Using discourse analysis, the goal of this exploratory project was to determine what practitioner... more Using discourse analysis, the goal of this exploratory project was to determine what practitioners of medical education in Sub-Saharan Africa considered key achievements, within the scope of their Medical Education Partnership Initiative (MEPI) activities, after their initial two-year implementation efforts. To do so, a series of 58 video stories were analyzed from a 2012 symposium that took place in Addis Ababa, Ethiopia. Analysis of the video stories followed an ethnographic method of analysis. Through this analysis common themes emerged from the collective discourse, which unsurprisingly were tied directly to the MEPI themes themselves. The use of discourse analysis helped confirm that the project themes were very much aligned with actual practice. It also enabled a level of transparency of results across all stakeholders. This approach is therefore recommended for informing and supporting future programmatic decisions.
How should eLearning be implemented in resource-constrained settings? The introduction of eLearni... more How should eLearning be implemented in resource-constrained settings? The introduction of eLearning at four African medical schools and one school of pharmacy, all part of the Medical Education Partnership Initiative (MEPI) eLearning Technical Working Group, highlighted the need for five factors essential for successful and sustainable implementation: institutional support; faculty engagement; student engagement; technical expertise; and infrastructure and support systems. All five MEPI schools reported strengthening technical expertise, infrastructure, and support systems; four schools indicated that they were also successful in developing student engagement; and three reported making good progress in building institutional support. Faculty engagement was the one core component that all five schools needed to enhance.
In a review of the faculty definitions of engagement, there is an understanding that challenge do... more In a review of the faculty definitions of engagement, there is an understanding that challenge does not equal engagement, but that engagement is observed when students are eager to learn on their own, participate in discussions inside and out of the classroom, ask questions (including inquiring into nuances of homework and examination problems. Faculty are engaged in their own class when there is interaction between faculty and students, not a one-way discussion or presentation. Our panel will address the issue of engagement from ...
The Medical Education Partnership Initiative (MEPI) supports medical education capacity developme... more The Medical Education Partnership Initiative (MEPI) supports medical education capacity development, retention, and research in Sub-Saharan African institutions. Today, MEPI comprises more than 40 medical schools in Africa and 20 in the United States. Since 2011, the MEPI Coordinating Center, working with the MEPI schools and the U.S. government, has laid the groundwork and served as a catalyst for the creation and development of MEPI "communities of practice" (CoPs). These CoPs encompass seven components, some of which are virtual while others are tangible. They include technical working groups, principal investigator site visit exchanges, an annual symposium, a MEPI journal supplement, the MEPI Web site, newsletters, and webinars. Despite certain challenges and the question of sustainability, the presence within the MEPI network of an organization focused on promoting group consciousness and facilitating collaborative projects is an asset that is likely to continue to pay dividends for the foreseeable future.
How should eLearning be implemented in resource-constrained settings? The introduction of eLearni... more How should eLearning be implemented in resource-constrained settings? The introduction of eLearning at four African medical schools and one school of pharmacy, all part of the Medical Education Partnership Initiative (MEPI) eLearning Technical Working Group, highlighted the need for five factors essential for successful and sustainable implementation: institutional support; faculty engagement; student engagement; technical expertise; and infrastructure and support systems. All five MEPI schools reported strengthening technical expertise, infrastructure, and support systems; four schools indicated that they were also successful in developing student engagement; and three reported making good progress in building institutional support. Faculty engagement was the one core component that all five schools needed to enhance.
1) How do we capture, measure, and map the individual and social aspects of reeective sensemaking... more 1) How do we capture, measure, and map the individual and social aspects of reeective sensemaking? How can learning analytics support reeective sensemaking of ill-structured problems in online learning environments? We explore the use of student-centered learning analytics as a driver for systems of learning and we propose a dashboard combining learner-instructor interaction and discourse analysis.
Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 2014
This paper presents guidelines and tips from the Massive Open Online Course (MOOC) creation proce... more This paper presents guidelines and tips from the Massive Open Online Course (MOOC) creation process at Georgetown University’s Center for New Designs in Learning and Scholarship (CNDLS). Topics address the initial planning phase; core elements for MOOC design; the overall instructional design process; the video planning and production process; documentation; copyright; and quality assurance. This paper is meant to provide general guidelines and points to consider but is not intended as a complete guide for MOOC creation.
Distance education via the internet is now one of the most viable options for delivery of informa... more Distance education via the internet is now one of the most viable options for delivery of information to people in different places and because of this the concept of hypermedia is gaining in popularity. In the healthcare field it is crucial to reach people and update their knowledge in their area of expertise due to the direct impact this has
The Medical Education Partnership Initiative (MEPI) supports medical education capacity developme... more The Medical Education Partnership Initiative (MEPI) supports medical education capacity development, retention, and research in Sub-Saharan African institutions. Today, MEPI comprises more than 40 medical schools in Africa and 20 in the United States. Since 2011, the MEPI Coordinating Center, working with the MEPI schools and the U.S. government, has laid the groundwork and served as a catalyst for the creation and development of MEPI "communities of practice" (CoPs). These CoPs encompass seven components, some of which are virtual while others are tangible. They include technical working groups, principal investigator site visit exchanges, an annual symposium, a MEPI journal supplement, the MEPI Web site, newsletters, and webinars. Despite certain challenges and the question of sustainability, the presence within the MEPI network of an organization focused on promoting group consciousness and facilitating collaborative projects is an asset that is likely to continue to pay dividends for the foreseeable future.
