Leveraging Web-based Technology to Build the Capacity and Knowledge of Advocates Gary Wolnitzek¹, Rebekah Webb² ¹ Global Campaign for Microbicides; ² Consultant Introduction Background The inaugural GCM Virtual Classroom concluded in September 2009 with 14 European and African students completing a basic course on microbicides and receiving a course completion certificate. Content was adapted from Microbicides Essentials, an on-line course designed to provide answers to the difficult scientific and ethical questions advocates have to deal with every day. Through the use of ReadyTalk, a web-based teleconferencing and webinar service, individuals were able to connect within the GCM Virtual Classroom. Over the course of four months, students from as far apart as Zambia, Denmark, Rwanda, and Portugal sat down together every two weeks in front of their computers to participate in seven cyber-space study sessions. Equipped with headsets, computers, and phones, the dedicated students logged on to engage with expert speakers and GCM staff, view scientific animations, and take interactive quizzes. Advocacy topics examined in depth included female condoms, PrEP, and rectal microbicides. Session Topics The HIV Lifecycle Mechanisms of Action: An Update Lessons Learned from the Female Condom How to do Phase III trials Lessons Learned from working with CABs Rectal Microbicides The Microbicides Field Landscape Key FindingsRecommendations Strengths Giving Them What They Want: Students of the GCM Virtual Classroom were overwhelmingly positive about the course content and felt that the course “definitely” delivered what they were looking for. Ensure that students can provide input into designing the training curriculum so that the facilitator can ensure students will receive the information, knowledge, and skills they desire. Maintaining Momentum: Students cited direct access to microbicide experts and on-going support from the course facilitator as factors that enhanced their experience of taking the course at a distance. Check in with students on an on-going basis before, after, and during sessions to ensure that they have the opportunity to ask questions, receive clarification on content, and access additional resources in order to enhance their learning experience. Doing It Well: Aspects that students drew attention to as being particularly well done were the tests for each module, and the facilitation, including the interactive aspects of the sessions. Solicit feedback from students in order to adapt sessions and make changes to the facilitation style and session design so that the learners’ needs are met. Challenges Technical Issues: Some of the students (mainly Africans) felt that they could not participate as effectively in the study group webinar sessions because of technical difficulties with phone- lines, Internet connections, and Ready Talk access. Try to offer alternative ways for learners to access content, such as print-outs of the course modules. In addition, send any ancillary materials, such as slide sets, to students prior to the session date. Encourage students to join via phone and flip through the slide sets if they are unable to connect to webinar portions of the session. Identify alternate ways for individuals to dial into the sessions such as Skype. Connectivity: Students found the on-line Microbicides Essentials course slow to load and that they would need to start modules over again from the beginning when the Internet failed in the middle of a module. GCM is working on developing a CD-Rom version of the course for individuals who do not have reliable access to the Internet. For more information on the Microbicides Essentials course please visit "It was very very useful to talk to the experts in the Virtual Classroom. You could ask them questions and broaden your thinking.” - Paul Moses Ndegwa, Kenya “My favourite session was the one on mechanisms of action. I was really thrilled by the animation of the viral transcriptase action on the normal cell.” - Chibuike Amaechi, Nigeria “It’s completely different doing the course with the other students and experts than doing it alone.” – Harriet Langanke, Germany "The Virtual Classroom made what we were learning from the online course more ‘alive’, current and relevant.” - Mudia Uzzi, UK