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Sukon Kanchanaraksa

Sukon Kanchanaraksa. Innovative Teaching Strategies: Use of Technology. Sukon Kanchanaraksa, PhD Director Center for Teaching and Learning Johns Hopkins Bloomberg School of Public Health August 29, 2012. Topics. Johns Hopkins Bloomberg School of Public Health. Mission Statement.

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Sukon Kanchanaraksa

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  1. Sukon Kanchanaraksa

  2. Innovative Teaching Strategies:Use of Technology Sukon Kanchanaraksa, PhD Director Center for Teaching and Learning Johns Hopkins Bloomberg School of Public Health August 29, 2012

  3. Topics

  4. Johns Hopkins Bloomberg School of Public Health

  5. Mission Statement The Johns Hopkins Bloomberg School of Public Health is dedicated to the education of a diverse group of research scientists and public health professionals, a process inseparably linked to the discovery and application of new knowledge, and through these activities, to the improvement of health and prevention of disease and disability around the world. Protecting Health, Saving Lives—Millions at a Time

  6. What Makes the Bloomberg School Unique

  7. Education Continuum

  8. Programs

  9. Internet-Based MPH • 3 years • 80 credits • 16 of the 80 credits from f-2-f courses • Residency ~ 2 times in Baltimore (2-3 weeks each) • Remaining credits can be earned from online courses • Student Manual http://www.jhsph.edu/academics/degree-programs/master-of-public-health/current_students/MPH_PTIB_Student_Manual_2012-13.pdf

  10. Online Courses • 100+ full online courses • Asynchronous and synchronous • At your own pace within sequential modules

  11. Comparison of the effectiveness between online learning and traditional classroom learning

  12. It’s like comparing apples to oranges …

  13. Some factors to consider • Target audiences • Learning styles • Age (education levels) • Generations

  14. Online Courses- Effectiveness • Randomized trials – difficult • Study population – professionals, educational levels, incentive • Parameters used in comparison - instructors, pedagogy, support/organization, (course subjects) • Outcomes (learning) – quiz/exam, longer term applications • Case studies • Ex 1 – non-randomized comparison • Ex 2 – randomized study

  15. Online Courses- Lessons Learned • Quality, quality, quality • Not repurposing existing content • Synchronous component enhances satisfaction (and learning?) • 5-10% • Set expectations - time management, task management, communication,academic ethics, etiquette, civility,… • Provide timely feedback

  16. Online Courses- Tools • Platforms • All share similar features • Discussion board/bulletin board/BBS • Assessment tools • Survey • Web conference tools • Synchronous/live webcast • Other tools • Wiki/Google doc • Backchannel (real-time online conversation alongside a live presentation) • Social media • Peer evaluation/peer grading

  17. Training • On-site • Online • Blended • Combining both on-site and online

  18. On-site Training • Active learning in classroom • Compare to a more common “passive” participation that participants listen to lectures • Learning activities • Individual • polling • Paired • discussion and share • Groups • projects

  19. Online Training- Format • Content • Pre-recorded • Webcast (live event) • On demand versus cohort • Interaction • Asynchronous interaction (email, bulletin board) • Synchronous interaction (web conference) • On-site presence • Combination

  20. Online Training- Content and Delivery • Content types • Pre-recorded audio versus video • Chunking – 10-20 min section • Interaction • Pros and cons • Asynchronous and synchronous • Web conference versus on-site presence • Other strategies • Timely feedback

  21. Online Training- Participation • Incentives and disincentives • Certification • Free versus (nominal) fees • Strategies • Values to participants • Work release from supervisor (take place during work time) • Add to calendar

  22. Open Educational ResourcesOER • “Digital materials that can be re-used for teaching, learning, research and more, made available free through open licenses…” (Wikipedia, 2012) • “The term Open Educational Resources describes liberally-licensed educational content (text, audio, video) and other resources that support the production, distribution, and use of such content. There is no generally accepted definition of OER. The term was first used in July 2002 during a UNESCO workshop on open courseware in developing countries. Most existing definitions include content, software tools, licenses, and best practices.” (UNESCO OER Handbook, 2009)

  23. Examples of OER • Wikipedia, Flickr, TED, • OpenCourseWare • Government of Brazil mandates that all educational materials produced with public funds be open-licensed “I believe that the ones that receive all these amounts of public money have an obligation to the society to share the outcomes of their research and its development with the society who financed them, allowing the free use of such educational resources.”1 • World Bank launched “Open Knowledge Repository”, an online collection of World Bank publications released under Creative Commons licensing.

  24. JHSPH OCWhttp://ocw.jhsph.edu • Free content (open!) • 100+ public health courses and materials • Gems • History of Public Health • Statistical Reasoning • JHSPH OCW Image library • Creative Commons license (BY-NC-SA) • Attribution, Noncommercial, and Share Alike • Educators and learners

  25. OpenCourseWare Consortium OCWC • Consortium of 200+ colleges and universities worldwide • “Free and open digital publication of high quality college and university-level educational materials” • Creative Commons license (free to use; encourage to use) • 15 languages

  26. Massive Open Online CoursesMOOCs • Free online courses for the mass • Certification is possible • Quality courses (interaction and assessment) • Lifelong learning or training

  27. Teaching StrategiesIn Discussion • Blended learning • Online activities/assignments + reduction in seat time • Flipped classroom • For example, Khan Academy • Smart classroom • Smart board • Lecture capture • Active learning classroom • Use of mobile devices

  28. Starting an Online Program • Frameworks or common sense • eLearning Maturity Model • “institutions assess and compare their capability to sustainably develop, deploy and support e-learning” http://www.caudit.edu.au/educauseaustralasia07/authors_papers/Marshall-103.pdf • Domains for consideration • Pedagogic aspects (course learning objectives, course design) • Resources for the development (infrastructure, technical team) • Support and operation (library, help desk, tech support) • Evaluation and quality control • Institutional planning, management, and support (rationale, criteria, standards, policies, and strategies)

  29. Starting an Online Program (cont) • Stakeholders • Institution’s support • Faculty buy-in • Infrastructure (IT, Teaching and Learning unit) • Target audiences

  30. Public Health Training Centers Program Annual Meeting HRSA August 29-30, 2012 Hilton, Rockville, MD THANK YOU

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