Amsterdam 2015
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| Abstract #2102 - Poster 2 | ||||
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Session: 59.2: Poster 2 (Poster) on Tuesday in Chaired by Authors: Presenting Author: Mr Ralph Spijker - Soa Aids Nederland, Netherlands |
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| Additional Authors: | ||||
| Aim: With an ongoing drive to innovate, STI AIDS Netherlands developed in close collaboration with communities of practice (COP) an online learning event with characteristics of a MOOC. The learning event was called Digitale Leerweken 2014. It exists out of 21 online workshops. Three workshops had the aim to enhance the implementation of new developed national guidelines for STI and HIV practice among medical and nursing professionals. These guidelines are: Partnermanagement (partner notification), Triage flowchart for STI/HIV testing and the guideline detecting and responding towards human trafficking in sex work practice. While traditional face to face learning strategies often dominate implementation processes, questions raised if learning through a MOOC was accepted by professionals as part of an implementation strategy. | ||||
| Method / Issue: The advantage of a MOOC is that many participants are able to learn in an online environment, on their own time and in their own place. From literature it became clear that MOOC’s have specific challenges for example: how to motivate professionals towards active learning and communicate/exchange with other participants in order to reach maximum learning effects, using Web 2.0 communication tools. Other challenges are commitment to learning in time (professionals are busy) and to personalize learning experiences. | ||||
| Results / Comments: The MOOC was opened for learning from October 27th untill November 21st. During this period 569 professionals participated in 21 online workshops, free of charge. 293 professionals participated in the 3 guideline workshops. Results show that far most participants experience that: 1. The learning content matches the learning aims, 2. They reached the learning aims, 3. The content matches their level of knowledge and experience, 4. The learning content is useful for their daily practice. | ||||
| Discussion: While MOOC’s in general have a low degree of participation (13%), this MOOC holds a level of participation of 78%. STI aids Netherlands suggests that involving nursing communities actively as collaborative partners in course design, content development and campaigning lead to a high degree of participation in active learning. Lessons learned are in general that developing a MOOC demands a lot of time and effort and specific skills on learning design. Educational content development (video’s, voice-overs and podcast) by field experts demands scripting and clear instructions and monitoring by the educational designer. Web 2.0 communication tools like a forum demand moderation and clear guidance for participants to enhance learning. A moderator instruction need to be developed based on the first experiences on forum moderation. Further research is advised on the impact of online learning on daily practice of professionals. The evaluation report is published online and sent to all stake holders, COP’s and others that made this online learning event possible. | ||||
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