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shavonda Vimeo and I’m your facilitator for today today actually marks the end of the series of videos and presentations that form part of our discussion topic over the last three days we’ve been discussing things related to researchers of the future the types of capabilities and skills they may need in the 21st century however the online discussion we hope will continue on the hypha fr and Haifa platforms over the coming weeks and we would like to encourage you to enjoying these discussions as they evolve so back to today’s presentation we have some great program speakers for you today exploring the topic how would a shift in research practice impact on the capabilities of researchers in the future so we’re looking at exploring themes that look not least at the challenges of providing access to research evidence but also looks at ways in which we can strengthen the capabilities of young and early career researchers in order to enable them to think critically and engage critically with the research that’s available in the information landscape today we’ll also be looking at other areas which focus on the tools and approaches that can be used to exchange knowledge and share the research that or discover it there we’re also going to look at ways in which educational approaches could be improved so not only increase the learning outcomes but also as I say to help shape those critical thinkers and reflective practitioners and many of our speakers will be speaking to this thing today so let’s commence with our presentations and our first speaker is Sophie Marsden choose the program manager and e-learning officer on a number of projects one of which i believe is arcade but i’ll hand over to you now and sophie so that you can be your presentation everybody and you should all now have my presentation on screen I hope and so thanks for joining me today for this short presentation and Siobhan said my name sophie martin and i work mainly on communications and e-learning at the institute of development studies and today i wanted to talk to you about how we can use digital technology to increase research capacity i currently manage a project called arcade which aims to do just this in the field of health research so i will be offering some examples of what we do in this project and i will talk about some of the learning that excuse me that has emerged from the project ok so i wanted to start with this image first and what does it say to you it’s taken from a video of a TEDx talk and sydney a few years ago it were used by a group presenting the world’s first ever real world trenchant trending engine called limas thi this technology takes snippets of conversation spoken by the live audience from the theater using dozens of directional Mike’s it then generated an interactive visualization of the conversations that were happening in the theater it is basically bringing information to life through digital technology if you’d like to hear more about this there is a link in the corner of the slide which will take you to the presentation itself he both the image and the product say a number of things it captures the evolution of Technology it suggests how we use and engage with this technology and perhaps most importantly it indicates that the way we engaged with information through these technologies is changing now can we apply this to the research how do we use digital technology to access develop and utilize research today of course all the traditional sources and ways of accessing knowledge are still widely used we still rely on books journals and articles in print we still visit libraries and universities to access this knowledge but now if you have a mobile device and an internet connection you can access many of the same resources and many more online through one device easily and its speed you technologies have also put paid to the idea of desk based research no longer you can find to finding information in a library or at a desk through a computer or from a book instead you can access information anywhere and at any time again as long as you have mobile device have a mobile device and an internet connection we’re also no longer confined to library opening hours or if you have if you’re a student you know not confined to time in class instead you can access a wealth of information at a time that suits you digital technology and the internet have also dramatically increased the number of people that have

access to information and research the amount of people our own a mobile device whether that be a mobile phone a laptop or a tablet has an is continuing to increase when combined with an increased internet coverage this means more information is available to more people when you combine these qualities that digital technologies have how can we utilize them for increasing research capacity well let me show you what we have done in the arcade product just a little bit about the project first it’s there actually to arcade projects both a regional capacity building programs and each with their health research focus okay DHS SR was based in Africa and the focus of the work was based on health systems whilst arcade rsch is based in Asia and the research focuses of social determinants of health both and were four year projects which were funded by the EU seventh framework programme arcade hse’s are came to an end in march this year an arcade RS th will end at the end of this month the projects included 16 partners in total across asia africa and europe with Karolinska Institute in Sweden coordinating both projects the main aim of the project was to use educational technologies to develop health research capacity across Asia and Africa the main focus centered on teaching and training young researchers and with this in mind we developed suite of online learning courses blended learning modules and don’t joint teaching programs for used primarily in the two regions was also focusing on institutional capacity development to support these teaching and learning initiatives so this centered on strengthening the education services the financial and admin strated management the research uptake capacity m and how people built and developed networks I’m now going to outline some of the products we have and some of them are still in development as we finish remember