How should eLearning be implemented in resource-constrained settings? The introduction of eLearni... more How should eLearning be implemented in resource-constrained settings? The introduction of eLearning at four African medical schools and one school of pharmacy, all part of the Medical Education Partnership Initiative (MEPI) eLearning Technical Working Group, highlighted the need for five factors essential for successful and sustainable implementation: institutional support; faculty engagement; student engagement; technical expertise; and infrastructure and support systems. All five MEPI schools reported strengthening technical expertise, infrastructure, and support systems; four schools indicated that they were also successful in developing student engagement; and three reported making good progress in building institutional support. Faculty engagement was the one core component that all five schools needed to enhance.
… sobre Diseño, Evaluación y Descripción de …, 2005
Resumen Estudios recientes han demostrado que la formación especıfi-ca sobre estrategias metacogn... more Resumen Estudios recientes han demostrado que la formación especıfi-ca sobre estrategias metacognitivas permite mejorar el conocimiento de la materia objeto del aprendizaje, la exactitud de la monitorización del conocimiento y la aplicación de estrategias de aprendizaje en ...
Learning objects, digital units for instruction, are the'hot'topic in the worlds of edu... more Learning objects, digital units for instruction, are the'hot'topic in the worlds of educational uses of technology. Based on this simple definition of learning objects, this paper provides a case study of one university educator's attempt to access a variety of learning object repositories in the expectation of being able to find, evaluate and use components that would fit into an existing course on computer networks. The paper includes examples of the learning objects and concludes that the current scope and quality of the ...
At a time when higher education is under pressure to produce more college graduates to meet the d... more At a time when higher education is under pressure to produce more college graduates to meet the demands of future workforce needs, the dropout rate in U.S. institutions is the highest it has ever been. Massive open online courses (MOOCs) provide an opportunity to expand access to postsecondary and adult education. This chapter explores access, retention, and recognition issues in relation to MOOCs. It argues that formal education models of curriculum design need to be refined to take advantage of the massive open online space. It concludes by describing a conceptual model that proposes an integrative learning analytics approach to support student retention and achievement.
Using discourse analysis, the goal of this exploratory project was to determine what practitioner... more Using discourse analysis, the goal of this exploratory project was to determine what practitioners of medical education in Sub-Saharan Africa considered key achievements, within the scope of their Medical Education Partnership Initiative (MEPI) activities, after their initial two-year implementation efforts. To do so, a series of 58 video stories were analyzed from a 2012 symposium that took place in Addis Ababa, Ethiopia. Analysis of the video stories followed an ethnographic method of analysis. Through this analysis common themes emerged from the collective discourse, which unsurprisingly were tied directly to the MEPI themes themselves. The use of discourse analysis helped confirm that the project themes were very much aligned with actual practice. It also enabled a level of transparency of results across all stakeholders. This approach is therefore recommended for informing and supporting future programmatic decisions.
How should eLearning be implemented in resource-constrained settings? The introduction of eLearni... more How should eLearning be implemented in resource-constrained settings? The introduction of eLearning at four African medical schools and one school of pharmacy, all part of the Medical Education Partnership Initiative (MEPI) eLearning Technical Working Group, highlighted the need for five factors essential for successful and sustainable implementation: institutional support; faculty engagement; student engagement; technical expertise; and infrastructure and support systems. All five MEPI schools reported strengthening technical expertise, infrastructure, and support systems; four schools indicated that they were also successful in developing student engagement; and three reported making good progress in building institutional support. Faculty engagement was the one core component that all five schools needed to enhance.
In a review of the faculty definitions of engagement, there is an understanding that challenge do... more In a review of the faculty definitions of engagement, there is an understanding that challenge does not equal engagement, but that engagement is observed when students are eager to learn on their own, participate in discussions inside and out of the classroom, ask questions (including inquiring into nuances of homework and examination problems. Faculty are engaged in their own class when there is interaction between faculty and students, not a one-way discussion or presentation. Our panel will address the issue of engagement from ...
The Medical Education Partnership Initiative (MEPI) supports medical education capacity developme... more The Medical Education Partnership Initiative (MEPI) supports medical education capacity development, retention, and research in Sub-Saharan African institutions. Today, MEPI comprises more than 40 medical schools in Africa and 20 in the United States. Since 2011, the MEPI Coordinating Center, working with the MEPI schools and the U.S. government, has laid the groundwork and served as a catalyst for the creation and development of MEPI "communities of practice" (CoPs). These CoPs encompass seven components, some of which are virtual while others are tangible. They include technical working groups, principal investigator site visit exchanges, an annual symposium, a MEPI journal supplement, the MEPI Web site, newsletters, and webinars. Despite certain challenges and the question of sustainability, the presence within the MEPI network of an organization focused on promoting group consciousness and facilitating collaborative projects is an asset that is likely to continue to pay dividends for the foreseeable future.
