“Traveled to the city twice a week due to net work challenges.”
“It is expensive getting access to internet services. some videos could not be uploaded.”
“No certificate yet”
. Q: Please share any other comments on your experiences as result of studying on the Global Blindness course. Free text
Largely positive comments - good learning experience / useful revision tool, increased motivation for work and more study, was applicable:
Good experience / knowledge 56%
Led to more study 4.70%
Good revision tool 7.10%
Want more study opportunities 7.50%
Improved / started new activity 7.10%
Good learning method 8.20%
Better motivation or confidence 7.50% 0 Developed my teaching methods 1.10% 0 Lack of resources 0 1.10% Hard to engage community 0 1.10%
Certificate challenges 4.70% Access challenges 7.10%
Global Blindness has run twice more since the survey was sent out
4,603 active learners
944 have completed 90% of the course
3/13 PHEC students applied to LSHTM after taking MOOC
Partners: 3 locations have adapted course for local context:
Accreditation for diploma (UCT)
Accredited professional training (CPD) in East and West Africa (COECSA, NOS)
Graph representing the metadata of thousands of archival documents, documenting the social network of hundreds of players in the League of Nations
Re: Are MOOCs a realistic method for capacity building in health care?
We recognise the limitations of MOOCs – lack of teaching support, limited ways of encouraging active learning, lack of formal assessment & accreditation, or even it’s place in HE institutional business plans. However,
we are optimistic and encouraged so far by the evidence of impact
It is the only opportunity in many eye care settings with greatest burden of VI and least training resources
Where should we ‘draw the line’ when assessing impact of LSHTM MOOCs like Global Blindness?
need to identify suitable methods to look at change beyond the institutional walls. Raising training standards at macro level – can we look here? What metrics can we use?
How can we improve course design to improve learner experience in ways that affect impact (learning gain?)
Consider impact at MESO (institutions), and MACRO (context specific capacity building) levels
Value creation cycles - immediate, potential, applied, realized or reframing for all MOOC stakeholders
For example:
MESO - Place of course design (curriculum + learning design) in supporting learner experience & relative benefits/cost to LSHTM. Cost implications for LSHTM & educational funding
MACRO Place of Open courses/MOOCs in educational landscape e.g. CPD, informal learning, something new in formal sector? MOOC based degrees
