Embrace The Distance Nachho Pres 11 Feb08 Final

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Preparedness presentation on blended learning strategies given at the 2008 Public Health Preparedness Summit in Atlanta, Georgia to members of the National Association of City and County Health Officials (NACCHO).

Transcript of Embrace The Distance Nachho Pres 11 Feb08 Final

  • 1. Embracing the Distance: Blended Learning Challenges & Solutions in Preparedness Sharon A. R. Stanley, Ph.D., RN, RS, OCPHP Program Director Cheryl L. Engle, M.A., Learning Environment Manager
  • 2. Why this curriculum for PHNs?
    • To enable Public Health Nurses (PHN) to control their practice destiny in disasters
    • To build discipline-specific competence in disaster practice
    • To strengthen computer literacy skills through a blended learning environment (e.g., learning management system [LMS] and distance based practice)
  • 3. Collaboration is Key
    • Building Competencies
      • Delphi Study
      • Inclusive mindset
    • Generating and confirming awareness of PHN practice role in disaster For ALL of the Team
      • Speaking circuit (local state national)
      • Word of mouth
      • Ongoing and various program evaluation
      • Networking, networking, networking
  • 4. The Relaxed World of PHNs
    • PHNs wear multiple hats, especially in smaller health departments
      • Clinics , immunization , newborn visits , hearing/vision screenings , Bureau of Children with Med Handicaps (BCMH) , family planning , abstinence programs , tobacco, blood pressure , TB , head lice , small grant programs , communicable disease , PREPAREDNESS
  • 5. Theory of Transactional Distance ( Moore, 1972 )
    • Defined..
      • Conceptually describes the .universe of teacher-learner relationships that exist when learner and instructors are separated by space and/or time
      • Constructs a typology of relationships with:
        • Modes of instruction
        • Learner-teacher interaction
        • Self-directed learning
      • Variables affecting TD
        • Dialogue
        • Structure
        • Learner autonomy
    LEARNER Transactional Distance Learner-Instructor Learner-Content Learner-Learner Learner-Technology Transactional Distance Communication Teacher Learner Content Interface Interaction
  • 6. How PHN bridged the gap of Transactional Distance
    • Modes of interaction
      • Learner-content
      • Learner-learner
      • Learner-teacher
      • Learner-technology
    • Blended curriculum for PHNs
      • Hiking Workshop (6-hrs CE)
      • ExploreSurge Trail Guide (44hrs CE)
      • Train the Trainer VODcasts
  • 7. Key Actions for Preparedness Population
    • Advantages of blended learning strategies
      • An ability to enhance internal didactic conversations (Holmberg, 1986)
      • Critical thinking (Garrison, Anderson, and Archer, 2001)
      • Computer-mediated learning (Moore, 1997)
      • Instructionally designed to enhance the PH community of practice (Anderson, Rourke, Garrison & Archer, 2001)
        • Increases content retention
        • Enhances knowledge construction
        • Increases student motivation & satisfaction
    • Appeals to diverse adult learning styles
      • Situated learning (Lave & Wenger, 1991)
      • Multimodal content is tactile, visual, and auditory
  • 8. Multimodal Media
    • OCPHPs video repository located at
    • http://vod.cph.ohio-state.edu
    Play snippet of Vbrick vodfile from laptop (per Mike Blankenships instructions)
  • 9. Evaluation / Findings
    • Traditional Course Evaluation
    • Pre-test Post-test for Knowledge
    • Self-Reported Competency Confidence
    • Word of Mouth/Enrollment
    The Neverending Story
  • 10. In Summary
    • Discuss the collaboration necessary to grow a program to the national level.
    • Delineate key actions that enable a PHN population to take courses/train courses.
    • Define blended learning in a Train-the-Trainer environment .
    • Determine steps necessary for program based-based curriculums delivered in a blended learning environment.
  • 11. Contacts Sharon A. R. Stanley, PhD, RN, RS Program Director Ohio Center for Public Health Preparedness College of Public Health, The Ohio State University 1212 Kinnear Road Columbus, OH 43212 Office: 614.292.5524 Email: sstanley@cph.osu.edu Cheryl L. Engle, MA, PhD Candidate Learning Environment Manager Office of Workforce Development College of Public Health, The Ohio State University 1212 Kinnear Road Columbus, OH 43212 Office: 614.688.4493 Email: cengle@cph.osu.edu
  • 12. Questions & Answers (Q&A)