 Hello everyone and welcome to today's webinar on digital for health education. My name is Sally Parsley behind these spectacles and I'm a e-learning developer and technologist at the London School of Hygiene and Tropical Medicine. I'm based with the International Centre for Eye Health and I'm working on a series of open access online courses with the group there. And we're running these webinars, a series of three webinars looking at how educators and health professionals can develop their digital skills and capabilities to make the most of the opportunities for learning and teaching that are offered online these days. So I'm going to turn myself off now. I just wanted to show you that I'm a real person, but you don't need to see my face anymore and we'll get started as quickly as possible. So I'm delighted today we're looking at digital technologies from the viewpoint of the health educator. So and we have two very experienced educators in their respective fields of ophthalmology and disability studies to talk to us today and I'm really excited to hear both their presentations. It's a wonderful opportunity over the next half an hour or so to learn from their expertise and experiences of using digital technologies for education and training. Before I go any further and introduce our first speaker, I just want to do a couple of quick bits of housekeeping. And that is please be aware that we're going to record this session and we'll be sharing the recording and a transcript with you and putting it on our website afterwards. So the plan is for each speaker to talk for about 10 minutes and then we'll have five minutes with five minutes with each speaker for to answer your comments and questions in a quick Q&A. So as you listen to our speakers, please post your questions and comments using the chat bar, which you should see in the go to webinar menu on your screen. So you can post your questions there to me or to the group and I'll collate the questions and put them to our speakers at the end. So that's the plan. I hope it sounds clear. I'm very excited and I'm going to start now by introducing our first speaker. Sorry, Dr. Eduardo Miorga. He's an ophthalmologist with specialisms in refractive and cataract surgery and he's honorary chief of the ophthalmology service at the hospital Italiano de Bueniserries in Argentina. He's an ophthalmic educator and trainer with many years standing and he has a particular interest in expertise in e-learning. Eduardo is the director of e-learning at the Pan American Association of Ophthalmology and the International Council of Ophthalmology, where he's a member of the editorial board for the center of ophthalmic educators, which I think we're going to learn a bit about today, which is great. And he regularly teaches on e-learning courses at the center. So he's going to talk today, and I'm very excited to hear about it, on the importance of good digital literacy for developing medical continuing professional education, CPD, and how the International Council of Ophthalmology can support educators to do this. So remember to post your questions to Eduardo using the chat bar and we'll answer these afterwards. Let me hand over to you now, Eduardo. I'm just making you a presenter. And I think you're still yourself muted. So when you're ready, there you go. Welcome. I'll mute myself. I'll mute myself now, Eduardo. Thank you. Okay. Thank you very much, Sally. It's a pleasure to be in honor to be today with you here to share some of what we're doing at the International Council of Ophthalmology. I'm going to turn off my camera now and share my screen. Let me know when you have a full screen of my presentation. Can you see it okay? Yes, I can see it great. Thank you. Okay. So my goal today is to show you how the Center for Ophthalmic Educators belonging to the International Council of Ophthalmology tries to help teachers develop this digital literacy. For this, I'll divide my presentation into four areas, one telling you about our online courses, then a little bit more about the Center for Ophthalmic Educators. Then I will show you our technology blog. And finally, and talking about the Ophthalmic Educators Group. The ICO, for those of you that do not know them well, is an international organization that has 103 National Ophthalmology Societies and 44 International Sospatiality Societies as members. We work together with other NGOs and with supranational organizations from in ophthalmic and ophthalmology from Asia Pacific, Europe, the Middle East and America. The commitments of the ICO are three, education, that's my area, enhancing care and advancing leadership. The first thing I want to introduce to you are our online courses. These online courses are asynchronous courses that, as you know, these are courses where everybody can get connected from any part of the world. And there is no need for the teacher to be there at that time, because the teaching interventions are stored in the web. Of course, the teacher will interact at the time, it's best for them, for students and for himself through forums. The first one I want to talk about is the webinar workshop. We used to give this course to individuals, but we now are trying to do it to organizations. The reason for this is because many times individuals really were not able to implement what they learned there, and organizations usually have more possibilities to do this. Basically, what we taught them was all about the technology behind the webinars. We usually used Adobe Connect for this, but there are now days there are many different softwares for developing webinars from where you can choose from. But they all have in