deadlines ok so all of our teaching content is hosted on either an institutional online learning platform or through the central and open course repository this is an online learning platform developed using Moodle software and hosted and managed centrally at the Karolinska Institute all of the content that we offer is offered open access and has been released under a Creative Commons license this means it’s free for anyone to use as long as they give a perfect credit to the original author and that they do not profit from using the content the learning modules have been designed for both students and teachers with the idea that there can be used either for self-study and/or can be taught as part of a blended approach which combines face-to-face teaching within an institute and using the online content from the platform topics covered by the online learning modules was developed in line with a needs assessment that we carried out in the first year of both projects so this identified the gaps in available teaching and research around the two broad areas of health systems and social determinants of health and from that we developed a curriculum of courses cated very briefly what’s included in a learning module and well we’ve got video lectures course overviews presentation slides and reading lists as well as online assessments and exercises and links to additional relevant online content one of the major successes of the arcade project was the joint teaching programs that were established between regional partners for example McCreery university in uganda Stellenbosch University in South Africa and Karolinska Institute in Sweden established a joint ph.d program so students were able to benefit from the research specialisms in both faculty and teaching programs at each of the universities and receive a joint degree we also developed shared teaching and blended courses across the institute so this meant that online teaching was shared across the partner institutes enabling students from both and institutes to benefit from the teaching the online content and the OCR was crucial in enabling this blended learning approach and once there were some healing issues there was also a high level of engagement and positive feedback from the students okay do something of a test project in terms of using digital technology to create engaging elearning content and health research and none of us would have been a professor of being experts in this area and I still think we wouldn’t because there’s so much more to learn and but alongside online modules ids has experimented with using epublishing software to create an online resource and implementation research and health systems this has been edited and mainly offered by dr. Henry Lucas but it also includes contributions from experts in the field and and it’s it’s made up of 10 chapters which guides a student through the basics of implementation research so there are a number of

qualities that the publishing software has that print publishing does not which were behind our decisions to choose this format firstly the software enables us to easily update the content and we are also looking into creating a way that readers could contribute to the content so this would be effectively like a wiki and secondly we’re able to add multimedia such as video audio interactive and figures and graphs and tables and online links to bring the contents life and have greater depth to the resource finally the resource is downloadable by chapter and as a whole document it’s downloadable either as a PDF and which is obviously a smaller file size allowing for those with low bandwidth to download the resource especially if you’re just choosing one chapter and oh it’s also available in an ePub to and epub 3 file side and file formats re which is a larger file size but it means that you have much more variety in terms of the multimedia content that you can that you can include okay so another elearning product that we are developing and it aims to build professional skills really instead of the more topic based academic online courses so they’re a series of how-to instructional videos so these professional skills building sessions focus on things like communications policy research methodology the topics that can be sometimes neglected in the capacity-building activities within the field of research we felt it was valuable to kind of add these short instructional videos to the kind of arcade curriculum if you like and we’re still in the process of finalizing these products but we hope to produce your guides on Twitter writing policy briefing blogs shortly which will be shared via say ok so what now I’ve talked you through a few of the products that we have created I’d like to share some learning that we have generated from both of the arcade projects so if we take a look at some of the good points what digital technology offer tumors digital technology and Internet connectivity can and did increase access to a wider range of information and knowledge to more people with an e-learning for example or people in one country can access teaching content in another country therefore having the potential to increase the amount of high-quality teaching available to a wider range of people within arcade we were able to teach across Institute’s share expertise and also share teaching resources digital technology also allows you to create new forms of engaging and interactive content many students responded positively to using online content in the teaching programs and different formats can suit different students as they learn and engage with content differently instructional videos are now hugely popular online content now you only have to look at the success of YouTube for example producing this type of content for a research capacity building purpose is a new and innovative way to engage with the next generation of young researchers only connectivity digital technology allows you to connect through time and space boundaries meaning that as long as you have an internet connection you can engage with others and access online content to the click of a button if I wouldn’t know where suggests that technology will magically solve all of the research capacity building needs that exist in fact digital technology presents its own new set of challenges the number of mobile phones surpassed the number of