Hello. Everyone, and welcome to today's webinar. On. Digital. For health education my, name's Sally parsley behind these spectacles, and I'm a learning, elearning. Developer, and technologist. At the London School of Hygiene and Tropical Medicine and 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 learner's, 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, a 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 cup 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 the tours because please post your questions and comments using the. Chat bar which you should see in the, GoToWebinar menu. On your screen so. You, can post your questions there to me or to the group and I'll, callate 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 talker, our for speaker sorry dr.. Eduardo, New Yorker he's. An ophthalmologist with. Specialisms, in refractive, and cataract surgery, and he's, honorary chief of the ophthalmology, service at the universal. Italiano, de Buenos Aires in Argentina. He's. An ophthalmic educator and trainer with many years standing and he has a particular interest in expertise, in eLearning. 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 pod 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 you're, still yourself muted. So. When you're ready either. You go okay. Welcome. Myself. I'll mute myself now Eduardo thank you, okay. Thank. You very much Sally. It's, a. Pleasure to be an honor to be today with you here, to, share some of what we're doing at the International Council opthamology. 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. If it's, can. You see it okay yes. I can, say 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. 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 obtaining educators. Then. I will show you our knowledge, abroad and. Finally. And talking. About the. Educators. Who. The. Icao for those of.
You. That are not done, to not know them well is an international. Organization. That has, 103. Nationals, of terminology, societies, and 44. Internationals. Of specialty, societies. As members. We. Work together with. Other NGOs. And. With. Supranational. Organisations. From, in. Australia, and ophthalmology, from, history city Europe, the Middle East and America. The. Commitments, of the I cor 3. Education. As my area in, fencing a here and advancing. Leadership. The. First thing I want to introduce to you are our. Online, courses. These. Online courses, are a synchronous. Courses. That, as you know these, are courses when 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 the scores to individual, individuals, but. We. Now, are trying, to do in two, organizations. The. Reason for this is because many. Times in the really. Were not able to implement our theorem 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 nowadays there. Are many. Different. Software's for developing, webinars. And from. Where you can choose from and, they all have in common like. This one here go to meeting where you can see the, screen or my presentation, will be you have the possibility. To enchant, quizzes, the. Polls and. See at the same time, video. Of the speaker. This. Discourse. Prepared, them on how to prepare the webinars before. What you need to. Ready. Before you do a success, successful, webinar, in, during. The webinar how, to use the different windows inside. The software how. To use presentations. Videos qui, sherry etc. The. Second one the, one I like, most is this, one called transforming. Lectures interactive teaching, interventions. This. Is also an asynchronous course, or, we, cover different topics such, as adult learning theory that, helps engage the, attention and, facilitates, learning. How. To plan courses the, starts with writing good roles and objectives, organizing. Content and. Developments. Then. How to build, the course content because, as most, of you are aware of you, can 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, who are we join cognitive. Curriculum. From cognitive psychology. And how, to combine multimedia. Join, hands learning, effectiveness. All. This runs khana learning management system, wooden one of the most he used. Software for handling. These kind of courses, we. Also covered, how to use Queen casts, software. That allows you to record and then publish your. Presentations. And, separative. 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 dealer in Korea in. This. Course usually, in the first week the. Learners. Uploaded, Haeundae belief wasn't, our best presentation. And that's, the course goes by they start, working units to try to apply everything, they float. Usually. By the end of it the end with much better and polished presentations. The, one they started with. This. One is, probably the course, I most, enjoy, running this. One has. Not. Not, to do with, digital. Literacy. But, has to do with probably the most important, skill any, worker, in, the twenty five twenty, first century and, going too fast. Needs. To. Be successful. And this is critical. The. Teachings here are based on what the foundation for critical, thinking is. Teaching, based, on Richards false teaching, we use books, and programs from here, and we, cover in, different, morals than, the physicians for critical thinking. How. It'll bond called. Classifies, the elements, of thought in eight, areas and how these, are analyzed. Applying, intellect of standards, then.
