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

285 million visually impaired people

Epidemiology and visual impairment video from our Global Blindness OER. https://youtu.be/eRQnwOHU8Os

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

Training facilities: constraints

(IAPB, 2014)

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

Ophthalmic training in the hospital using a smartphone. Credit: Olufunmilola A. Ogun CC BY-NC https://flic.kr/p/DZSFZw

Claire Walker CC BY-NC flic.kr/p/9qUnCQ

Geralt CC BY-0 https://pixabay.com/en/open-neon-note-entry-light-70835/

MIT OpenCourseWare>2 million visits each month

3 US MOOC platforms>25 million enrolments 2012-2015

(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.”

Samuel Siminyu presenting study results at OER16 conference. Credit: Sally Parsley CC BY

% households with internet access by level of development, 2005-

2014

(ITU, MIS Reports, 2014)

World’s offline population 2016 >50% not using the internet

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

Gap analysis to identify topicsSteve Jurvetson CC BY flic.kr/p/5u989W

Course development Example learning design

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

• 3,062 learners • 69% from LMICs

17 of 20

Global Blindness course 2014/15

1 year survey: 4% response rate (n=139) 85% had applied learning to work88% reported educational benefits72% reported career benefits

Survey of learners 1 year later (n=139) 70% had used the OER for teaching and learning

UCT Vula and external versions of the Global Blindness OER https://youtu.be/eRQnwOHU8Os

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.