Alaska Distance Learning Network Provides Workforce Training via Moodle
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The document discusses the development and lessons learned from an Alaska Distance Learning Network project that used Moodle to provide workforce training via distance learning. Key points include: - The project aimed to meet workforce training needs through distance learning while honoring learners' culture and ways of learning. - Lessons learned included the extensive learning curve required, the need for a diverse team with various skills, and that development timelines and costs were underestimated. - Evaluations found distance learning to be equally effective as classroom training for preparing healthcare staff, and it provided advantages like flexibility and reduced travel. - Sustaining distance learning requires ongoing support, resources, and commitment to adapting to technological and organizational changes.
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Alaska Distance Learning Network Provides Workforce Training via Moodle
Hinweis der Redaktion
- Recognize Dorothy Hight, FNP & Kas Healy, ANP for their contributions to this presentation and to this project
- Describe the role CHAP Village based primary care provider who links to midlevels and physicians in centers CHAs are from the community CHAS may work in a community of 30 or 125 people- communities too small to attract midlevels and physicians are often of the family in that community cultural understanding but challenging to become the provider in place of a sister, a daughter, an untie By working in partnership, several organizations created a project to decrease delays in training and increase retention of CHAs through decreasing elements such as willingness to leave the village for training programs a month at a time. We had a series of three grants with the following results
- Describe the role CHAP Village based primary care provider who links to midlevels and physicians in centers CHAs are from the community CHAS may work in a community of 30 or 125 people- communities too small to attract midlevels and physicians are often of the family in that community cultural understanding but challenging to become the provider in place of a sister, a daughter, an untie By working in partnership, several organizations created a project to decrease delays in training and increase retention of CHAs through decreasing elements such as willingness to leave the village for training programs a month at a time. We had a series of three grants with the following results
- We had some tangible results - specifically, building the infrastructure and systems to support distance learning Courses were developed and offered multiple times, creating a learning curve for the team while increasing the number of graduates for the Anchorage CHAP Training Center Recognition was earned at both the state and national levels for the impact. A less tangible but not less valued element of ROI was the know how, or what is called ‘knowledge management’ today. This is the part that is easily sabotaged by turnover, under-funding, or erroneous belief that any one can do it…tomorrow
- One of the challenges we faced was the debate of the value. Could we assist in the transformation of a community member known as daughter, sister, cousin to trusted health care provider who keeps confidences, provides correct treatment, and survives when a patient does not improve, or when there is a death! And could we teach more than the didactic material? Could a distance trained student start an IV, compute infant growth metrics, complete an H&P? And in our case, could the CHA use the manual (CHAM) accurately, a skill necessary as the CHAM defines scope and provides the key to malpractice protection? On the plus side, we found And on the negative, there were concerns.
- For the remainder of our review, I will focus on what we learned in putting together pathways training from scratch. One exception: we had a SME and a curriculum with objectives that is reviewed, revised, and passed through a statewide certification board for the CHA program. That part was not from scratch, but its existence was both valuable and painful…. If you want to engage in a new way of delivering learning, know that one person’s skill set is insufficient. You need a team whose expertise spans….
- Secondly, it takes time and focus. Yes, you get faster at the development as the team gels, but creating the system is akin to developing a new business or a new product: there is research, marketing, evaluation, revision, governance, policy setting, pricing, and on…. Third, distance learning is tool box rather than a tool. When you become enamored of one program or one way of doing things, then that old statement “when you have only a hammer every thing looks like a nail” takes hold. Our best tip for focusing on quality measures in creating distance learning is to match to tool to the learning objective. So that means you need to know something about instructional design and adult learning - enough to ask the questions! There is a corollary to these lessons: no matter what, development will consume more time and energy than you will feel comfortable stating in a budget or project plan.
- On the management side of the project, from the very beginning we focused on sustainability. The grants represented an R&D investment - but how would we go forward? We also found that in-kind support added more than the grant dollars and were harder to account for. AS a result, funders think that building such a system costs less than it does. So that leads to a warming about undercapitalization.While you will have project deadlines for moving from development to delivery, you may encounter the need to start a semester later than originally planned. This is not about achieving perfection but it is worth the wait to develop distance learning structures that are both easy to navigate and complex enough to engage the learner.
- Having said all that, let’s look at the plus side of the equation.