We Look at the functions, of the mind that always work together such. As thinking, feeling and, one team we. Go into. Talking. About social. Centric thinking, and an, eccentric, thinking, that usually. Modify. A lot of our thought and finally. We end with how, to apply, all this to analyzing. Chuckles and to. Solve problems. In the clinical settings. The. Center, for timing education, is the place where, we you, can find all these resources or, reason. We've. Built. This area, as a, separate. Website. From, the icos, website, just. Committed. To teaching, then, taxonomy we decided, to use is to divide this on how, to teach, where. We, publish. Articles. Videos. Regarding. Sorry. Regarding. How. To teach, what. To teach and. Goes. Into developing. Curriculums, for teaching ophthalmology, what to teach with resources. That are used for Gigi, how. To assess and address s with it. Has a search engine that allows you to search all these areas on. We. Also have a technology, blog that. Started I think into low ten, where, we try 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, whether. Formative, or summative using. Screencast. Software. And. Finally, I wanted, to mention they, have tell me educators, group this, is a group we're trying to form in everybody, related, twelve, terminology, is invited, to become. A, member, you. Can, find more. Information on this on our, website, and the. Idea is to keep all those. Interests. Into teaching, in our learning. And, the. Area related, craft homology, together, so. They can learn from each other and exchange, your ideas, from each other. Of. Course in such. A short, time I don't have time to cover a lot of other digital. Companies. That, are needed. To do all this work. Especially. For an international, organization. With ours for our members are spread all over the world we. Need to be competent on a lot, of collaboration. Tools so. Other. Things you, probably. 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 share, work, online. We. Use software like follow up then that allows your. Have. No. Interest. No, I don't have no economical. Interest in this and. We use this to follow up and keep our inbox. Free to follow our. Emails. Screencast-o-matic. Another, free software, that allows you to record, and narrate. Your, presentations. To Kurama to, the web software. Like to do is that is a to-do list that also, shared on-site health groups were together. Evernote. Be, the place to connect. All. Of what you find on the web because, today probably it's. More about curating, good. Teaching interventions, that are already on, the web then producing, them we just try to produce what. We don't find. And. Finally, another, software we use a lot and then we relieve learners. And teachers in, this, digital age mean, to master our. Software. For mind maps that, allows for students to, develop their, learning and for. Teachers. To, develop. Documents. And, will help fight. The forgetting curve you. Always have after. I teach the internet, so. I'm 20, seconds past my ten minutes and, I think this is all I have to say thank. You thank. You. So much at what 20 seconds is amazing. That. Was ever said it was terrible I really, enjoyed that for, I mean lots, of things you packed so much into ten minutes I particularly, enjoyed learning a bit more about the e-learning modules which were 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, others technology, affords us so, thank you we've. Had a question in from Mustafa, Abdul Turay I hope I pronounced that right myslef. I apologize, and that, is how please how can we have access to. The multimedia tools mentioned from. ICO. Well. I. Sent. You this. Presentation. In PDF on this, BEF is. My, it's. A longer presentation I, first prepared at all its cost you ten minutes one hundred 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'd be very glad to. Help. Anyone that has saw the questions, of needs to find. Things. I thought you talked about I will be getting there to to, to. Help them through email.
That's. Fantastic. Shared. In the chat, section. For. Our brother or 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 actually i've side a couple of questions for you as well ed why do 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 actual well. 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 4 o'clock in the morning so, that's that's. The moment I answer. Everything. Than, spending, on the forums and. Also. Students. Specifically. When we are talking of CBE when, you turn off CBE. Learners. Are usually, working they are not full-time. Learners. They need to do this when. Their work and their family obligations. Do, not not. Putting too. Clear from them so. The, thing 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. Two, or three times, ask more questions those. That, are more, competent in that it can just fast-forward, the. Videos or, just go and go, into the. Discussions. Or, assessments. Or whatever I think those are things I value. Most as phosphorus. Yeah. That's. A really great point about Perce being able to being, in able to personalize, learning you, know as a conversation, between the educator. And the learner. Okay. All, right I've got oh I've, got several more questions but I have to let it go Eduardo because we're we've time, is moving on and I want to make sure there's lots of time for, do. This talk as well so thank you again and I, really, appreciate. Your time today for joining us in. Okay. So. We've. 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, Mackenzie, who's an extremely experienced, educator, and researcher at, the University, of Capetown she's. Head of the disability, studies division within the department, of health and rehabilitation sciences. And she, convenes the post graduate diploma in disability, studies there. She's. Also responsible for supervision of master's 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 Capetown on the futurelearn platform. So. Judith is here today to actually share her mostly to share, hurts I think to share her experiences, of these. MOOCs or 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 our 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 do this 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. Yeah, hi. Judy, this is welcome, thank, you so much for joining us thank, you. Yeah. Getting to our screen. I, do. Believe. Yes. I see you at 19 see your screen now, you. Can see the screen yeah, I don't see you tonight great. Okay. I am NOT as expert, at webinars. As eduarda, so thank you Eduardo for the. Presentation. And now Sydney learnt a lot and. He. Loved the professional, way in which it was done I think there's a skill, to to doing that and really, being familiar with the technology and, so, I'm talking, about experiences. With MOOCs and I. Would. Like to just look at this presentation, in, terms, of thirsty, 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 then. 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, so 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. When I find is that often be asked 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 but. Were. 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 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 purpose graduate to climb 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 another two weeks and go. Back and come so it come back and forth and we, move 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 through. Our Council of Higher Education but, what was revealing. To me was the level of audience, interaction I, mean not audience had pH. Action, that would happen, in. The online space the discussion, and the, way. That peers. Would, Co. Construct knowledge with, facilitator. And with each other, and. So. That was a revelation. For me to see that and then, other, personal. Experience is that the the. Willingness. To learn are there and a, dearth of knowledge and, yet we've got this, the.
