scholarly journals Perceived outcomes and SWOT analysis of a virtual community of practice in Burkina Faso

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
J Lapierre ◽  
G Goyer-Pétrin ◽  
L Philibert ◽  
M-P Gagnon ◽  
S Dupéré ◽  
...  
Keyword(s):  
Burkina Faso ◽  
Digital Literacy ◽  
Swot Analysis ◽  
Phase 1 ◽  
Virtual Community ◽  
Development Activity ◽  
Family Outcomes ◽  
Social Sciences And Humanities ◽  
Professional Development Activity ◽  
Perceived Outcomes

Abstract Background In Burkina Faso, maternity is a risk. Global Affairs Canada funded the initiative PASME-2 with World University Service of Canada, Laval University and Farm Radio International to improve maternal outcomes. A preventative program was co-developed in phases. Phase 3 received funding from Social Sciences and Humanities Research Council in partnership with the Centre for International Cooperation in Health and Development (CCISD) and TIESS, a liaison and transfer expert in Québec, to support local teams towards sustainable practice changes. This research aimed at documenting the partnership experience, digital literacy, perceived direct and indirect outcomes. Methods A participative co-design approach, allowed the engagement of several stakeholders in the process. Two active phases where 16 health professionals engaged actively in the VCoP, according to the final agreed-upon Constitutional Chart, are presented. The phases pilot-tested two different technology tools. Results 16 interviews post-phase 1 and 16 interviews post-phase 2 were conducted. Implementation issues as perceived by users are discussed and include: feasibility, challenges, needs, animation, relevance to care, communication and sharing, use and perspectives. Perceived outcomes focus on professional preventative practice changes, skills, family outcomes, challenges to practice integration, knowledge and practice exchanges. Conclusions The phases of experimentation demonstrate that strategies can be put in place to counter the digital literacy challenges and to engage users in new ways of communicating, sharing on the platform about health practices and taking valuable time to do it. Overcoming technology constraints is essential especially in lower resource settings. The most practical life experiences and cases lead to more engagement and innovations. Support from management and upper directorate is significant. Key messages Partnership from several stakeholders is key to implementing a VCoP. Experimenting and sharing solutions is influenced by the capacitating environment that the VCoP can provide with recognition from administration and as a professional development activity.

scholarly journals Co-designing a virtual community of practice (VCoP) for maternal and child health in Burkina Faso

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
J Lapierre ◽  
M Ouellet ◽  
G Goyer-Pétrin ◽  
M-P Gagnon ◽  
S Dupéré ◽  
...  
Keyword(s):  
Burkina Faso ◽  
Low Income ◽  
Health Professionals ◽  
Digital Literacy ◽  
Phase 1 ◽  
Virtual Community ◽  
Ways Of Knowing ◽  
Implementation Challenges ◽  
Social Sciences And Humanities ◽  
Evidenced Based

Abstract Background In Burkina Faso, maternity is a risk. Global Affairs Canada funded the initiative PASME-2 with World University Service of Canada, Laval University and Farm Radio International to improve maternal outcomes. A preventative program was co-developed. Phase 1 included to train the Health Ministry training coordinators. Phase 2 related to the training of nearly 100 health professionals. Phase 3 received funding from Social Sciences and Humanities Research Council in partnership with the Centre for International Cooperation in Health and Development and TIESS, a liaison and transfer expert in Québec, to support local teams towards sustainable practice changes. Results On the first objective, to describe the co-development of this living lab are presented. We share our perspective of the co-designing challenges, tools, and solutions. We will demonstrate the VCoP platform and environment. Method. A participative co-design approach, allowed the engagement of several stakeholders in the process. Results. Four workshops were organised. Seventeen maternal and child care health professionals took part in the initial 8-month development phase. Results Four steps of the six phases of Gusche innovation design are presented with associated products and results. Implementation challenges, critical decisions, role of face-to-face meetings, technology factors, digital literacy and solutions are presented. Conclusions Implementing a technology innovation in low income setting with limited access to the web and to technologies is a challenge. Its advantages are greater: access to evidenced-base care, facilitating professional development, creating a safe space and leading to emerging problem-solving collective solutions. Conceived as a capacitating environment (Sen) and supporting strength-based (Gottlieb) care through partnership, this VCoP becomes a driver of action to maintain preventative health competence and to share experiences and ways of knowing. Key messages The digital space crosses the borders and can contribute to human development and expansion of safe, evidenced-based and culturally appropriate professional practices. Working in partnerships, interprofessional and intersectoral, with public and community groups can create synergies that will unfold in greater health equity.