people on the planet in 2014 gadgets like tablets smartphones and not so smart phones and multiplying five times faster than where we are yet there still exists a digital divide this is the gap between those that have access to information and communications technology and those that don’t or those that have a restricted access as can instead have the reverse effect of reinforcing and information deficit bandwidth and connectivity issues a part of this digital divide they are a common problem faced by research institutes and researchers in low middle income countries this was highlighted by some of the partners in arcade and these institutes had to invest both time and resources into developing their IT capacity and capabilities within their Institute quality of e-learning content is increasing alongside the development of new technologies as are the skills of those developing the content however just because teaching is made available online this doesn’t give any guarantees about the quality the content or the level of engagement and that the materials generate MOOCs for example have a particularly high dropout rate so overall elearning initiatives and approaches are still in their infancy and value needs to be their value needs to be tested and retested against traditional face-to-face teaching approaches is the same the same goes for using digital technologies for research and capacity building exercises it is clear that elearning cannot and should not replace traditional face-to-face teaching but there is added value to using online content we concluded for

example that a blended learning approach was most effective which combines face-to-face teaching with online content ok that’s it for me all this left to say is a big thank you for watching and if you’re interested in any of the products or ideas I’ve talked about biscuits in touch thank you very much Sophie for a really informative presentations the first time I’ve seen or outputs from the RK program and I’m asked to say they’re very exciting I’m going to UM open the floor now and I invite individuals to raise their hand and ask your question I’m sure there may be I hope there may be questions out there that you’re particularly interested and while we wait I was wondering Sophie whether you could elaborate for me what we’re experimenting with in particular in the oral program is the use of videos then as you alluded to in your presentation ice of YouTube another and the use of mobile phones maybe to access YouTube has meant that content is available to individuals in a way that it hasn’t been before but what we’re noticing amongst our partners is that even though we make a video content available that at times this isn’t something that they could take advantage of and I was just wondering whether you talked about some of the challenges that you encountered in the program and all you call them teething issues I just wondered whether you could comment on that and how you make the video content available in different formats for instance as podcasts or transcripts to enable people to to access the information and still benefit from the learning yeah sure yes they were dealing issues I toting because I think we solved many of them some of the kind of main issues especially when we were running the joint teaching programs across institutions were around bandwidth and connectivity as i mentioned i mean that’s very difficult to solve into it you know the server and institute has a certain amount of bandwidth so you can’t get around that but what you can do is make content available in formats that require less bandwidth so obviously video does take a lot of and that the file size is large and it takes a lot of bandwidth to to play the videos but we made sure that say for example the lecture videos are also available in PowerPoint format and and also an audio podcast format which meant that they were obviously smaller have smaller file size and were more likely to play in low bandwidth settings and we also actually shared and downloaded material in Institute’s so that the materials could be used in in live sessions without requiring bandwidth actually this required some logistical arrangements but we had a lot of kind of workshop sessions and consortium meetings where we could share content like that so i think it was downloading the content and then uploading it and to individual computers so yeah that I mean the other kind of issued around video that we came across were and how long you know video content remains engaging for for example you know the teacher could give it a two-hour lecture in face-to-face adding a face-to-face approach and that would still be engaging obviously it should be in the room but on a video you can’t watch a video for two hours and and just have slides in front of you wouldn’t stay engaged but we basically broke broke up those long lectures into much shorter and video lectures when they went online and we found that the students responded more positively to this that’s fascinating actually some really great tips there keep it short and also I really liked your idea of storing local copies of the videos to overcome the restrictions in band width so um thank you very much Sophie for your presentation would encourage you all to contact Sophie in particularly around the e-book which which looks really interesting when is the launch date for that Sophie or has it been launched and there is a version online but we’re trying to finalize the multimedia content so we’re going to be launching it in line with health systems global which is in November so hopefully by summer that sounds great thank you very much need to move on now to Linda woman thank you very much she is the probe the research fellow and their