Internet Which, is such a wonderful, way to share. So. Ears. So, as. The. Same I was impressed by the power of online engagement and. Suspicious, allows in student interaction correction, co-creation, of, knowledge. And then, UCT. Sent. Out an offer for. People, to motivate to do. Courses. And. And. Stated. That funding would be made, made available for, course development so. That was motivating, we applied in that and then. The. Attraction of the openness, that, the. Open. Courses opened. Technically, legally. Culturally. Pedagogically. And financially. So, it. Gave. Ultimate, excess excess so, in terms of legal is 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 political techniques some, 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. And. Here, we had a challenge because. If you do, sorry, I've done, something with my screen now. We. Had an advantage 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. In. High-income. Countries. And. This. Educational. Disparity, is particularly. Stock, in Brazil, Russia India China and South Africa all, of which is seem to be prime candidates, for MOOC education. But, in those countries almost 80 percent of the MOOCs come from the wealthiest and the most well-educated, six, percent of the population, and. So. Those, were the motivations. And then we threw. 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 a little lot, about, teaching in 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. When, we. Relate. 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 developing a MOOC it really it's time to make use of your networks, we. Found that people are very willing to, be drawn in and to be part of it and. We. Had it as, I said clarity is the thing and the. Learning design team really, pushes, one for clarity, and. So. If. We. Had to gain clarity on what is means. Starting, from the beginning and we had to define our target, group carefully, and post. Determine, learning, outcomes, and assessment. And as, chairman I'll punch it out copyright, is something of a mystery to academics. We just feel like we can use whatever we like and that, was a challenge to learn about that as well and. There's. A lot of an administrative, load as, setting, up appointments, is arranging, students is preparing, scripts, so there is a lot of preparation, to get the move prepared, and would not have been able to do that without, the support of an assistant, so if you are in an academic position and, you are thinking of doing and like then. If. The, one needs to be aware of the real. Load, that it does impose and we, were lucky to see teacher have the funding to be able to employ. Somebody and, the, learning design team, is critical we, had an expert team at the saint of innovation, and learning and teaching jus called salt at UC T. Then. There was that what was the impact on my other 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 the 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 in there is the, importance, of digital literacies. And I looked at Bell for. Which. I weren't going to know but, he identified. 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 they 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 be of course we have interested, rather with the come from the ophthalmic, side and and. Also people with hearing impairments and. Even. People. With, doctor. With. Low levels of language. Other, second language speakers or, through. Disability and. We, use them notion, of Universal, Design for Learning and we found that MOOCs are very well, orientated. For that and, Universal. Design for Learning, I am. Looks. At representing. The information, that you need to present in a range. Of ways visually, auditory, text. In. In in a whole range of ways so, that people, can exercise their own learning style and use their own strengths, and then. Have, multiple. Means of action and expression, means. That they're flexible, methods. Of action in an expression. And expression to support their learning so, that. Participants. Might respond, through a written. Take through spoken takes through a posted, video and so on so, there's multiple means, of action and. Expression and, then. Multiple. Means of engagement, and. That means is it's a motivation, getting, the affective 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 8th 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 I'd like can. Come, said Oh they've really found it helpful and, the. MOOC also is the profesh profit. Of the division and as a lead academic, it also has.
