The Internet, Interdependence and Public Health Education

Transcription

1 The Internet, Interdependence and Public Health Education HarvardX: Harvard University MITX: Massachusetts Institute of Technology University of California, Berkeley Georgetown University University of Texas System Wellesley College

2 A global perspective can generate a full understanding of education in an interdependent world... To capitalize on these opportunities, a global learning community for continuous and progressive improvement needs to be developed (Frenk & Chen 2010).

3 What 21 st Century Learning Should Look Like * In contrast to traditional classroom instruction, which often consists of a single educator transmitting the same information to all learners in the same way, the [online] model puts students at the center and empowers them to take control of their own learning by providing flexibility on several dimensions. * Transforming American Education: Learning Powered by Technology

4 Fundamental Rethinking of Educational Systems * Online learning supports diagnostic assessments and frequent and individualized feedback, which may in turn suggest a move toward competency-based systems. In this model, once students demonstrate a desired level of mastery they can move on to new topics and new skills. (Bakia et al. 2012) * Understanding the Implications of Online Learning for Educational Productivity

5 Increasing the Rate of Learning * Lovett, Myer and Thille (2008) found that college students learned statistics online about 50 percent more quickly than did students in traditional large lecture courses. * Understanding the Implications of Online Learning for Educational Productivity

6 MOOC as Disruptive Innovation * The MOOC model has the potential to disrupt conventional university education in two ways as a substitute, and as a supplement (Marginson 2012). Massive Open Online Course * Yes, MOOC is the global higher education game changer (2012)

7 MOOC Timeline * Four Barriers That MOOCs Must Overcome To Build a Sustainable Model (2012)

8 MOOCs Strengths and Weaknesses MOOC: Massive Online Open Course Strengths Volume and reach Flexibility Low capital investment/student Open source architecture Weaknesses Dropout rate Heterogeneity Certification surety Limited teamwork

9 The MOOC s Shall Inherit the Earth? HarvardX: Nearly 70,000 Worldwide Enrolled, July-January 2013 PH207x Health in Numbers: Quantitative Methods in Clinical & Public Health Research Instructors: Fran Cook, Marcello Pagano PH278x Climate Change and Global Health Instructors: Ari Bernstein, Jack Spengler

10 Demographics This past Fall, 55,000+ students from approximately 180 countries enrolled in PH207x. Geographic Distribution of PH207x Students, Fall 2012, Top 25 Countries* Top 5 Countries: United States India United Kingdom Nigeria Spain * This analysis is based on self-reported addresses. Only approximately 50% of PH207x students provided addresses.

11 Demographics Gender Distribution for PH207x and edx Population Education Distribution, PH207x

12 Course Completion Ignoring the cohort which never attempted a single problem and those who registered after the first homework assignment was due (leaving 19,311 students in this analysis), 33% of students remained engaged enough to attempt the final exam. 5,055 students earned a certificate with an 80% or above! In 12 weeks, we have trained approximately the same number of students as we train in 10 years of MPH/MS students in our Boston-based in-person program.

13 Next for HarvardX and HSPH Spring 2013 Human Health and Global Environmental Change Fall 2013 Fall 2013 Health and Society Modules: Genomic Data Analysis Spring 2014 Health Services Administration Spring 2014 Genomic Data Analysis

14 Evolution of HarvardX Financial Model in evolution Fee for course Fee for Certificates Philanthropy Bilateral Financial agreements with governments, Universities

15 HarvardX in HSPH Classroom for Fall 2013 Launch Flipped Classroom Versions of PH207x Two Approaches: BIO 200: 120 students flipped Biostatistics ID 207 : 60 students flipped, integrated BIO/EPI Goal: Delivering blended approach to education to promote deeper learning and the use of flexible and modular approaches to delivery of core knowledge to a talented and heterogeneous student body Sets stage for scaling up to flipping the core for new DrPH degree (Summer 2014) and redesigned MPH degree (Summer 2015)

16 Public Health Workforce Development Traditional method: Bricks and mortar institutions Faculty development via doctoral training Multiple expert faculty per discipline Lecture-based or case-based pedagogy Internships/practica in breaks Blended online method: Clicks as well as bricks Extend range of current faculty - task shifting. Provide Faculty with readymade high quality teaching materials Flipped classroom i.e. didactic material online, classroom freed up for cases, discussion, problems. More time for internships/practica.

17 Summary Opportunity in pedagogical innovation for degree programs with a suite of HarvardX courses Blended, flexible instruction using online courses for didactic material Standardization of core competencies Expand curriculum International faculty development possibilities Support boot-up of international MPH capacity

18 Join Us: November 1, 2013