+ 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 JHSPHOnline programsOnline courses Online courses: effectiveness Online courses: lessons learned Online courses: tools TrainingOn-site training Online training: format Online training: content and delivery Online training: participation Open Educational Resources OER JHSPH OpenCourseWare OpenCourseWare Consortium Consortium MOOCS Teaching strategies

+ Johns Hopkins Bloomberg School of Public Health

+ 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

+ What Makes the Bloomberg School Unique

+ Education Continuum OpenCourseWare iTunes U Online training Open Educational Resources (OER) Coursera Massive Open Online Courses (MOOCs) Traditional Online Academic Courses Free; anyone; no interaction Free; massive; with interaction $ ; limited; interaction

+ Programs

+ 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 health/current_students/MPH_PTIB_Student_Manual_ pdf

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

+ Comparison of the effectiveness between online learning and traditional classroom learning

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+ It’s like comparing apples to oranges …

+ Some factors to consider Target audiences Learning styles Age (education levels) Generations

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+ 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

+ 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

+ 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

+ Training On-site Online Blended Combining both on-site and online

+ 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

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

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

+ 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

+ Open Educational Resources OER “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)

+ 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.

+ JHSPH OCW 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

+ 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

+ Massive Open Online Courses MOOCs Free online courses for the mass Certification is possible Quality courses (interaction and assessment) Lifelong learning or training

+ Teaching Strategies In 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

+ 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” /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)

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

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