Assisted. Me in my academic, career. We've. Made connections with other countries that is the fascinating, part of MOOCs that you've got a global connection. And a. Global. Dialogue we, also find that students, who do mix and I have joined, our program, so we've. Gathered. PhD, students, and graduate, students who started off by doing the MOOC and then became interested, in disability studies, and what. Those experiences like, has led, us to. Seek. And to receive funding for further form works which would be on educational, children, with disabilities, so, the wheel doing a 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, so. With intellectual, impairment. It's. Been asked to be able to bring in students as mentors. They. Have without 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. Challenges that it's very time consuming to, set up and, and. As. Each run goes so as I said we're in the eighth run now. But. Each time once once, you 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, course, keeping up a momentum, is an issue, is. Students. Tend not to complete, there's a funnel, of participation, with a large number starting, and the fewer they're coming out for, example our first run. 1104. Participants. Regent registered, but, 724. Actually, finished the course with various. Degrees of participation. In between so, whereas it is a very. Small proportion and actually finished I think that you will agree that having, 724. People go. Through, a course is is it's, reaching, so a lot of people and the others will still have gained from the incomplete, participation. Same. Conclusion, I would just like to say that it's a very very positive. Experience. And it's. Been very supported by the University, and we're, grateful to Sultan. To the BC strategic, fund and just also. To acknowledge micro. Indicator, drama. Hunter Rajan. Allah and, inclusive. Education. South Africa because as I say it's very much a collaborative, if, it. Can can't be done on one's own, so. I 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 Judas that was fascinating, and, you, were absolutely, on time and it raced. At all and and, a, lot of what she said I'm a summon, who's more of a learning designer who's also who works with academics, to create mix 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, there's. Less teacher for less ongoing. Teacher facilitation. You, need to really plan how it's going to work at the start don't you and. I actually I had a with your with your completion rate 724, people going through the course is amazing, and I, want I have read recently that we shouldn't be looking. At um the. People who register, for a 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. I had one, question I had for you is I recently, went to a, meeting. You. Use, futurelearn, as 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 Moodle or our or Voula. 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 me taking. The, mix 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, mix and my question when I get to it finally I apologize, is de. 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. Do. The things that the MOOC has been slightly different to the aim of the blended. Course it has not really. Exactly. But interestingly, enough, we, have. The. MOOC that's running now this run now the University, of Johannesburg. They, their, 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 that wristing yeah, yeah. It's. Early days isn't it there's a lot of. Change going on and. It's. The paper written millions of notes so. Yes, it's. Up I was very interested in Bell Shore for digital, literacies is something we've been thinking about to you and we've been looking at what. The JISC at the Univ Universal. 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, then. Something. That we've been talking about is 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 their students is that's something that um you, see it in South Africa. Well. I think they 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 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 as we go as we go along as we go through it I think, it takes a lot more thought. In that setting with online. With full qualifications. It's even more of an issue because. They people, who have paid the fees and, who. Ready, for a full qualification. And with. Different levels of preparedness, for the digital element. So. That we do spend a lot of time we spent like, two, weeks we have ongoing support, all. The. And. But that text so I would say we're probably more, the other way solely is that. People. Are quite unsophisticated, a, lot of people are quite unsophisticated in, the digital, world okay. Sydney. In the formal courses obviously, in the MOOC you have the full range yeah yeah. I think that's a really important, point the you type by. And, I just made it I just made that mistake I think in my question of not, lumping, our students together in in, great heaps that there's a lot of difference. Between, a, cohort in 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 enter water 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 do this that was extremely, interesting and I'm going, to wrap, up no. Thanks. 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 are going to look at digital. Technologies. From the learners point of view from our from for health professionals. So. We have another. Faculty. Member from the Cape Town Miss Veronica Mitchell, we will, be talking about. The. Digital skills and tools that health professionals, need. To support their technology, enhance learning and she's, actually going to talk I think a bit more about the digital, skills 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 and, find. Out more and so, I'm going to finish, now and I'd like to finish finally, by thanking Eduardo, and Judis again for two really, interesting webinars, thank you very much.
2018-04-18