www.universante.org

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www.universante.org

• International computer supported collaborative
  learning for public health content

Anouk Berger Geneva Medical School TECFA
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(No Transcript)
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Objectives

• To construct a online knowledge base in
  public-health.
• To build collaborative learning activities
  integrated in local courses of public-health.
• to formalize interactions in well structured
  scenarios (roles and phases)

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Public health courses
CSCL scenario
Oct. 2000
June 2001
March
Monastir Post-graduated (15)
Beirut Post-graduated (20)
Yaounde Post-graduated (7)
Geneva Continuing training (15)
Face to face session in class Introduction or
synthesis
2-4 wk work within the environment Collaboration
between countries
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Interface global view
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Interface awareness tool
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Interface global view
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Clinical cases
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Fact sheets
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Scenario
Phase 1
Phase 2
Phase 3
Phase 4
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Evaluation instruments

• Subjective component
• Forms
• Interviews
• Objective component
• Analysis of actions
• Analysis of participant production (discussions /
  documents)
• (Pre)-post test comparison

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Evaluation o)

• It worked!

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Evaluation o(
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Conclusions

• It is possible well received
• Positive side effects (i.e.ICT introduction)
• But
• Complexity of scenarios
• Teachers training
• Formalized project managment

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Learning activities

• Clinical cases discussion phase 1
• Fact sheets creation phases 2-3
• Intervention strategies creation phase 4

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Differences of viewpoints

• Differences between health problems
• Thematic groups
• Differences between target populations for a
  given problem
• Subgroups per case
• Differences between social, political and
  economical contexts
• Subgroups per country

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Funding

• Main source
• Fonds Francophone des Inforoutes
• SFR 125 000.-
• Other sources
• Federal Department of Foreign Affairs
• SFR 50 000.-
• State Council of the State of Geneva
• SFR 40 000.-

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4 phases - 1 phase is made of ...
Face to face sessions in a classroom 1 per
country Introduction or Debriefing
Phase 1
Phase 2
Phase 3
Phase 4
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4 phases - 1 phase is made of ...
Face to face sessions in a classroom 1 per
country Introduction or Debriefing
2-4 weeks of homework Collaboration between
countries
Phase 1
Phase 2
Phase 3
Phase 4
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Communication

• Face to face communication introduction /
  debriefing sessions
• Asynchronous distance communication forums
• Teachers regulators, facilitators of
  interactions

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Interface Organisation/Orientation Tools
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Interface Organisation/Orientation Tools
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Interface Organisation/Orientation Tools
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Intervention strategies
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To enhance rich interactions

• Differences of viewpoints between students could
  stimulate interaction. (Quignard and Baker,
  1999)
• Discussion and negociation could increase the
  level of abstraction. (Schwartz,
  1995)

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Evaluation objectives

• Convince granting agencies (la francophonie and
  others) and ourselves that the project was a
  success
• Answer academic research questions
• Exploiting the differences between nations and
  cases to stimulate discussion and acquisition of
  abstract concepts, evaluation of the tools
  (scenario presentation, awareness tools, etc.)

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Thematic groups
Phase 1
Phase 2
Phase 3
Phase 4
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Sub-groups per case
Phase 1
Phase 2
Phase 3
Phase 4