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WHO Antenatal Course Preparing the new WHO eProfessors.

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Presentation on theme: "WHO Antenatal Course Preparing the new WHO eProfessors."— Presentation transcript:

1 WHO Antenatal Course Preparing the new WHO eProfessors

2 How to Teach Online Need to match what we do in the course as eProfessors with the goals of the online course What are the goals of the online course?

3 Outline 1.Goal of the online course 2.Learning objectives 3.How each component of course meets LOs 4.Intro/overview - role of moderator 5.Overview of online learning 6.Adult learning - characteristics Part II 1.Detail function of moderator - general and then specific for this course 2.Specific strategies for online moderator 3.Practice moderation

4 2. Goal of the Online Course Goal: To promote implementation of the new model. What is needed to accomplish this? –Knowledge –Attitude –Skills

5 Outline 1.Goal of the online course 2.Learning objectives 3.How each component of course meets LOs 4.Intro/overview - role of moderator 5.Overview of online learning 6.Adult learning - characteristics Part II 1.Detail function of moderator - general and then specific for this course 2.Specific strategies for online moderator 3.Practice moderation

6 2. Learning Objectives By the end of the course, the participant will be able to describe… …the methodology and results of the WHO systematic review of randomized controlled trials of routine antenatal care …the criteria for determining eligibility for the WHO ANC …the components of the 4 ANC visits …the policy and management principles underlying successful translation of research findings (like the WHO trial) into practice …a specific plan for implementation of the new model into your institution or region.

7 Outline 1.Goal of the online course 2.Learning objectives 3.How each component of course meets LOs 4.Intro/overview - role of moderator 5.Overview of online learning 6.Adult learning - characteristics Part II 1.Detail function of moderator - general and then specific for this course 2.Specific strategies for online moderator 3.Practice moderation

8 3. How each component of course meets LOs Learning Objectives:Online Course Component: The methodology and resultsReview published article in Lancet; online slide show; online module Eligibility for the WHO ANCStudy online module and quiz Components of the 4 ANC visitsStudy online module and quiz The policy and management principles underlying successful translation of research into practice New online module on translation of research findings A specific plan for implementation of the new model into your institution or region. New online assignment to create implementation plan using online guide

9 Outline 1.Goal of the online course 2.Learning objectives 3.How each component of course meets LOs 4.Intro/overview - role of moderator 5.Overview of online learning 6.Adult learning - characteristics Part II 1.Detail function of moderator - general and then specific for this course 2.Specific strategies for online moderator 3.Practice moderation

10 4. The Role of the eProfessor As an eProfessor, you will be a –Guide, –Coach, –Leader, –Model and –Teacher all combined. You will find that the most powerful and effective learning opportunities will occur in the Discussion Area. Adapted from: Embanet, 2004

11 The Role of the eProfessor Your goal as an online moderator is to promote learning by: Encouraging students to clarify their goals and apply them to the online course. Recognizing waning interest and intervening to sustain engagement. Encouraging through effective and regular feedback. Helping students to adopt and maintain a positive attitude towards change in antenatal care. Helping students connect the course material and to their real-world professional experiences and goals. Promoting lively and extensive online discussions. From: Embanet, 2004

12 Outline 1.Goal of the online course 2.Learning objectives 3.How each component of course meets LOs 4.Intro/overview - role of moderator 5.Overview of online learning 6.Adult learning - characteristics Part II 1.Detail function of moderator - general and then specific for this course 2.Specific strategies for online moderator 3.Practice moderation

13 5. What is Distance Education? Education is a system of interactions between a teacher, students and materials that results in learning. Distance education is like other kinds of education, except that its system of interactions occur outside the classroom. Distance education began as a method of providing education to students inaccessible to conventional educational opportunities. Adapted: Embanet, 2004

14 Outline 1.Goal of the online course 2.Learning objectives 3.How each component of course meets LOs 4.Intro/overview - role of moderator 5.Overview of online learning 6.Adult learning - characteristics Part II 1.Detail function of moderator - general and then specific for this course 2.Specific strategies for online moderator 3.Practice moderation

15 6. Adult Learning Self directed and self-motivated Informed by and related to real-life experience Often goal-driven Collaborative Promoted by reflective learning Practical

16 Part II Today we will: Review role of eProfessor Examine how to actually teach online Practice some basic methods of interacting with learners online Critique each others online teaching

17 Outline 1.Goal of the online course 2.Learning objectives 3.How each component of course meets LOs 4.Intro/overview - role of moderator 5.Overview of online learning 6.Adult learning - characteristics Part II 1.Detail function of moderator - general and then specific for this course 2.Specific strategies for online moderator 3.Practice moderation

18 1. The Role of the eProfessor As an eProfessor, you will be a –Guide, –Coach, –Leader, –Model and –Teacher all combined. You will find that the most powerful and effective learning opportunities will occur in the Discussion Area. Adapted from: Embanet, 2004

19 The Role of the eProfessor Your goal as an online moderator is to promote learning by: Encouraging students to clarify their goals and apply them to the online course. Recognizing waning interest and intervening to sustain engagement. Encouraging through effective and regular feedback. Helping students to adopt and maintain a positive attitude towards change in antenatal care. Helping students connect the course material and to their real-world professional experiences and goals. Promoting lively and extensive online discussions. From: Embanet, 2004

