Beruflich Dokumente
Kultur Dokumente
How will the learner track their progress so that they will be confident that they have achieved something?
If you would like help with these questions, this module is for you!
Background -1
eLearning modules aim to fill several gaps:
Provide health-care students and front-line health workers in resource poor countries with learning resources that will be effective in improving health outcomes Take advantage of digital technology and copyright-free content to:
Involve health staff in resource-poor countries in making home-grown learning resources so that the resources are directly familiar to real-life, day-to-day health care in their own setting they build their expertise in developing effective resources for adult learners
use simple, widely available software so that others can adapt the materials for teaching other target groups
The modules are usually designed to be studied mainly by a single learner sitting at a computer screen. However, they can be used to generate discussion topics or exercises that can be suitable for groups of learners.
Background -2
This module describes some basic principles and approaches that may help you to develop a learning resource that is effective for adult learners.
It complements the module by Jess Griffiths that covers the technical How to do it issues using MS PowerPoint.
But beware! This module is for guidance only. There are many different ways to teach and you should feel free to develop your own style and innovative methods for eLearning!
Remember that the overall aim is to build the confidence of your learner to deliver health care more effectively. The learner should enjoy your module and feel that they have achieved something valuable by completing it. Therefore, make sure that the learning outcomes are appropriate for your learner and that the module allows them to achieve new knowledge and skills with confidence.
Learning outcomes
By the end of this module and the accompanying module by Jess Griffiths, you should be able to: Write concise learning outcomes (LOs) that state clearly what the learner should be able to do after completing your module Present content in an interesting way that will engage the learner Design an assessment that will allow the learner to assess what new knowledge and skills they have acquired
Title slide
The title should state clearly what your module is about. This first slide is the advertisement for your module. It is your best chance to capture your learners attention and make them want to study the module. So make it as attractive and informative as possible!
At the end of this module, you should: a. Know about the diagnosis of TB b. Understand how TB is diagnosed c. Be able to describe the methods used to diagnose TB d. Be able to describe how CXR and sputum examination are used in the diagnosis of TB
b
c
Tempt the learner to continue with the module. Say enough to interest them, but keep the best bits for the content!
It is often useful to include numbers in LOs; for example describe the 3 major ways that
Content
The content is the information that you want the learner to acquire. Clearly, this information has to be accurate and up-to-date. The content should also be clearly referenced so that the learner is able to check the source of the information. Start by identifying a small number of reliable and up-to-date sources of information. It is often useful to use a recent review as the main source of your content.
Copyright
Always a controversial area!
There is no problem with reproducing other peoples material as long as you reference its source
The main problem comes with reproducing images (figures, photographs etc.) Although it is tempting to cut and paste highly polished images from books or the internet into your module, these are usually not quite right for the point you want to make or are too complicated. Although a picture is worth a thousand words, complex diagrams without adequate explanation are just confusing. Your own simple images that directly show what you are trying to teach are usually much better. You can make these by using the simple autoshapes and drawing tools available in MS PowerPoint or draw them on paper and scan the image. Simple scanned line diagrams can be coloured easily using MS PaintBox to get very professional results!
If there are existing images that are exactly right for your purpose, then you must get permission from the author or publisher to use it in your module.
Click here for an example request to use an image for your module
Clinical images
Carefully-selected, highquality images that demonstrate key clinical signs greatly improve the effectiveness of learning resources. Digital photography has made obtaining clinical images much easier.
Taking clinical images that are effective for teaching is not easy - but we all improve with practice! Click here for an example of a consent form for medical photography.
Wherever possible, avoid images that allow the person to be identified. For example, if you want to demonstrate pallor by showing the palm of the hand, then just show the palm rather than the whole person.
We consider that it is only acceptable to show clinical images if the patient or their parents or carers have given you permission to use the image for teaching purposes.
Click here for an example of a statement to use in your module regarding permission to use clinical images.
Remember that the information is probably already available in a book or on a website. Your module needs to go beyond just presenting information. It needs to be an active learning tool.
The following slides give 3 suggestions as to how to present information in a way that engages the learner. An example about the fluid management of severe dehydration in severe acute malnutrition is used to illustrate each approach. Incorrect management is common and may result in the death of the child. This example aims to change practice by increasing understanding of the underlying principles.
The LO for this example is: Be able to discuss the pathophysiological principles that underlie the fluid management of severe dehydration in severe acute malnutrition
Use the answers as an opportunity to further reenforce and extend the learning
Have a go
Set the level of difficulty so that the learner performs fairly well (gets about 60% right). He/she is then encouraged to learn more (up to 100% correct) and continue with the module.
Click here to see the same severe dehydration in SAM example presented in this way
Click here to see the same severe dehydration in SAM example presented in this way
Making it real
You present a problem and then ask the learner to work through to a solution
This also provides an opportunity to promote good clinical practice (e.g. multidisciplinary team working, clinical audit)
This prompts the learner to think about the information carefully and work-out for themselves the important takehome messages
Remember that the aim of the module is for the learner to achieve the learning outcomes not to demonstrate your skills as a teacher!
Although effective, active learning is quite tiring. Including some spoonfeeding of information as well as one or two more demanding methods is often best.
Assessment - 1
In most cases, the assessment for the module should be formative. This is purely for the learners benefit so that he or she can track their own progress.* The assessment should be limited to the LOs. The purpose is to allow the learner to confirm that they have achieved the LOs. The learner should perform well in your assessment. This confirms that your module has been effective!
* Summative assessment is for formal examination purposes and will not be covered here
Assessment - 2
You have already met some examples of formative assessment in this module. The accompanying module by Jess Griffiths provides you with a simple template for writing pick the best of 5 options questions. This can easily be adapted to true or false or other simple formats. Now use Jess Griffiths module International Health Template Module These simple formats can be used just to test recall of facts. At a more advanced level, your questions can test the learners understanding of the information.
Two simple techniques to make these simple formats more effective provide the leaner with explanations when they select the wrong answer take advantage of a correct selection by providing some additional information