common, like this one here, go to meeting where you can see the screen, where my presentation will be. And the possibility to do chat, do quizzes and polls and see at the same time the video of the speaker. This course prepared them on how to prepare the webinars before what you need to have ready before you do a successful webinar. And during the webinar, how to use the different windows inside the software. How to use presentations, videos, screen sharing, etc. The second one and the one I like most is this one called Transforming Lectures into Effective Teaching Interventions. This is also an asynchronous course where we cover different topics such as adult learning theory that helps engage, keep attention and facilitate learning. How to plan courses that starts with writing good goals and objectives, organizing content and developing assessments. Then how to build the course content, because as most of you are aware of, you can't teach and assess in the same way facts, concepts, procedures, processes and principles. They all need different strategies and this is what we cover here. We then went into the multimedia principles where we join cognitive, what we've learned from cognitive psychology and how to combine multimedia to enhance learning effectiveness. All this runs on a learning management system, one of the most used free software for handling these kind of courses. We also covered how to use screencast software that allows you to record and then publish your presentations. And so creative free answering systems that uses the phones of the learners to answer this in the face-to-face classes. The main goal of this course is to help those who are teaching face-to-face to move into the e-learning arena. In this course, usually in the first week, the learners uploaded what they believe was in their best presentation and as the course goes by, they start working on it to try to apply everything they've learned. Usually by the end of it, the end with much better and polished presentations that the one they started with. This one is probably the course I most enjoy running. This one has not to do with digital literacy, but has to do with probably the most important skill any worker in the 25, 21st century, I'm going to fast, needs to be successful. And this is critical thinking. The teachings here are based on what the foundation for critical thinking is teaching based on Richard Paul's teaching. We use books and booklets from here and recover in different models. The definitions for critical thinking, how Richard Paul classifies the elements of thought in eight areas and how these are analyzed applying intellectual standards. Then we look at the functions of the mind that always work together, such as thinking, feeling and wanting. We go into talking about sociocentric thinking and egocentric thinking that usually modify a lot of our thought. And finally, we end with how to apply all this to analyzing articles and to solve problems in the clinical settings. The center for understanding education is the place where we, you can find all these resources or reach them. We've built this area as a separate website from the ICO website. It just committed to teaching the taxonomy we decided to use is to divide this on how to teach where we publish articles and videos. Regarding, sorry, regarding how to teach, what to teach that goes into developing curriculums for teaching of terminology, what to teach with resources that are used for teaching, how to assess and what to assess with. It has a search engine that allows you to search all these areas on the road. We also have a technology blog that started I think in 2010, where we tried to keep a monthly post on how to use technology for teaching and learning. In this case, this blog, this post is about how to give feedback for the formative or summative using screencast software. And finally, I wanted to mention the Aftalmic Educators Group. This is a group we're trying to form in everybody related to ophthalmology is invited to become a member. You can find more information on this on our website. And the idea is to keep all those interested in teaching and learning and the area related to ophthalmology together. So they can learn from each other and exchange ideas from each other. Of course, in such a short time, I don't have time to cover a lot of other digital competencies that are needed to do all this work, especially for an international organization with ours where our members are spread all over the world. We need to be competent on a lot of collaboration tools. So other things you probably will need to learn. And we probably will be developing courses specifically for these are using collaboration tools such as Google Drive, where with all the reps are our main weapon to hold it some way to be able to do shared work online. We use software like follow up then that allows your and I have no interest. I don't have no economical interest in this, but we use this to follow up and keep our inbox free to follow up our emails. Screencast romantic and other free software that allows you to record and narrate your presentations to put up to the web. Software like to do is that is a to do list that also shared inside helps groups work together. I don't know to be a place to collect all what you find on the web because today probably it's more about creating good teaching interventions that are already on the web than producing them. We just try to produce what we don't find. And finally, another software we use a lot and that we believe learners and teachers in this digital age need to master are the software for mind maps. That allows for students to develop their deep learning and for teachers to develop documents that will help fight the forgetting curve you always have after a teaching intervention. So I'm 20 seconds past my 10 minutes and I think this is all I had to say. Thank you. Thank you so much Edward. 