Distance Learning in Response to Emerging Trends: Innovation with Technology

1. Distance Learning in Response to Emerging Trends: Innovation with Technology A PROJECT OF THE John Richards, M.A., AITP Health Information Group, Georgetown University Distance Learning First Fridays Webinars:December 7, 2012 With funding from the Maternal and Child Health Bureau (MCHB), Health Resources and Services Administration, U.S. Department off Health and Human Services

2. Distance Learning First Friday Webinar Series 11:00 AM – 12:00 Noon Innovation through Technology: December 7, 2012 Quality Improvement: January 4, 2013 Interdisciplinary Professional Training and Systems Integration: February 1, 2013 Impact and Investments: March 1, 2013

3. What We’re Going to Cover 1. Why Distance Learning 2. MCH Training Program’s DL Grantees 3. Learning & Innovative Technologies 4. Promising Practices 5. Technology Challenges 6. Evaluation 7. Sustainability 8. Resources

4. 1. Why Distance Learning? Department of Education: The use of digital technologies for learning supports the education of adult learners and their teachers and extends educational opportunities to reach new groups of students. The thoughtful integration of digital technologies into the traditional scheme of education and their use in developing new ways of learning is necessary to ensure students have the tools to thrive in a complex and rapidly changing technological society. Digital technologies for learning, such as self-paced learning modules, multimedia case studies, simulations, video tutorials, and communications and assessment tools, can increase the array of learning opportunities for adult students and their teachers. http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/tdlearn.html#1

5. Why Distance Learning? • Benefits: • Convenience • Flexibility • Effectiveness • Affordability • Multi-sensory • Interactivity • Equity • Challenges: • Access

6. Why Distance Learning? Bringing it home to MCH: Alternative education methodologies provide effective and efficient means by which MCH professionals can enhance and advance their analytical, managerial, administrative and clinical skills while continuing to meet their daily on-site responsibilities… Alexander et al.

7. 2. MCH Training’s Distance Learning Program MCH Training Programhttp://www.mchb.hrsa.gov/training

8. MCH Training Data • 716 Distance Learning short term trainees • 1,500 TA activities reported by grantees • TA activities at all geographic regions, most commonly at the national level, thus emphasizing the goal of distance learning to transcend geographic barriers • 3,639 students received continuing education (CE) through DL programs, resulting in 977.5 hours of course work. • 57 products were developed by DL grantees, including 35 online modules and 9 peer reviewed publications.FY11 Data

9. DL Highlights • 1/3 of DL programs perform direct services trainings (e.g., for clinics, pediatricians); 2/3 provide training to public health professionals. • 83% reported training that includes Bright Futures and/or directly addresses other core MCH competencies. • All DL grantees focus on continuing education. Data taken from MCHB’s Discretionary Grant Information System

10. DL Collaborations • Skill-building session at AMCHP Annual Conference, 2009 • MCHB Webinar: Using a Variety of Methods for MCH Professional Development, 2010 • Poster Presentation at AUCD Annual Meeting, 2010: Web 2.0 in MCH Training • Article for MCH Journal, 2011: Collaborative Learning While Doing • DL First Fridays Webinar Series, 2012-2013

11. Current DL Grantees • Discover MCH Leadership (Delta Interactive Solution to Collaborate Over Video for Education and Resources for MCH Leadership):University of Arkansas for Medical Sciences • Health Information Learning Lab:Georgetown University, Health Information Group • Women’s Integrated Systems for Health (WISH) DL Initiative: University of North Carolina at Chapel Hill

12. DISCOVER MCH LeadershipUniversity of Arkansas for Medical Sciences • The Mississippi Delta Region is one of the most distressed areas of the nation. • Healthcare providers are continually challenged in their profession and efforts to improve health disparities of its maternal, neonatal and pediatricresidents. • Interdisciplinary group of MCH professionals, which include and are not limited to:

13. Health Information Learning LabGeorgetown University • Well-Child Care Curriculum • www.healthinfolearninglab.org • Well-Child Care • Promoting Healthy Mental Development • Addressing Mental Health Concerns • Around the Table: Promoting Healthy Eating Through Culture and Food

