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University of Washington Global Health E-Learning
- 1. E-learning Opportunities in electronic and distance-based training
- 2. . . . the delivery of learning content via electronic media What is e-learning?
- 3. Students online perform better than pure face-to-face learning Learning outcomes for students who engaged in online learning exceeded those of students receiving face-to-face instruction, with an average effect size of +0.24 favoring online conditions. The mean difference between online and face-to-face conditions across the 51 contrasts is statistically significant at the p < .01 level. VS. Source: US Dept of Education: Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies 2009
- 4. EDGH Capacity The Department of Global Health's E-learning Program plans, develops, and supports a variety of e-learning and web-based products in support of global health programs. We specialize in designing blended learning, including real-time and self-paced courses, delivered in international, resource- limited settings.
- 6. Synchronous / Asynchronous Same place Different place Same time Different time Classroom learning Synchronous distance learning Asynchronous distance learning
- 8. Why is E-learning a priority in RLS? • Limited access to outside expertise/educational opportunities • Learning opportunities allow people to continue working • Environment and delivery are flexible • Cost-effective scaling • Increased opportunities for “just-in-time” learning (on- the-job) • May help stem “brain drain” of relocated education
- 9. Challenges • Low bandwidth • Many computers have viruses • Slow computers • Outdated operating systems • No IT support • Access issues (need to consider alternatives) • Few staff with experience in e-learning • Low computer literacy levels • Little preparation for e-learning (students, faculty) • Sustainability • How to do capacity building
- 10. International e-learning growth •E-learning is expanding rapidly in Asia and Africa •Technological barriers are diminishing •The world's most rapidly growing e-learning markets are Malaysia and Vietnam: the estimated 5-year annual growth rate for the Asian e-learning market is 17.3%. That is the highest compound annual growth rate of any global region.
- 11. Modalities
- 12. Discussion and peer engagement Podcasts Activities Case study Simulations SMS texting Narrated presentation Screen capture Quizzing Webcasts
- 14. E-learning Authoring Tools • Primarily slide-based • Self-paced • Include audio and video • Quizzing • Easy to create • Often Flash-based outputs (though this is changing) • Examples: Camtasia, Adobe Presenter, Articulate Presenter • http://edgh.washington.edu/leaders-health/data-decision-making
- 15. Advanced E-learning Authoring • Customized learning experience through variables • Branched learning and logic • More control over individual elements and behavior • Examples: Articulate Storyline, Adobe Captivate, Lectora Inspire • http://media.go2itech.org/teft/step1/
- 17. Webcast • Synchronous video/audio broadcast • Can include slide presentations • Typically one-to-many • Accommodates large scale • Didactic delivery • Examples: Adobe Connect, WebEx • http://edgh.washington.edu/series/global-health-faculty-research- seminar/measuring-global-burden-cardiovascular-disease
- 18. Screen capture
- 19. Screen capture • Ideal for showing software demonstrations • Easy to create • Examples: Camtasia, Screenr, Snagit
- 21. Videoconference • Increased interactivity • Often requires increased hardware and bandwidth • Many equal participants • Examples: Polycom, Lifesize, Adobe Connect, Skype • http://depts.washington.edu/nwaetc/echo/
- 22. Blended Learning
- 23. Blended learning
- 24. Students in blended settings outperform learners in purely online or face-to face Evidence demonstrates that multiple training interventions are likely to be more effective than stand- alone interventions. The mean effect size in studies comparing blended with face-to-face instruction was +0.35, p < .001; larger than that for studies comparing purely online and purely face-to-face conditions + Source: US Dept of Education: Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies 2009; Source: ROWE, A. K., DE SAVIGNY, D., LANATA, C. F. & VICTORA, C. G. 2005. How can we achieve and maintain high- quality performance of health workers in low-resource settings? Lancet, 366, 1026-1035
- 25. Advantages to blended learning • Flexibility and ability to remain on the job • Training programs including work-based components are some of the most effective • Multiple training interventions more effective than stand-alone interventions • Appeals to a variety of learning styles