The Blended Learning Classroom

2008 ◽  
pp. 57-80
Author(s):  
Karen García ◽  
Renata Suzuki
Keyword(s):  
Blended Learning ◽  
Social Software ◽  
Development Activity ◽  
Face To Face ◽  
Professional Development Activity ◽  
Use Of Resources ◽  
Use Of Technology ◽  
Online Tools ◽  
Course Material

This blended learning classroom (BLC) case study identifies and describes successful procedures and methodologies that widen the use of online tools in virtual environments. It provides a systematic and organized access to the plethora of free social software available online for the development of collaborative learning activities. The goal of this particular BLC professional development activity was to offer a face-to-face group of English teachers in Venezuela the opportunity to meet members of an international community of practice (CoP) and together review a packaged learning course material online. Blended technology, the mix and match of available tools, served to display the wide use of resources and each person’s skills. By exploring online tools, participants gained an opportunity for learning about both educational theory and the use of technology. The experience described here shows a prototype of future pathways towards educational content use and development.

Exploring the Nature and Impact of Model Teaching With Worked Example Pairs

2013 ◽  
Vol 2 (1) ◽  
pp. 86-102 ◽  
Author(s):  
Kristie J. Newton ◽  
Jon R. Star
Keyword(s):  
Professional Development ◽  
Lesson Plan ◽  
Student Thinking ◽  
Development Activity ◽  
Pedagogical Strategies ◽  
Student Difficulties ◽  
Professional Development Activity ◽  
School Year ◽  
Worked Example

This study involved a promising practice-based professional development activity called model teaching, where teachers collaboratively wrote and then enacted a lesson plan to a “class” of fellow teachers. Analysis of videos during the activity suggested that playing the role of “students” was especially effective as a way to highlight student thinking and to help teachers consider pedagogical strategies for addressing student difficulties. The activity also provided evidence of teacher learning from the professional development experience. Five teachers were followed throughout the school year, and findings suggested that although implementation varied, much of what was learned transferred to the classroom. We report on this variation and the extent of transfer, and we discuss affordances and limitations of the model teaching activity.

Development of a Virtual Faculty Network Using Flipgrid

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Maria Quimba ◽  
Pascale Lee
Keyword(s):  
Adjunct Faculty ◽  
Employee Motivation ◽  
Major Theme ◽  
Faculty Work ◽  
Development Activity ◽  
Complex Needs ◽  
Workplace Engagement ◽  
Professional Development Activity ◽  
K 12 ◽  
Virtual Faculty

The new landscape of contingent employment in higher education has presented unique challenges for educational institutions preparing working professionals to assume roles as educators. Unlike their traditional counterparts, adjunct faculty possess disciplinary knowledge and expertise but lack formal, academic preparation for teaching (Anderson, 2009; Cangelosi, Crocker, & Sorrell, 2009; Girard, 2003; Spencer, 2013). Consequently, adjunct faculty require additional tools for on-going development and to feel connected to the organization (AACN, 2017; McDonald, 2010). Such faculty supports influence employee motivation and workplace engagement (Bauer, 2011; Meixner, Kruck, & Madden, 2010) and are positively correlated with job satisfaction and organizational commitment (Gappa, 2000; Lew, 2009). To address the complex needs of adjunct nursing and health professions faculty, the College of Nursing and Health Care Professions has implemented an approach to faculty development using Flipgrid, a video discussion platform. Most commonly used in K-12 education as a learning tool for students, the platform was “flipped” to engage adjunct faculty across health disciplines in a virtual faculty network. Twelve faculty participated in a beta test over the course of a semester to evaluate accessibility, functionality, and overall usefulness of the platform to influence faculty engagement. Results were consistent with the literature pertaining to faculty work engagement (Forbes, Hickey, & White 2010; McDonald, 2010; Raman, 2015). Faculty reported that the professional development activity promoted a sense of community among educators and encouraged collaboration. Ability to engage in meaningful dialog, outside of traditional meetings, was reported as a major theme influencing the sharing of best practices.

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