Audio Recording on Monday morning

Audio Recording on Monday morning

ANALYSIS ...

AIM:

* To develop a programme that learners can use while working in their clinical areas where they have access to computers.

(* To train learners in the basic use of the computer to access the programme;)

* To motivate learners to learn through reflection;

* To expand the impact of the programme by stimulating learners to participate thoughtfully through reflection;

* To make the best use of limited lecture time.

ANALYSIS:
Trigger for learning/ training: Rural communities do not have access to many medical services; home based care-workers (HCWs) are employed through Extended Public Work Programmes; they have no formal training, but must have Grade 10 (school), be 18 years or older. Qualifications obtained here are recognised for further training. Lecturing time is limited, which makes e-learning, where resources are available, a valuable addition to the training.
Target group: Community care workers who are doing an NQF Level 1 course while in full time jobs. Three groups of five  HCWs  each rotate through three clinical areas (Step Down, Care for the disabled, Clinics) during the year of training and attend lectures two afternoons per week. Because of the limited lecture time, this course will be aimed at preparing them for class – they have neither access to nor much (if any) knowledge of computers. Computers are made available at the facilities where they work, and time will be allocated for each learner to do the sessions online. An computer instructional course will precede the programme.
Content: The programme will be using the existing module on HIV, addressing the approach and support of the person with HIV.
Technical analysis: Computer with software,  Screen, Video camera, Audio software.
Structural analysis: Podcast delivering a single training session per topic, learners can access as often as they want/ have time for to prepare them for the formal contact sessions; instructions and time to prepare written reflections and feedback in the contact session.
Resource assessment:  Computers are available through donations from businesses; material for the lectures by Philani Training and Development Solutions NPC and additional material online.

Game Changers and Nontraditional Learners

Tate, P. & Klein-Collins, R. 2012. IT Innovations and the Nontraditional Learner (Chapter 5) in Oblinger, D (ed): Game Changers.

 

Worth reading (time, please!). I agree with Mubuuke regarding Chapter 3 (IT as a Game Changer).

What has interested me, though, was Chapter 5, dealing with learners in similar situations as those I am involved with. It gives an interesting view on the characteristics and barriers of these 'no longer uncommon' (p 68-69) learners and emphasises the point that alternative approaches to and methods for teaching can no longer be considered a choice, but is a given. The importance of recognition of prior learning is discussed - an issue we can associate with, especially for learners who come from backgrounds where motivation and support in the direct circles are more often absent or minimal and where recognition could prove  even more valuable for support and motivation.  

A fact: IT innovations can only change the game for nontraditional learners if people have access to that technology. (p79 ), and that is often the big issue when experimenting with alternative methods of teaching. An interesting fact: the United States ranks only fourteenth in the world in its broadband penetration rate - where do we come in? South African nontraditional learners are not primarily handicapped by the limitations of broadband technology, but, to a great extent, by not being able to afford even simple technology (most of our students send "Please call me's" when they need to communicate with the lecturers). In our rural set-up it would imply a limitation on the 'tools'  that are available in the broader sense - for now, anyway. IT innovations indeed has the promise of greater access to an education.
 

 

Wading ...

This is it ...  

I am struggling here, since I don't  have students to base this whole thing on (I presume the netball-referee training that I do won't quite pass as "health"-stuff. Mmm... maybe if I take the loooong view and start contemplating the value on physical and mental health and ... haha!)

I work with ancillary health workers in community health care. They train under Philani as community health workers. Having spoken to one of their 'teachers' over the weekend, I have decided to use one of the modules with which they  - not a big thing, because I can only eat my elephant in small bites.

So - and I would APPRECIATE your imputs, guys! - to start at the beginning, as Desire put it -a-la-Sound of Music so nicely:

The course:  NQF Level 3: Health Sciences and Social Services
The module: HIV and AIDS - treatment options in community care and support situations.
The 'audience': Females, ages presently vary from 18 (minimum required) to 45; they must have succesfully completed gr 10 (school).
The needs: HIV and AIDS are issues that Community Health Workers (CHWs) have to handle on an almost daily basis. Since they are often the only/ main link to health services for many people in the community, knowledge of the problem and especially of the action is vital. Their lecture time is limited as they work in the community, too, which gives them an income.

The specific outcomes for the module (at this point):
1.  To describe the rights of people who are infected and affected by HIV and AIDS;
2.  To explain to clients the importance of knowing their HIV status and the implications of taking a test for HIV;
3.   To explain ways to reduce the transmission of HIV from a pregnant HIV positive woman to her child;
4.   To explain post-exposure prophylaxis (PEP);
5.   To explain early treatment for opportunistic infections;
6.   To discuss access to antiretroviral therapy and the advantages and disadvantages of treatment.
The outcomes for the e-learning module would have to mirror these.

The Resources:
They have access to computers in class and at the clinics, which would mean that they could have time allocated for working on the module. How competent they are at using these (as Mubuuke mentioned to Desire) I will have to go into. But they do use computers to add data from their home-visits, so I presume they will be competent in the basics. But I'll check that, of course!

As for the rest: I'm wearing my thinking cap!!

Thanks for the articles, JP - valuable (and no, I'm not trying to read them all!)

Am I on track here? - waiting for your opinions ...

Signing off for now
Elna

On your marks ...

Ok, let's get this show on the road. I've chosen this module for my elective, but right now I feel fairly incompetent at using it ... and it's only two weeks post-class! Therefore I will attempt to post weekly and at least have the flow of it.
I must admit that I feel very isolated here at the "University of Matzikama" not being a (formal) educator and NOT seeing any other students or academics prowling the passways :)  ... but, as I keep reminding myself: YOU wanted to do it, so YOU JUST DO IT! Hoping to find the rest of my classmates around, too!

Thought for my week:

"Genius is divine perseverance. Genius I cannot claim nor even extra brightness but perseverance all can have." Woodrow Wilson

Persevering - and back to working at my research for today!

Signing off ...
Elna

Arrived at e-learning

Arrived ...  and I hope that, by the end of this module - but hopefully much sooner! - I will have arrived at a point where the basics will be common knowledge (is there such a thing?) and I will easily slide into and out of using this very interesting and seemingly (proof for the self) efficient tool .