- 26. Delivery Systems
- 27. Learning Management System (LMS)
- 28. MOOC • Massive Open Online Course • LMS with custom tools to manage high enrollment • Emphasis on peer grading and automated grading
- 29. DVD/CD
- 30. Tablets
- 31. Cell phone (Email and SMS)
- 32. Internet accessibility modality yes no Self paced modules X X Video job aids X X Live webinars X SMS X Recorded lectures or webinars X X Blended learning X X delivery system yes no web X LMS X DVD/CD X Tablet X Cell phone X
- 34. ADDIE Model Analyze Design Develop Implement Evaluate Find out what learners need to know Organize learning objectives into small units or lessons Create content and develop course Conduct course Test for quality assurance
- 40. Roles EDGH You • Project management • ID • Storyboarding • Production • Working with vendors TA & Capacity Development
- 41. Gold, silver, and bronze design options Simulations Scenario-based videos Game-based scenarios E-consultants Virtual laboratories InteractionsAudio&VideoAssessments Narration (professional) Demonstration or information videos (professional) Interactive videos Branching scenarios Role playing scenarios Virtual field trip activities Tracking in LMS Scenario-based (basic) Non-linear navigation Glossaries Calculators Demonstration or information videos (internal) Stock or vendor images Case-based activities Guided-analysis activities Self-reflection activities Linear navigation Recorded lecture Narration (internal) Podcast/audio lectures Audio editing Images (internal) Standard quizzing (T/F, multiple choice, matching) No LMS tracking
- 42. A la carte options •CD-ROM duplication •Printed job aid, manual, guide •TOT/Orientation materials •TA •Visual design •SMS design
- 43. Learning Theory
- 44. Learning Theorist: Piaget Learning must be connected to the learner in order to to be meaningful. Engaged learning is how we come to know our world, with knowledge built on previous experiences and affected by new experiences. (Piaget, 1969)
- 45. Constructivism • Learners construct their own knowledge • Learning is social and based on dialog • Acquisition of knowledge is self-directed and based on need • Reflection is key to the learning process
- 46. Domains of Learning Cognitive Affective Psychomotor
- 47. Synchronous vs Asynchronous Cognitive and Personal Dimensions of E-Learning Asynchronous E-learning Synchronous E- learning Cognitive Participation Increased reflection & ability to process information Personal Participation Increased arousal, motivation, & convergence on meaning
- 49. Overview • Converting from classroom training • Learning objectives • Chunking • Storyboarding • Collaborating
- 51. Classroom v. e-learning Classroom E-learning Reviewers Many Key reviewers Revisions Can be ongoing More revision cycles costs more money “Final” Easier to make revisions Will be published/static product Customized feedback Immediate Not immediate; have consistent information Roles Low tech Specialized skill set
- 53. Learning Objectives Specific Measurable Action-oriented (Attainable) Reasonable (Relevant) Time-bound Clearly identifies knowledge or skill that learners are expected to demonstrate following training Knowledge or skill quantified through assessment Uses active verbs to represent behavior being measured Knowledge or skill attainable in time, scope, etc. of training and relevant to program and learner needs Includes time-frame in which learners must achieve objectives, usually by end of training
- 54. Condition Following this lecture, the participants will label correctly the five major organs of the female reproductive system. Standard Audience Behavior
- 55. Reduce Cognitive Load • Present content in different formats: visual, audio, text • “Chunk” content • Allow learner to control pace • Remove non-essential content • Place words as close as possible to corresponding graphics • On-screen text should summarize what narration script says
- 56. Divide into screens Chunking Divide into modules Divide into lessons
- 57. Storyboarding • Allows you to think through the content details. You can visualize and convey content before investing a large amount of time or money.
- 59. What are the benefits? • Evaluate the product throughout process • Test preliminary training programs, provide stakeholders with a realistic mockup of the final product • Shorten production time—resolve design/interface issues early on • Save time and money
- 60. How to do it Text on screen Audio instructions Media instructions Screen information Navigation & interactivity instructions
- 61. Style Tile
- 62. Key lessons from experience Reviewers Appropriate activities Project management Development Scripts Who storyboards Revisions Final product Production
- 63. Questions?