20 How does one teach online? Ans: Give Feedback! Feedback that is integrated into discussions can: Promote intellectual connection with course material - pushing students to create and express personal views and critical appraisal of the course material Motivate students and positively influence attitudes. Help students to clarify their thinking processes or analyses by prompting new ways of thinking Identify student deficiencies, attitude barriers, and provide opportunities and interventions for improving performance to meet course goals. Adapted from: Embanet, 2004

21 Principles of Moderation 1.Answer each posting promptly 2.Do not give answer but rather: 3.Ask questions and request clarification, and deeper meaning, probe (especially for solutions) 4.Summarize student postings at end of each week (more next…) 5. - critique each week each student; can do this from within the course (more next…)

22 Principles of Moderation #4: Summarize student postings at end of each week Keep it brief Address major learning points Stay on TTRAC Tie up Transition Reinforce Acknowledge (and give positive feedback for) postings Highlight new Concepts and Conclusions - need to insure in some way that this is reviewed and processed by students (perhaps post at beginning of next week?)

23 Principles of Moderation #5: - critique each week each student; can do this from within the course Critique each week each student (can do this from within the course) Send a brief each week to each student with a comment on his/her work, critiquing: –Quantity of work –Quality of work

24 Online Moderation/ Feedback Techniques We will examine and practice the following type of feedback within a discussion board: 1.Probing for deeper meaning and prompting for clarity 2.Reorienting a student to reinforce learning outcomes/objectives 3.Focusing a too broad discussion on key issues 4.Summarizing and transitioning

25 I read the material on the new antenatal care schedule, but this is not likely to work in my setting because the results dont really apply to our patients and there are so many barriers to its implementation. - Raoul Sampson, MD Your Assessment? Example of a Posting Example of a Posting Probing for deeper meaning & prompting for clarity

26 FLASHBACK How does one teach online? Ans: Give Feedback! Feedback that is integrated into discussions can: Promote intellectual connection with course material - pushing students to create and express personal views and critical appraisal of the course material Motivate students and positively influence attitudes. Help students to clarify their thinking processes or analyses by prompting new ways of thinking Identify student deficiencies, attitude barriers, and provide opportunities and interventions for improving performance to meet course goals. Adapted from: Embanet, 2004

27 This posting is limited in: Feedback that is integrated into discussions can: Promote intellectual connection with course material - pushing students to create and express personal views and critical appraisal of the course material Motivate students and positively influence attitudes. Help students to clarify their thinking processes or analyses by prompting new ways of thinking Identify student deficiencies, attitude barriers, and provide opportunities and interventions for improving performance to meet course goals. Adapted from: Embanet, 2004

28 I read the material on the new antenatal care schedule, but this is not likely to work in my setting because the results dont really apply to our patients and there are so many barriers to its implementation. - Raoul Sampson, MD How might you respond? Example of a Posting Example of a Posting Probing for deeper meaning & prompting for clarity

29 I read the material on the new antenatal care schedule, but this is not likely to work in my setting because the results dont really apply to our patients and there are so many barriers to its implementation. - Raoul Sampson, MD Raoul, thank you for honestly sharing your thoughts on the new model. You clearly have some serious reservations about the appropriateness of the new model for your setting. Your first comment refers to generalizability of research findings- could you describe why you are concerned that the trial results are not generalizable to your patients? Also, one of the main purposes of this online course is to assist you with identifying and overcoming barriers to implementation of the new model. To do so, you will have to develop a clear understanding of the barriers- please respond to this message with more detailed information about barriers that you see, and how they might be overcome. I look forward to reading your thoughts on both of these 2 issues after you have had a chance to reflect on them.- Dr. Wiecha I read the material on the new antenatal care schedule, but this is not likely to work in my setting because the results dont really apply to our patients and there are so many barriers to its implementation. - Raoul Sampson, MD Raoul, thank you for honestly sharing your thoughts on the new model. You clearly have some serious reservations about the appropriateness of the new model for your setting. Your first comment refers to generalizability of research findings- could you describe why you are concerned that the trial results are not generalizable to your patients? Also, one of the main purposes of this online course is to assist you with identifying and overcoming barriers to implementation of the new model. To do so, you will have to develop a clear understanding of the barriers- please respond to this message with more detailed information about barriers that you see, and how they might be overcome. I look forward to reading your thoughts on both of these 2 issues after you have had a chance to reflect on them.- Dr. Wiecha

30 Outline 1.Goal of the online course 2.Learning objectives 3.How each component of course meets LOs 4.Intro/overview - role of moderator 5.Overview of online learning 6.Adult learning - characteristics Part II 1.Detail function of moderator - general and then specific for this course 2.Specific strategies for online moderator 3.Practice moderation

31 3. Practice Moderation - Exercise PLAN: we will use material from Dr. Bicknells seminar- Post a question or problem in the discussion thread. Do this as part of this seminar. Give seminar in the computer room. Then have each person write a response to a)a thread having to do with Bicknell and b)is this Art (show an X or something like that). Then, have each person post a moderation message to 2 others. Then have each person critique the moderation message based on: a)summary b)probing c)reinforce learning outcomes d)focusing discussion.


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