Using online training tools to improve social cohesion
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This document discusses using online training tools to improve social cohesion among health professionals and build communities of practice. It describes DHIS2, an online health information system, and how its training program cultivated a virtual learning community among implementers, managers, and other stakeholders. The training model integrated different components of blended learning, including face-to-face workshops and online group discussions, to link formal and informal learning, enable network building, and foster a sense of community among participants from various contexts.
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Using online training tools to improve social cohesion
- 1. Symposium how health professionals can contribute to social resilience, health and wellbeing through leadership in Digital Health: Using online training tools to improve social cohesion among health professionals: Experience from DHIS2 training : Dr Pandula Siribaddana MBBS, Ph.D, Pg. Dip MedED Lecturer in Medical Education Postgraduate Institute of Medicine, University of Colombo
- 2. Outline • Overview of DHIS2 • Learning in communities • Importance of communities from a development point of view • Facilitating the cultivation of CoPs using online learning tools: Experience from the Health Information Systems Program (HISP), Oslo.
- 4. A ‘community of practice’ Health Information Patient care Laboratory PharmacyOrganizational setting e.g. Health care setting, Health program Community of Practice (CoP)
- 5. At times of training Training instances Work practice Work practice Work practiceOrganizational setting e.g. Health care setting, Health program Community of Practice (CoP)
- 8. HISP experience in building online communities Community of Practice (CoP) Online learning Face to face workshop Learning Groups Invited for next DHIS online learning instance
- 9. Emergence of a virtual learning community Face to face workshop Face to face workshop Face to face workshop Face to face workshop Implementers Managers Super users Collaborators Trainers Developers Users
- 10. Cultivating CoPs using online training tools
- 11. Training model for integrated blended learning Conceptual framework for integrating different components of blended learning
- 12. Goal Focus areas Implementation choices Linking formal and informal learning Comfort zones Linking learning with practice Connectivism Enabling link and network building Expression style Facilitating different expression styles Participation Contextual awareness Participation of local experts, adopting use cases from the context and context specific discussions Globalness Adopting use cases from similar contexts elsewhere in the region or globe and facilitating participants from the global community. Sense of community Common interest Group sessions and discussion threads relating to common practices Identity formation Create networking opportunities with project owners, facilitate participation in live projects and utilizing moderators with similar background to the students as role models. Cliquing Recognize cliques and facilitate its functioning and enable formed cliques to express themselves to others Approach to cultivating CoPs using blended learning
- 13. Takk ස්තුති
Editor's Notes
- Electronic health information systems (eHISs) in the form of DHIS2 instances were rapidly being implemented in LMICs The demand for training and capacity building was growing Face-to-face training no longer seems to be feasible all the time (e.g due to cost, logistics, resources, frequency…etc)
- Zero Goals: The MDG targets for 2015 were set to get us “half way” to the goal of ending hunger and poverty, with similar proportional goals in other fields. The SDGs are designed to finish the job – to get to a statistical “zero” on hunger, poverty, preventable child deaths and other targets. Universal Goals: The MDGs were in the context of “rich donors aiding poor recipients.” Since then the world has changed dramatically. Official development assistance (ODA) is now tiny compared to other resources flows, and the majority of the poorest people live in the middle-income countries. Inequality is the issue, not national-level poverty – and this applies to rich and poor countries alike. The SDGs will then be a set of goals applicable to every country. More Comprehensive Goals: Addressing THP Pillars: While THP celebrated and firmly committed to the MDGs, they largely ignored the three pillars of what we see as crucial for the sustainable end of hunger: empowering women, mobilizing everyone, and partnering with local government. The SDGs address these critical elements (to date) much more effectively, with far stronger gender goals, people’s participation and government “at all levels.” Inclusive Goal Setting: Distinguishing Hunger and Poverty: Funding: Peace Building: Data Revolution: Quality Education:
- If we consider one of the SDGs, Zero-hunger for example, it would require my organizations, professionals, scientists, researchers …etc to come together in achieving the said goal. For instance, the food industry, agricutlure industry, academia, land management, transportation and logistics, energy sector, the financial sector, the health sector should all come together in achieving the said goal. As ICT is also embedded in terms of achieving these goals, as discussed earlier, ICT industry would also come to the picture. However, none of these entitites by themselves would be able to achieve this goal. However, if these entitites channel their expertise together, it may be possible to work towards the zero hunger goal. This would require the SDG to faciltiate communication beteween these entitites and make everyone understand their role, the expectations, the potential areas of intervetions and facilitate exchange of resources amongst each other. This however, does not mean that one entity would take over the role of another. But, instead, each entity would carry out their own actions according to their own expertise, with a common goal or understanding on achieving zero-hunger. Thus, in a way, the SDG can be thought of as performing a mediating function, or itself function as a boundary object. In fact, Winter and Butler (2011), moot the idea of considering grand challenges for IS as boundary objects. Creating bigger problems: grand challenges as boundary objects and the legitimacy of the information systems field Susan J Winter1 , Brian S Butler
- Is there a model which we can refer to when using online learning tools?
- How such a model be integrated in training in order to cultivate communities of practice?