20 seconds is amazing. That was that was terrible. I really enjoyed that for, I mean, lots of things you packed so much into 10 minutes. I particularly enjoyed learning a bit more about the learning modules which are offered by the ICO. And also you gave me ideas for adding more interactivity to our webinars, you know, making the most of the active learning opportunities that this all this technology affords us. So thank you. We've had a question in from Mustafa. I hope I pronounced that right. I apologize. And that is how please how can we have access to the multimedia tools mentioned from ICO. Well, I've, I've sent you this presentation PDF on this PDF. It's my it's a it's a longer presentation I first prepared but of course 10 minutes one on enough there you have all the links to different to different parts of what I talked about. I suggest you first explore that. And if that's not enough, please. Sally share now my, my, my email and I'll be very glad to help anyone that has further questions of needs to find things I talked about. I will be very glad to, to, to help them through email. Oh, that's fantastic. I'll figure out your email and share it in the chat section for for all the audience I've put the link to our web page in the chat bar. And that I we've uploaded Eduardo's PDF and a link to his longer talk there so you can follow up there Mustafa. Okay, thank you. I had a couple of questions for you as well. Eduardo, I hope you don't mind. I promise. So I wanted to know I wanted to maybe it's cheeky not easy. So I wanted to know which, which aspects of teaching online that you personally enjoy the most what you get the most out of and which parts are the most frustrating as an educator. So the, the part I like most is that it allows us to do active learning. It allows us to teach at the time we are, we like to do it. I always get up at four o'clock in the morning. So that's, that's the moment I answer everything that's pending on the forums. And also students specifically when we're talking of CPE, when you talk of CPE, learners are usually working. They're not full time learners. They need to do this when their work and their family obligations do not are not pulling from them. So the thing I, I most like is the possibility to do this for learners and teachers whenever they want. And the other thing is that it adapts to the learners state when they go into it. Because learners that have little experience on the topic can go in the presentations to three times, ask more questions. And that are more competent in that you can just fast forward the videos or just skip them and go into the discussions or assessments or whatever. I think those are the things I value most as a fast forward. Yeah, that's a really great point about Perse being able to being enabled to personalize learning, you know, as a conversation between the educator and the learner. Okay. All right, I've got, I've got several more questions, but I have to let it go, Eduardo, because we're time is moving on. And I want to make sure there's lots of time for Judas talk as well. So thank you again. And I really appreciate your time today for joining us. Thank you for the opportunity. Okay, so we're now going to move on to our second talk. And this is from our second speakers from joining us from South Africa. It's associate professor Dr. Judith McKenzie, who's an extremely experienced educator and researcher at the University of Cape Town. She's head of the disability studies division within the Department of Health and Rehabilitation Sciences. And she convenes the postgraduate diploma and disability studies there. She's also responsible for supervision of masters and PhD students and has an active research program focusing largely on inclusive education, intellectual disability and family life. And she's the lead academic on the MOOC education for all disability diversity and inclusion, which was developed by the University of Cape Town on the future and platform. So Judith is here today to actually share mostly to share her I think to share her experiences of these MOOCs are massive open online courses. And just a quick word about those before you go on. MOOCs are free to access online courses, which are being developed in large numbers by universities around the world. And the aim is to extend the reach of higher education beyond the university walls. So they tend to have large numbers of students and a lot of the learning is self directed in the courses and UCT has a fantastic program of MOOCs available now. So Judith is going to talk about her experiences as an educator developing and delivering the MOOC she was involved with and also on the impact it's had on her research and teaching practice since. So again, please, as questions and comments come to you, please post them to Judith using either the chat bar or the question bar. And we'll answer these in a Q&A afterwards. Okay, so let me hand over. Control to do this. Yes. Thank you. Hi, Judith. Welcome. Thank you so much for joining us. Thank you. Getting to the screen. I do believe. Yes, I can see your screen now. You can see the screen. Yep. I can see your slide. Great. Okay, I am not as expert at webinars as Eduardo. So thank you, Eduardo, for the presentation and I've certainly learned a lot and love the professional way in which it was done. I think there's a skill to doing that. And really being familiar