Why are we developing Open Educational Resources for eye health training programmes?
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Transcript of Why are we developing Open Educational Resources for eye health training programmes?
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Why are we developing OER for eye health training programmes?Sally Parsley, Daksha Patel, Astrid Leck, Jo StroudLSHTM Education Day 22/09/2016
@sallyeparsley
Improving health worldwidewww.lshtm.ac.uk
1. Context2. Our strategy3. What we’re doing4. Are we making a difference?5. Lessons learnt/ opportunities
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285 million visually impaired people
Epidemiology and visual impairment video from our Global Blindness OER. https://youtu.be/eRQnwOHU8Os
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Cartogram showing the distribution of practicing ophthalmologists worldwide by country. Larger areas represent higher numbers and smaller areas proportionally smaller data values (from Bastawrous and Hennig, 2012)
<1 ophthalmologist per million people in 23 countries
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Training facilities: constraints
(IAPB, 2014)
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Health care worker screening in the community using Peek, a smartphone based diagnostic tool. KENYA. Credit: Peek CC BY-NC https://flic.kr/p/FpgdTW
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Ophthalmic training in the hospital using a smartphone. Credit: Olufunmilola A. Ogun CC BY-NC https://flic.kr/p/DZSFZw
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Claire Walker CC BY-NC flic.kr/p/9qUnCQ
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Geralt CC BY-0 https://pixabay.com/en/open-neon-note-entry-light-70835/
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MIT OpenCourseWare>2 million visits each month
3 US MOOC platforms>25 million enrolments 2012-2015
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(de los Arcos et al. 2015)
(Koller et al, 2015)
(Manturuk K, Ruiz-Esparza QM, 2015)
MOOC
on students
“Duke university instructors who had developed MOOCs changed their teaching approach in both MOOCs and traditional courses, including by improving classroom materials and activities, crafting better measures of student learning, and experimenting with new pedagogies to increase engagement and learning.”
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Samuel Siminyu presenting study results at OER16 conference. Credit: Sally Parsley CC BY
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% households with internet access by level of development, 2005-
2014
(ITU, MIS Reports, 2014)
World’s offline population 2016 >50% not using the internet
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Adapted from: Nadia Mireles CC BY 3.0 sharingoer.com
Open online course made up of OERs
Our courses and curriculi
CC - shared, adapted, re-used
MOOC
Our approach
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Gap analysis to identify topicsSteve Jurvetson CC BY flic.kr/p/5u989W
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Course development Example learning design
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By 2019• 7 courses on OpenStudy• Syndicated OER materials• 3 SSA partners localise & accredit
courses (+more?)• Digital literacy training and
empowerment for eye care educators
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• 3,062 learners • 69% from LMICs
17 of 20
Global Blindness course 2014/15
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1 year survey: 4% response rate (n=139) 85% had applied learning to work88% reported educational benefits72% reported career benefits
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Survey of learners 1 year later (n=139) 70% had used the OER for teaching and learning
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UCT Vula and external versions of the Global Blindness OER https://youtu.be/eRQnwOHU8Os
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Conclusions / lessons learnt• Substantial appetite for informal, online learning amongst eye care workers in LMICs. • Online, self-directed learning is likely to fully engage only the most enabled learners. • Eye care educators and training institutions are reusing the OER in various innovative ways in
their local contexts.• Empowering wide uptake of the OER by eye care educators in local training programmes is
crucial for sustainable success – issues to explore around awareness, access, capacity, skills and acceptability.