WHO Antenatal Course

Preparing the new WHO

eProfessors
 How to Teach Online
Need to match what we do in the course
as eProfessors with the goals of the online
course
What are the goals of the online course?
 Outline
1. Goal of the online course
2. Learning objectives
3. How each component of course meets LOs
4. Intro/overview - role of moderator
5. Overview of online learning
6. Adult learning - characteristics
Part II
1. Detail function of moderator - general and then
specific for this course
2. Specific strategies for online moderator
3. Practice moderation
 2. Goal of the Online Course
Goal: To promote implementation of the
new model.

What is needed to accomplish this?

Knowledge
Attitude
Skills
 Outline
1. Goal of the online course
2. Learning objectives
3. How each component of course meets LOs
4. Intro/overview - role of moderator
5. Overview of online learning
6. Adult learning - characteristics
Part II
1. Detail function of moderator - general and then specific
for this course
2. Specific strategies for online moderator
3. Practice moderation
 2. Learning Objectives
By the end of the course, the participant will be able to describe

the methodology and results of the WHO systematic review of

randomized controlled trials of routine antenatal care

the criteria for determining eligibility for the WHO ANC

the components of the 4 ANC visits

the policy and management principles underlying successful translation

of research findings (like the WHO trial) into practice

a specific plan for implementation of the new model into your institution
or region.
 Outline
1. Goal of the online course
2. Learning objectives
3. How each component of course meets LOs
4. Intro/overview - role of moderator
5. Overview of online learning
6. Adult learning - characteristics
Part II
1. Detail function of moderator - general and then specific
for this course
2. Specific strategies for online moderator
3. Practice moderation
 3. How each component of
course meets LOs

Learning Objectives: Online Course Component:

The methodology and results Review published article in Lancet;
online slide show; online module

Eligibility for the WHO ANC Study online module and quiz

Components of the 4 ANC visits Study online module and quiz

The policy and management principles New online module on translation of

underlying successful translation of research findings
research into practice
A specific plan for implementation of the New online assignment to create
new model into your institution or region. implementation plan using online guide
 Outline
1. Goal of the online course
2. Learning objectives
3. How each component of course meets LOs
4. Intro/overview - role of moderator
5. Overview of online learning
6. Adult learning - characteristics
Part II
1. Detail function of moderator - general and then specific
for this course
2. Specific strategies for online moderator
3. Practice moderation
 4. The Role of the eProfessor
As an eProfessor, you will be a
Guide,
Coach,
Leader,
Model and
Teacher all combined.

You will find that the most powerful

and effective learning opportunities
will occur in the Discussion Area.
Adapted from: Embanet, 2004
 The Role of the eProfessor
Your goal as an online moderator is to promote learning by:

Encouraging students to clarify their goals and apply

them to the online course.
Recognizing waning interest and intervening to sustain
engagement.
Encouraging through effective and regular feedback.
Helping students to adopt and maintain a positive
attitude towards change in antenatal care.
Helping students connect the course material and to
their real-world professional experiences and goals.
Promoting lively and extensive online discussions.
From: Embanet, 2004
 Outline
1. Goal of the online course
2. Learning objectives
3. How each component of course meets LOs
4. Intro/overview - role of moderator
5. Overview of online learning
6. Adult learning - characteristics
Part II
1. Detail function of moderator - general and then specific
for this course
2. Specific strategies for online moderator
3. Practice moderation
 5. What is Distance Education?
Education is a system of interactions between a
teacher, students and materials that results in
learning.
Distance education is like other kinds of
education, except that its system of interactions
occur outside the classroom.
Distance education began as a method of
providing education to students inaccessible to
conventional educational opportunities.
Adapted: Embanet, 2004
 Outline
1. Goal of the online course
2. Learning objectives
3. How each component of course meets LOs
4. Intro/overview - role of moderator
5. Overview of online learning
6. Adult learning - characteristics
Part II
1. Detail function of moderator - general and then specific
for this course
2. Specific strategies for online moderator
3. Practice moderation
 6. Adult Learning
Self directed and self-motivated
Informed by and related to real-life
experience
Often goal-driven
Collaborative
Promoted by reflective learning
Practical
 Part II
Today we will:
Review role of eProfessor
Examine how to actually teach online
Practice some basic methods of
interacting with learners online
Critique each others online teaching
 Outline
1. Goal of the online course
2. Learning objectives
3. How each component of course meets LOs
4. Intro/overview - role of moderator
5. Overview of online learning
6. Adult learning - characteristics
Part II
1. Detail function of moderator - general and then specific
for this course
2. Specific strategies for online moderator
3. Practice moderation
 1. The Role of the eProfessor
As an eProfessor, you will be a
Guide,
Coach,
Leader,
Model and
Teacher all combined.

