Using mobile technology for distance learning One Health Approach to Workforce Capacity Building: A Technology and Curriculum Partnership between Tufts University and an African University Network in Eastern and Central Africa Tufts University: Susan Albright, BA; Janetrix Hellen Amuguni, DVM, MA, PhD; Diafuka Saila-Ngita, PhD; Erden Oktay, BA; Makerere University: Sam G. Okech, BVM, MSc; Nazarius T. Mbona, PhD; Moi University: Peter Koskei, BVM, MSc; University of Lubumbashi: IA Ngona, PhD; University of Kinshasa: Christian-Yan Madimba, DVM, MSc Description and Design: Since 2009, through USAID’s RESPOND Project, Tufts University has partnered with universities in the One Health Central and Eastern Africa (OHCEA) university network to implement TUSK. To date, TUSK has been installed and customized in several schools at Makerere University (Uganda), University of Nairobi (Kenya), Moi University (Kenya), University of Kinshasa (DRC), University of Lubumbashi (DRC), University of Rwanda – Nyagatare Campus (Rwanda), National University of Rwanda (SPH; Rwanda). Jimma University (Ethiopia) and Mekelle University (Ethiopia) await installation in early 2015. The multi-tenancy nature of TUSK, a system built around the One Health approach, allows for the sharing of content across multiple schools in a university. Delivery of technology-based education is not yet second nature to resource constrained African countries.  Given electricity, bandwidth and limited technology know how, implementation problems loom large even in the face of huge rewards. Phase II - Implementation According to predefined installation checklist “contract” roles of TUSK and local staff Phase III - On-Going Support (if included in original work plan)   TLHS staff will provide notification of software updates Provide on-going technical support to the at defined levels (e.g., problem analysis, problem-fixing, installation of updates, moves to new servers). Provide on-going training to technical staff, support staff, and faculty  users  (Top-left) Problem-based Learning training, Moi University, Eldoret, Kenya; (Top-right) ISTM, Lubumbashi, Democratic Republic of the Congo; (Bottom) RESPOND faculty training, Makerere University, Uganda Obtaining Buy-in Phase I - Site Assessment & Work Plan Development Assessment of the technical environment to ensure [Contracting Institution] will be able to successfully run the TUSK system. Create implementation and work plan to define equipment, network and system integration requirements as well as staffing resources for the subsequent phases of this project. A pre-installation check-list which will guide the assessment. Current local IT environment – appropriate hardware, software, and assessment includes: Governance/access policies Servers, Data Storage and Back-up systems, Operating systems, Databases, Web systems, etc. Network and Associated Services Technical assets including authentication, email.   Staffing (technical and user support) Current expertise and number of staff and their adequacy to maintain and train locally Recommendations included in the work plan to address a variety of issues including whether the TUSK installation will be done on site or remotely, which staff from the [Contracting Institution] will be involved in this project, what training will be required for these staff, and whether the needed training should be performed at Tufts or “on-site” at [Contracting Institution]. Evaluation and Lessons Learned: Implementation is slow but steady and interest continues to grow. U. Nairobi, Makerere and Moi are moving fastest. Universities of Kinshasa and Lubumbashi and Universities in Rwanda are just now coming on line. Ethiopia still has no TUSK servers. Training targeted to use cases and local needs Work closely with Dean and faculty leadership to foster implementation from early adopters Internationalization of software is extremely complex Integrate curricular work with technology implementation Focus on change management techniques Be patient with technology and power problems What is TUSK: TUSK (Tufts University Sciences Knowledgebase) is a powerful, online, open source educational system which offers huge capacity building opportunities.  http://opentusk.org. TUSK’s key features include: Course/content delivery by mobile or desktop Content repository and management Tools for active and distance learning Curriculum competency-based management – for continuous improvement Administrative management – for evaluating and comparing training programs across any network or clinical sites or institutions Internationalization – TUSK is translated into French and can be into any other language Mobile – TUSK accessed on smart phones and tablets Going Forward: Pursue organization of universities using TUSK for local support and development Continue to work closely with Tufts and other TUSK-developing institutions for future development Pursue cloud-based software as a service Change Management Techniques to enhance uptake of usage Using mobile technology for distance learning