with the technology. So I'm talking about experiences with MOOCs and I would like to just look at this presentation in terms of firstly my own personal experiences that I've had with the MOOC and the motivation that I had to develop it and that we felt the need for the MOOC. And then something about what that development entailed. And finally just to look at some of the benefits and challenges that arise from working in that MOOC space. So starting off with my own personal experiences. I found myself I've been involved in the area of inclusive education for many years and inclusive education for those who may be not so familiar with it is the education of all children in the same classroom. Instead of special education for children with disabilities and regular education for those without inclusive education looks at the ways in which education can be integrated for both children with and without disabilities. So what I find is that often we ask for help or advice and especially the requests would come from less well resourced areas who really felt they wanted to do something this area. We're unable to find resources to assist them. So from our division there was a need to share and wanting to share but not having the time and many of the people making the requests were not people in a position to come and study with us but just needed some information to get them going. The other aspect that was important for me is that we in running the postgraduate diploma on disability studies. We moved from a block release course where students would come for two weeks, go back and then come back for another two weeks and then come back and do the exam and then come back for another two weeks and go back and come back and forth. And we moved that to a blended learning in which they would just come for two weeks and then the rest would be in online learning. And this was a full qualification which is counted as a distance education in South Africa and throughout Council of Higher Education. But what was revealing to me was the level of audience interaction, I mean not audience, peer interaction that would happen in the online space, the discussion and the way that peers would construct knowledge with the facilitator and with each other. And so that was a revelation for me to see that. And then the other personal experience is that there is such a willingness to learn out there and a dearth of knowledge and yet we've got this, the internet which is such a wonderful way to share. So as I say, I was impressed by the power of online engagement, especially as it allows students interaction and co-creation of knowledge. And then UCT sent out an offer for people to motivate to do courses. And stated that funding would be made available for course development. So that was motivating and we applied in that. And then the attraction of the openness that the open courses open technically, legally, culturally, pedagogically and financially. So it gave ultimate access. So in terms of legal, copyright in terms of culture, culturally, it was that we had the opportunity to bring in the full range of, a whole range of cultures. And then pedagogical that it was, we had a range of pedagogical techniques and financial being free, not being having any cost implications for the user. And then the other really thing that was important just was reaching low to middle income countries. And here we had a challenge because if you do, sorry, I've done something with my screen now. And we had a challenge because if you look at the literature finds is that MOOCs are often, they've often, while they've been held as an educational revolution and being able to reach people who might not have access to courses. And the research reveals that, in fact, the users are mostly located in high income countries. And thus educational disparity is particularly stock in Brazil, Russia, India, China and South Africa, all of which seem to be prime candidates for MOOC education. But in those countries, almost 80% of the MOOCs come from the wealthiest and the most well educated 6% of the population. And so those were the motivations. And then we through that motivation, fortunately, we were accepted to go on to the program and to be funded for it. And then we moved into the course development. And this was a really very, very interesting experience and I learned a lot about teaching and about learning design, even having had a lot of experience in course development. The precision that's needed to develop a MOOC was very enlightening. So we had regular meetings to lay out and plan the MOOC and we engage with an NGO in the field of inclusive education and also share their resources. I think when you're developing a MOOC, it really is time to make use of your networks. We found that people were very willing to be drawn in and to be part of it. We had, as I said, clarity is the thing and the learning design team really pushes one for clarity. So we had to gain clarity on what is mean starting from the beginning. And we had to define our target group carefully and of course determine learning outcomes and assessment. I'll point out copyright is something of a mystery to academics. We just feel like we can use whatever we like and that was the challenge to learn about that as well. And there's a lot of an administrative load, there's setting up appointments, there's arranging shoots, there's preparing scripts. So there is a lot of preparation to get the MOOC prepared and would not have been able to do that without the support of an assistant. If you are in an academic position and you are thinking of doing a MOOC, then one needs to be aware of the real load