How should eLearning be implemented in resource-constrained settings? The introduction of eLearni... more How should eLearning be implemented in resource-constrained settings? The introduction of eLearning at four African medical schools and one school of pharmacy, all part of the Medical Education Partnership Initiative (MEPI) eLearning Technical Working Group, highlighted the need for five factors essential for successful and sustainable implementation: institutional support; faculty engagement; student engagement; technical expertise; and infrastructure and support systems. All five MEPI schools reported strengthening technical expertise, infrastructure, and support systems; four schools indicated that they were also successful in developing student engagement; and three reported making good progress in building institutional support. Faculty engagement was the one core component that all five schools needed to enhance.
1) How do we capture, measure, and map the individual and social aspects of reeective sensemaking... more 1) How do we capture, measure, and map the individual and social aspects of reeective sensemaking? How can learning analytics support reeective sensemaking of ill-structured problems in online learning environments? We explore the use of student-centered learning analytics as a driver for systems of learning and we propose a dashboard combining learner-instructor interaction and discourse analysis.
Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 2014
This paper presents guidelines and tips from the Massive Open Online Course (MOOC) creation proce... more This paper presents guidelines and tips from the Massive Open Online Course (MOOC) creation process at Georgetown University’s Center for New Designs in Learning and Scholarship (CNDLS). Topics address the initial planning phase; core elements for MOOC design; the overall instructional design process; the video planning and production process; documentation; copyright; and quality assurance. This paper is meant to provide general guidelines and points to consider but is not intended as a complete guide for MOOC creation.
Distance education via the internet is now one of the most viable options for delivery of informa... more Distance education via the internet is now one of the most viable options for delivery of information to people in different places and because of this the concept of hypermedia is gaining in popularity. In the healthcare field it is crucial to reach people and update their knowledge in their area of expertise due to the direct impact this has
The Medical Education Partnership Initiative (MEPI) supports medical education capacity developme... more The Medical Education Partnership Initiative (MEPI) supports medical education capacity development, retention, and research in Sub-Saharan African institutions. Today, MEPI comprises more than 40 medical schools in Africa and 20 in the United States. Since 2011, the MEPI Coordinating Center, working with the MEPI schools and the U.S. government, has laid the groundwork and served as a catalyst for the creation and development of MEPI "communities of practice" (CoPs). These CoPs encompass seven components, some of which are virtual while others are tangible. They include technical working groups, principal investigator site visit exchanges, an annual symposium, a MEPI journal supplement, the MEPI Web site, newsletters, and webinars. Despite certain challenges and the question of sustainability, the presence within the MEPI network of an organization focused on promoting group consciousness and facilitating collaborative projects is an asset that is likely to continue to pay dividends for the foreseeable future.
How should eLearning be implemented in resource-constrained settings? The introduction of eLearni... more How should eLearning be implemented in resource-constrained settings? The introduction of eLearning at four African medical schools and one school of pharmacy, all part of the Medical Education Partnership Initiative (MEPI) eLearning Technical Working Group, highlighted the need for five factors essential for successful and sustainable implementation: institutional support; faculty engagement; student engagement; technical expertise; and infrastructure and support systems. All five MEPI schools reported strengthening technical expertise, infrastructure, and support systems; four schools indicated that they were also successful in developing student engagement; and three reported making good progress in building institutional support. Faculty engagement was the one core component that all five schools needed to enhance.
… sobre Diseño, Evaluación y Descripción de …, 2005
Resumen Estudios recientes han demostrado que la formación especıfi-ca sobre estrategias metacogn... more Resumen Estudios recientes han demostrado que la formación especıfi-ca sobre estrategias metacognitivas permite mejorar el conocimiento de la materia objeto del aprendizaje, la exactitud de la monitorización del conocimiento y la aplicación de estrategias de aprendizaje en ...
Learning objects, digital units for instruction, are the'hot'topic in the worlds of edu... more Learning objects, digital units for instruction, are the'hot'topic in the worlds of educational uses of technology. Based on this simple definition of learning objects, this paper provides a case study of one university educator's attempt to access a variety of learning object repositories in the expectation of being able to find, evaluate and use components that would fit into an existing course on computer networks. The paper includes examples of the learning objects and concludes that the current scope and quality of the ...
At a time when higher education is under pressure to produce more college graduates to meet the d... more At a time when higher education is under pressure to produce more college graduates to meet the demands of future workforce needs, the dropout rate in U.S. institutions is the highest it has ever been. Massive open online courses (MOOCs) provide an opportunity to expand access to postsecondary and adult education. This chapter explores access, retention, and recognition issues in relation to MOOCs. It argues that formal education models of curriculum design need to be refined to take advantage of the massive open online space. It concludes by describing a conceptual model that proposes an integrative learning analytics approach to support student retention and achievement.
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