You will find that the most powerful

and effective learning opportunities
will occur in the Discussion Area.
Adapted from: Embanet, 2004
 The Role of the eProfessor
Your goal as an online moderator is to promote learning by:

Encouraging students to clarify their goals and apply

them to the online course.
Recognizing waning interest and intervening to sustain
engagement.
Encouraging through effective and regular feedback.
Helping students to adopt and maintain a positive
attitude towards change in antenatal care.
Helping students connect the course material and to
their real-world professional experiences and goals.
Promoting lively and extensive online discussions.
From: Embanet, 2004
 How does one teach online?
Ans: Give Feedback!
Feedback that is integrated into discussions can:

Promote intellectual connection with course material -

pushing students to create and express personal views
and critical appraisal of the course material
Motivate students and positively influence attitudes.
Help students to clarify their thinking processes or
analyses by prompting new ways of thinking
Identify student deficiencies, attitude barriers, and
provide opportunities and interventions for improving
performance to meet course goals.

Adapted from: Embanet, 2004

 Principles of Moderation
1. Answer each posting promptly
2. Do not give answer but rather:
3. Ask questions and request clarification, and
deeper meaning, probe (especially for
solutions)
4. Summarize student postings at end of each
week (more next)
5. E-mail - critique each week each student; can
do this from within the course (more next)
 Principles of Moderation
#4: Summarize student postings at end of each week

Keep it brief
Address major learning points
Stay on TTRAC
Tie up
Transition
Reinforce
Acknowledge (and give positive feedback for) postings
Highlight new Concepts and Conclusions - need to insure in
some way that this is reviewed and processed by students
(perhaps post at beginning of next week?)
 Principles of Moderation
#5: E-mail - critique each week each
student; can do this from within the course
Critique each week each student (can do
this from within the course)
Send a brief e-mail each week to each
student with a comment on his/her work,
critiquing:
Quantity of work
Quality of work
 Online Moderation/
Feedback Techniques

We will examine and practice the following type of

feedback within a discussion board:
1. Probing for deeper meaning and prompting for
clarity
2. Reorienting a student to reinforce learning
outcomes/objectives
3. Focusing a too broad discussion on key issues
4. Summarizing and transitioning
 Example of a Posting
Probing for deeper meaning & prompting for clarity

I read the material on the new antenatal care

schedule, but this is not likely to work in my
setting because the results dont really apply to
our patients and there are so many barriers to
its implementation. - Raoul Sampson, MD

Your Assessment?
 FLASHBACK
How does one teach online?
Ans: Give Feedback!
Feedback that is integrated into discussions can:

Promote intellectual connection with course material -

pushing students to create and express personal views
and critical appraisal of the course material
Motivate students and positively influence attitudes.
Help students to clarify their thinking processes or
analyses by prompting new ways of thinking
Identify student deficiencies, attitude barriers, and
provide opportunities and interventions for improving
performance to meet course goals.

Adapted from: Embanet, 2004

 This posting is limited in:
Feedback that is integrated into discussions can:

Promote intellectual connection with course material

- pushing students to create and express personal views
and critical appraisal of the course material
Motivate students and positively influence attitudes.
Help students to clarify their thinking processes or
analyses by prompting new ways of thinking
Identify student deficiencies, attitude barriers, and
provide opportunities and interventions for improving
performance to meet course goals.
Adapted from: Embanet, 2004
 Example of a Posting
Probing for deeper meaning & prompting for clarity

I read the material on the new antenatal care

schedule, but this is not likely to work in my
setting because the results dont really apply to
our patients and there are so many barriers to its
implementation. - Raoul Sampson, MD

How might you respond?

 Example of a Posting
Probing for deeper meaning & prompting for clarity

I read the material on the new antenatal care schedule, but this is not likely to work in
my setting because the results dont really apply to our patients and there are so
many barriers to its implementation. - Raoul Sampson, MD

Raoul, thank you for honestly sharing your thoughts on the new model. You clearly
have some serious reservations about the appropriateness of the new model for your
setting. Your first comment refers to generalizability of research findings- could you
describe why you are concerned that the trial results are not generalizable to your
patients?

Also, one of the main purposes of this online course is to assist you with identifying
and overcoming barriers to implementation of the new model. To do so, you will have
to develop a clear understanding of the barriers- please respond to this message with
more detailed information about barriers that you see, and how they might be
overcome. I look forward to reading your thoughts on both of these 2 issues after you
have had a chance to reflect on them.- Dr. Wiecha
 Outline
1. Goal of the online course
2. Learning objectives
3. How each component of course meets LOs
4. Intro/overview - role of moderator
5. Overview of online learning
6. Adult learning - characteristics
Part II
1. Detail function of moderator - general and then specific
for this course
2. Specific strategies for online moderator
3. Practice moderation
3. Practice Moderation - Exercise
PLAN: we will use material from Dr. Bicknells seminar- Post a
question or problem in the discussion thread. Do this as part of
this seminar.
Give seminar in the computer room. Then have each person
write a response to
a) a thread having to do with Bicknell and
b) is this Art (show an X or something like that).
Then, have each person post a moderation message to 2 others.
Then have each person critique the moderation message based
on:
a) summary
b) probing
c) reinforce learning outcomes
d) focusing discussion.