that it does impose. And we were lucky at UCT to have the funding to be able to employ somebody. And the learning design team is critical. We had an expert team at the Centre for Innovation of Learning and Teaching, which we call SILT at UCT. Then what was the impact on other forms of teaching? And I think it helped me a lot with the blended learning course, just understanding how to facilitate more student engagement. I also learned more about the importance of multimedia, not just not only the PowerPoint, but using other sources as well. And engaging students to discuss with each other. I think what it also highlighted for me in an area that I still need to go more into is the importance of digital literacies. And I looked at Belshaw, which I won't go into now, but he identifies these different elements of digital literacy. So it's so much more than just being able to use the technology and it's so much more than just being able to post messages. There are a whole lot of digital literacies which need to be drawn upon. I also found that coming from disability studies, it was very important to us that the MOOC would be accessible to people with disabilities. So people with visual impairment, which might of course be of interest to Eduardo from the filmic side. And also people with hearing impairments and even people with low levels of language, either second language speakers or through disability. And we used then the notion of universal design for learning and we found that MOOCs are very well orientated for that. And universal design for learning looks at representing the information that you need to present in a range of ways. Visually, auditory, text in a whole range of ways so that people can exercise their own learning style and use their own strengths. And then multiple means of action and expression means that there are flexible methods of action and expression to support their learning. So that participants might respond through a written text, through a spoken text, through a posted video and so on. So that multiple means of action and expression and then multiple means of engagement. And that means it's the motivation getting the effective part of learning in why people actually learn. So I think that that framework helps us to look at making it accessible. There's just a screenshot of the MOOC, which is actually running at the moment. It's I think the eighth run that it's on now. And so the benefits, the benefits that we've experienced is that participants have really benefited in ways that they've shared with us. That emails and stories, people that have like come said, oh, they've really found it helpful. And the MOOC also raises the profile of the division and as a lead academic, it also has assisted me in my academic career. And we've made connections with other countries. That is a fascinating part of MOOCs that you've got a global connection and a global dialogue. We also find that students who do MOOCs have joined our program. So we have gathered PhD students and postgraduate students who started off by doing the MOOC and then became interested in disability studies. And those experiences has led us to seek and to receive funding for further forms, which would be on education of children with disabilities. So that we're doing a more advanced version of education for all. And then we're doing a MOOC on education of children who are deaf and hard of hearing, children who have blind and have low vision and children with intellectual impairment. It's been nice to be able to bring in students as mentors. They are doing work in inclusive education. They can spend some time on the MOOC and get to know some of the issues and engage with students on there. And of course, there are also research opportunities. The challenge is that it's very time consuming to set up. And as each run goes, as I say, we're in the eighth run now. But each time one wants to engage with it more, but it's a challenge to find the time to do that. And when one is when, one would actually update the course. And then, of course, keeping up the main term is an issue is students tend not to complete. There's a funnel of participation with a large number starting and a few coming out. For example, our first run, 9,104 participants registered, but 724 actually finished the course with various degrees of participation in between. So whereas it is a very small proportion that actually finished, I think that you will agree that having 724 people go through a course is reaching still a lot of people. And the others will still have gained from the incomplete participation. So in conclusion, I would just like to say that it's a very, I've had a very positive experience. And it's been very supported by the university. And we're grateful to Sultan to the VC strategic fund and just also to acknowledge my coeducator. And inclusive education South Africa, because as I say, it's very much a collaborative effort and can't be done on one's own. So I've raced through that, Sally. And I hope it hasn't been too quick. I'm not, and I hope that I'm in my time. Thank you very much. Thank you so much, Judith. That was fascinating. And you were absolutely on time. And a lot of what she said, I'm a someone who is more of a learning designer who's also who works with academics to create MOOCs. And so much of what you said resonated with me about the need to the need for precision and so much work in the planning at the start. I think because the less teacher, less ongoing teacher facilitation, you need to really plan how it's going to work at the start, don't you? And I actually had a with your with your completion rate, 724 people going