WHO Antenatal Course Preparing the new WHO eProfessors

WHO Antenatal CourseWHO Antenatal Course

Preparing the new WHO “eProfessors”

How to Teach OnlineHow 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?

OutlineOutline1. Goal of the online course 2. Learning objectives3. How each component of course meets LO’s4. Intro/overview - role of moderator5. Overview of online learning6. Adult learning - characteristicsPart II1. Detail function of moderator - general and then

specific for this course2. Specific strategies for online moderator 3. Practice moderation

2. Goal of the Online Course2. Goal of the Online Course

• Goal: To promote implementation of the new model.

• What is needed to accomplish this?– Knowledge– Attitude– Skills

OutlineOutline

1. Goal of the online course 2. Learning objectives3. How each component of course meets LO’s4. Intro/overview - role of moderator5. Overview of online learning6. Adult learning - characteristicsPart II1. Detail function of moderator - general and then specific

for this course2. Specific strategies for online moderator 3. Practice moderation

2. Learning Objectives2. 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.

OutlineOutline



3. How each component of3. How each component ofcourse meets LO’scourse meets LO’s

Learning Objectives: Online Course Component:

The methodology and results Review published article in Lancet; online slide show; online module

Eligibility for the WHO ANC Study online module and quiz

Components of the 4 ANC visits Study 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

OutlineOutline



4. The Role of the eProfessor4. 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

The Role of the eProfessorThe Role of the eProfessorYour 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

OutlineOutline



5. What is Distance Education?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

OutlineOutline



6. Adult Learning6. Adult Learning

• Self directed and self-motivated

• Informed by and related to real-life experience

• Often goal-driven

• Collaborative

• Promoted by reflective learning

• Practical

Part IIPart 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

OutlineOutline



1. The Role of the eProfessor1. 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.


The Role of the eProfessorThe Role of the eProfessorYour 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

How does one “teach” online? How does one “teach” online? Ans: Give Feedback!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.


Principles of ModerationPrinciples 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. E-mail - critique each week each student; can do this from within the course (more next…)

Principles of ModerationPrinciples 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?)

Principles of ModerationPrinciples of Moderation

#5: E-mail - 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 e-mail each week to each student with a comment on his/her work, critiquing:

– Quantity of work– Quality of work

Online Moderation/Online Moderation/Feedback TechniquesFeedback 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

“I read the material on the new antenatal care schedule, but this is not likely to work in my setting because the results don’t really apply to our patients and there are so many barriers to its implementation.” - Raoul Sampson, MD

Your Assessment?

Example of a PostingExample of a PostingProbing for deeper meaning & prompting for clarity

FLASHBACKFLASHBACK

How does one “teach” online? How does one “teach” online? Ans: Give Feedback!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





This posting is limited in: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





“I read the material on the new antenatal care schedule, but this is not likely to work in my setting because the results don’t really apply to our patients and there are so many barriers to its implementation.” - Raoul Sampson, MD

How might you respond?



• “I read the material on the new antenatal care schedule, but this is not likely to work in my setting because the results don’t 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 don’t 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

OutlineOutline



3. Practice Moderation - Exercise3. Practice Moderation - Exercise

• PLAN: we will use material from Dr. Bicknell’s 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) probingc) reinforce learning outcomesd) focusing discussion.

Documents

WHO Antenatal Course Preparing the new WHO eProfessors