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Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Challenges for a faculty-based online learning unit in supporting
the development of online projects in medical education
Dr Lisa Wise, Online Learning Unit
Dr Chris Pearce, Department of General Practice,
Faculty of Medicine Dentistry and Health Sciences,
The University of Melbourne
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Outline
• Context for online learning initiatives• Role of the FMDHS Online Learning Unit• Online courses for Dept General Practice
– CME for GPs
– GP registrar training
– Communication Skills for health professionals
• What factors contribute to successful online course?• Online vs Multimedia Projects• Concluding comments
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
The web is very new
• WWW proposed in 1990• 50 webservers in 1992• Graphical web browser (Mosaic) in 1993• 2500 webservers at the end of 1994
– including www.monash.edu.au
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Expertise in Online Learning
“Expertise” takes at least 10 years to develop
• www.monash.edu.au started in 1994• my first online website for teaching in 1995• July is my 10 year anniversary
I have the minimum requirement to claim expertise in online learning …
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Perceived Demand for Online Learning
Assumptions:
Online learning is:
1. Convenient
2. Relatively inexpensive
Health professionals are:
3. Interested in studying online
4. Willing to pay for it
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
New markets
• Traditional teaching methods still perceived to be superior
• Online will tap new markets
RURALINTERSTATE
INTERNATIONAL
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Drivers for Online Learning Unit
Opportunities:• Limited domain expertise disseminated more widely• Earn revenue from student fees
Online Learning Unit:• capitalise on online opportunities • facilitate development of online programs• self-funding within 3 years by levy on student fees
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Online Learning Unit
• 25 potential online projects identified in 2002– Self-reported readiness of content
– Estimated funds available
– Projected student demand to make courses viable
• OLU set up in mid-2003– Ran 5 online courses in 2004
– Fewer students than projected in all courses
• This paper reports on 4 courses from the Department of General Practice
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Key evaluation criteria
1. Projected market? Sustainable?
2. Students willing to pay? Dept willing to pay levy?
3. Students and staff eager to go online?
4. Ongoing funding source?
5. Appropriate pedagogy? Appropriate online tools?
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
GP CME
• Web-based interactive learning environment for GPs• Basic case built into advanced “model case”
– Guided discussion
– Reflection
– Access to web-based reference material
• Dynamic knowledge and learning network– Resource intensive
– High level of facilitation and interaction required
– Not sustainable without project sponsor
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
1. Projected market? Sustainable?Projected 60 students per year probably sustainable
2. Students willing to pay? Dept willing to pay levy?Yes, but not at level to sustain development / no dept levy
3. Students and staff eager to go online?Key staff enthusiastic, but no widespread dept support
4. Ongoing funding source?Not pursued aggressively, key staff moved elsewhere
5. Appropriate pedagogy? Appropriate online tools?Innovative effective use of technology, strongly driven by
individuals, dependent on their personal commitment
Key evaluation criteria
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Vocational Training for GP registrars
• Weekly meetings• Weekend workshops• Case-of-the-Month online discussion forums
106 registrars in programMajority logged in at least once to download resources< 20% posted messages (only 37 / 250 messages)
< 50% of medical educators posted messages
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Key evaluation criteria
1. Projected market? Sustainable?Sustainable, captive training market
2. Students willing to pay? Dept willing to pay levy?Funding for online program negotiated with third party
3. Students and staff eager to go online?One highly committed facilitator, most not very interested
4. Ongoing funding source?Probably, but not committed to current strategy
5. Appropriate pedagogy? Appropriate online tools?Limited pedagogy, little discussion, mostly resource delivery
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Communication Skills
• Course 3 - communication skills for GPs• Course 4 - communications skills for GP Nurses
– 2 Face-to-Face Workshops
– Online Discussion Forums / Reflective journals (course 4)
– Online topics set by facilitators
– Ongoing low enrolments
– Motivated students improving professional skills
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Communication skills
• All students participated actively in forums throughout semester
• Most not very computer-literate (self reported)• Active social forums
Course 3: • high level of facilitator input
Course 4: • low level of facilitator input to forums, but interactions
with respect to reflective journals not tracked
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Key evaluation criteria
1. Projected market? Sustainable?Small niche markets with committed motivated students
2. Students willing to pay? Dept willing to pay levy?Yes, but no dept levy to fund development (low budget course)
3. Students and staff eager to go online?Not particularly interested in online, but suited needs
4. Ongoing funding source?Uni disincentives to run small niche courses, not run in 2005
5. Appropriate pedagogy? Appropriate online tools?Appropriate use of technology to support learning needs
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Successful Online Learning Projects
• Identifiable sustainable demand for online content• Prospective students who are willing to pay • Depts willing to pass on proportion of fees• Willingness of staff and students to engage in online
teaching and learning• Sponsors or funding sources for ongoing development,
maintenance and support of online program• Pedagogy that makes appropriate use of online
environment
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Overview of online programs
None of the courses met all the criteria:• GP CME and Communication Skills courses successful
educationally but not financially– Promoted meaningful online interactions– Did not have high enrolments– Did not reach out to new rural / regional /international markets
• GP Registrar Vocational Training online component not educationally successful in 2004 but financially viable– Did not promote interaction– OK with respect to content delivery– Different drivers so most likely to secure ongoing funding
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Services provided by Online Learning Unit
• Academic advice on appropriate use of online technology• Developing web-based resources
– Websites / Documents for download– Navigation / hyperlinks
• Hosting services– Creating user accounts– Setting up discussion forums, reflective journals, etc
• ICT support / training for facilitators and students• OLU fee income
– Hourly rates for development / hosting– No direct charge for academic advice
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Online Learning Expertise
• Experience teaching and learning online• Understanding of web-based interactive environment• Technically informed academics• Academically informed technical staff• Understanding of academic workflow and user needs• Just-in-time proactive training and support
CPD needs to fit requirements of participants (both staff and students)
Wise and Pearce, HIC, Aug 2005
Online Learning Unit
Online expertise versus Multimedia
Online environment
Interactive space
Content Providers / educators
Consumers / students
Content providersScreen Design
Navigation
PRODUCT
EDUCATIONAL DESIGN