through the course is amazing. And I want to I have read recently that we shouldn't be looking at the people who register for MOOC as our learners. They're like the people who are thinking about buying our product. And it's the people who turn up that we should think of as our learners, which actually kind of will double your completion rate. And actually, I had one question I had for you was I recently went to a meeting. You use future learners, the platform, and that's a real feature of MOOCs, isn't it that academics, we kind of work with this external commercial platform provider, don't we? So we move out of our mood or our or or vula and work with these these and they're quite commercial and how they think about things. And they're very focused on how to make MOOCs sustainable. So this meeting was all about make the taking the MOOCs we're creating and integrating them with our formal courses. And I was very interested to see that you had come from a blended a blended course and into developing MOOCs. And my question when I get to it, finally, I apologize, is do you see are you looking at integrating the MOOC back into the blended formal course? Is that something that's feasible or are they two different and the audiences are two different, the learners and so on. Do you see a synergy between the two to help you with this, you know, managing the workload and making them more sustainable in future? Yes, I do. The thing is that the MOOC has been slightly different to the aim of the blended course. So it hasn't really been a fit exactly. But interestingly enough, we have the MOOC that's running now this run now the University of Johannesburg. They the education students have been they need to do they've been told that they need to do the MOOC. So they are integrating it. It's another university and they're integrating it into their postgraduate program. So it's quite interesting how how interesting. Yeah, it's early days, isn't it? There's a lot of change going on. I've got bits of paper, I've written millions of notes. So yes, I was very interested in Bellshore for digital literacy is something we've been thinking about, too. And we've been looking at what the UK universities information literacy service has been looking at. They've developed a set of competencies and capabilities that they feel UK students need to have for higher education. And something we've been talking about is how cultural these how culturally contextual these capabilities and digital literacies are. So for example, here in the UK, there's a big emphasis on managing your digital identity and making sure you've got a professional digital identity. Because everybody's on social media chatting away and maybe mixing up their personal and professional identities when they're students. Is that something that you see it in South Africa? Well, I think that, you know, this MOOC, for example, was aimed at low and middle income countries. So a lot of our participants are not very sophisticated in terms of a lot of them are. But there are many that are not that sophisticated in the digital technologies. And I think that we haven't taken sufficient note of the elements of digital literacy and kind of use the MOOC itself to develop those skills as we go as we go along as we go through it. I think it takes a lot more thought and certainly with online with full qualifications is even more of an issue. Because they are people who have paid the fees and who are ready for full qualification and with different levels of preparedness for the digital element. So in that we do spend a lot of time we spent like two weeks and we have ongoing support for the students. So I would say we're probably more the other way, Sally, is that people are quite unsophisticated. A lot of people are quite unsophisticated in the digital world. Okay. Certainly in the formal courses obviously in the MOOC you have the full range. Yeah. I think that's a really important point that I just made. I just made that mistake. I think in my question of not lumping our students together in great heaps that there's a lot of difference between a cohort in amongst a cohort of students and that will change over time as well. Yeah. Okay, I see I can see time running on so I'm although I could ask both you and Eduardo many more questions. We will lose our audience one by one. So I'm going to. So I'm going to thank you very much, Judith. That was extremely interesting and I'm going to wrap up now. Thank you very much. Thank you. Thanks. Okay. Bye. Bye. So I'm thank you to both our presenters and you should get an email in a few days with the links to this recording and the transcripts and please share them. And also, please, if I could just finish off by showing our last screen, join us next time when we're going to look at digital technologies from the learner's point of view from our for health professionals. So we have another faculty member from Cape Town, Miss Veronica Mitchell, we will be talking about the digital skills and tools that health professionals need to support their technology enhanced learning. And she's actually going to talk, I think, a bit more about the digital skills and literacies we've touched on here, which I also talked about in our first webinar in a very sort of broad sense. So if you're interested in seeing the first webinar or the transcript or in signing up for the next one, which I very much encourage you to do, please visit this webpage and I have stuck the link in the chat as well. Find out more and so I'm going to finish now and I'd like to finish finally by thanking Eduardo and Judith again for two really interesting webinars. Thank you very much.