14. Women’s Integrated Systems for HealthUniversity of North Carolina • Child Care Curriculum • Training opportunity for public health and mental health professionals to apply a public health approach to the design of integrated women’s health policies, programs and services to address the physical and mental health needs of women of childbearing age. • Webinar Series, Orientation (online, self-paced study), Academy (instructor-led, team-based online learning opportunity) • New MCH Library Knowledge Path • Six (6) online, self study modules: • Overview • Scope of the problem and health inequities • Theories and models of the Integrated Care Approach • Building and supporting Community Engagement and Partnerships • Evidence-based practice • Call to Action • http://oce.sph.unc.edu/wishorientation

15. 3. Methods of Learning & Innovative Technologies • Synchronous: • Video: • Video Conferencing • Webinars • Audio: • Conference Calls • Audio Conferencing • Data • Interactive, Internet-Based Learning • Chatting, Messaging • Social Networks

16. Methods of Learning & Innovative Technologies • Asynchronous: • Video: • Streaming Video (MP4, .wav, YouTube) • DVD; Embedded Video • Audio: • Podcasts, Radiocasts • Embedded Audio (MP3s), CDs • Data • CD-ROM • Data Dashboards/Mash-Ups • SmartPhone APPs; Blogging; Social Networks

17. 4. Promising Practices • Discover MCH Leadership (Delta Interactive Solution to Collaborate Over Video for Education and Resources for MCH Leadership):University of Arkansas for Medical Sciences • Health Information Learning Lab:Georgetown University, Health Information Group • Women’s Integrated Systems for Health (WISH) DL Initiative: University of North Carolina at Chapel Hill

18. Promising Practices:DISCOVER MCH Leadership • In an effort to meet continuing educational needs in the Delta region, DISCOVER MCH Leadership provides continuing education credit through: • Interactive video teleconferences transformed into web-based enduring materials

19. Promising Practices: • Health Information Learning Lab • Well-Child Care Curriculum • Design: • Self-directed • Integration; adaptability • Synchronous or asynchronous • Case studies • Toolkits • Choose and Use Guides

20. Promising Practices:Women’s Integrated Systems for Health • Well-Child Care Curriculum • Webinar series for general awareness building and change in interest, attitudes and values • Self-directed online training modules to further understand theories, concepts, data • Instructor-led, distance based community of practice using teams to apply concepts

21. Promising Practices:Social Media Examples Well-Child Care Curriculum

22. 5. Technology Challenges

23. 5. ChallengesCurriculum What are the barriers to using social media?

24. 6. Evaluation • Ongoing evaluation and self-assessment activities are essential to the development and use of DL curricula. • Evaluation results help: • Measure a project’s progress, enabling staff to improve format, content, and usability and to respond more effectively to the needs of MCH professionals. • Assess a project’s ability to increase users’ knowledge and skill levels and change their attitudes and practices. • Objectively assess a project’s effectiveness.

25. Process Evaluation Techniques • Field Review • Usability Testing • Accessibility Testing • Evaluation Forms • Continuing Education Group Reviews

26. Outcome Evaluation Techniques • Pre- and Post-Tests • Self-Assessment Questionnaires • Follow-Up Surveys • Web Statistics • Demographics and Discipline-Specific Information

27. Evaluation Resource • Assessing the Impact of Technology in Teaching and Learning. University of Michigan, 2002, provides an overview of measurement issues in seven areas, from learner outcomes to technology integration. A collection of appendices includes examples of measures used in a variety of technology projects previously funded by the Institute of Education Sciences (IES). • Evaluation of Evidence-Based Practices in Online Learning http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

28. 7. Sustainability • Adaptability • Adoption into other Courses • Integration into DL Aggregates • Electronic Sustainability and Archiving

29. 8. Resources • Archive of this Webinar http://learning.mchb.hrsa.gov • Distance Learning Toolkit http://www.healthinfogroup.org/toolkit.html • New Media Primerhttp://www.healthinfogroup.org/newmedia

30. Thank You! • Division of MCH Workforce Development Contacts: • Laura Kavanagh, MPP, Director DMCHWDClkavanagh@hrsa.gov • Meredith Morrisette, MPH, DL Project Officer(301) 443-6392mmorrissette@hrsa.gov • MCH Training and Learning Websites: • http://mchb.hrsa.gov/training • http://learning.mchb.hrsa.gov • Questions and Discussion