health and nutrition cluster and also colleague of Sochi Marsden and I believe she is going to speak next so over to you Linda thank you for the introduction and thank you very much for this opportunity to talk to do and I’m also going to talk about how a shift in research practice can impact on the capabilities of researchers in the future and I’m going to do this by focusing on two things against talk firstly above an online course which is one of the arcade courses that sophie has just been talking about and then secondly I’m going to talk about some research being undertaken in Bangladesh both of these two examples are linked to digital technology and help ok so talking more about an online course we decided to do a course entitled em health health systems and development and we took this on as an opportunity to learn more about new technologies and what this might mean for research and teaching so this course examines ml which is really talking about mobile phones and other portable digital devices for health purposes so it examines mobile em health in relation to health systems and development and it asks how m health fits into health systems in low and middle income countries looking particularly at issues such as regulation politics policy knowledge gender relations and so forth and it tries to examine change and transition by trying to understand how innovation is being used and what pathways of change might be taking place in producing this course I wanted to bring together all my lecturing experience and bundle it into this course and use it to make this course a really good product so we started off with six lectures which is perhaps a small number of lectures but we have reasons for doing this including the fact that I wanted to make them as good as possible and as sophie has already mentioned we quickly learned that we couldn’t just film ourselves getting a lecture to our students and put it online so my expectation in developing this course is that these core lectures will be the most utilized the course and will be the things that people turn to first and probably most often but even though this is an online course and one which people will do independently and in self study I want you to give it a feel of a university course I wanted it to feel to people during this course as though their lectures were embedded in other aspects of learning and in order to do that I try to give as much complementary material as possible so there are essential readings there additional readings structured around topics there’s a range of different kinds of exercises that people can do there’s a model answers and there’s some expert views link to the course and it remains an open-ended question how much these aspects of the course will be used or not so why do this why do a course on em health and why think about it in relation to our work well as I said initially I wanted to do this cause 5 people my own learning about capacity building and how new technologies can help us think about this but there were other reasons as well and to start doing this course I started by both looking at what M health courses were available online and doing a lot of online courses and what I found was that a lot of the M health courses focused on the technology on the M health intervention itself or on information information systems informatics how our digital technology can help you generate information very few of these online courses examine questions relating to development issues such as poverty such as what low and middle-income contexts might mean in relation to M help such as questions of politics or power relations and things like that and in addition very few of these courses looked at sociological theory in relation to em health so we wanted to bring to bear some of the sociology that underlies things like regulation policy behavioral change gender and knowledge a lot of disc these kinds of the things were largely absent from these courses and really basic questions like who’s knowledge counts whose knowledge might be trusted were not part of these courses so that was I intent in order to do this we faced or certainly I faced is steep learning curve we had to think about how to pitch a lecture and so he suggests that we moved into 3 10 minutes slots rather than a two hour marathon I had to learn how to talk to an imaginary audience we had to learn how to make the course widely acceptable we had to learn

about calm about Creative Commons and copyright copyright I had to learn not to put too much text onto my powerpoint slides so we have a lot to learn as we went along there are also a number of challenges that we had to face I certainly underestimated the amount of work that was involved in producing a course like this I also underestimated how hard it would be to get my colleagues to commit to an actual recording date when you teach in real life there are a lot of students and the lecture starts and you’re forced to walk into the lecture room and give the lecture when you say it your schedule and plan a time to record a lecture what we found was that many people canceled and said no I can’t do it this week I’m not ready maybe next week so that was a real challenge for us and when there are still questions remaining about the revisions that we can do to the course and the lifespan of a course of this nature and we’ll be testing the course next year between burberry and march next year and we’re very excited to see how it how that turns out or what kind of feedback we get and we’re also already starting to explore how we might think about this course as a mobile phone course rather than a computer or internet course in order to allow access to those people who use the mobile phone to access the internet and aligning this course was an research project which really investigated and how people use the ICTs to find health information in Bangladesh and we were interested to know how poor people were changing their way of trying to find health information because of this new digital landscape and we were really interested to know if things like changing ICT infrastructure changing access changing policies might enable poor people to better access health information see health information um and if they could find ways to do this so this is a really complex issue and it was one about which not much was known so we chose the tacit tackle it in a very interdisciplinary and mixed method way so we had quantitative surveys qualitative interviews and focus group discussions we had transact walks we had a range of other qualitative methods that we planned and used we started and it’s also very interdisciplinary so we have engineers on this project anthropologists nutritionists doctors and development specialists and we do all work together in a very collaborative way now the whole area of em health in Bangladesh and elsewhere is a very new emergent area for research in Bangladesh there’s loads of projects that are coming on board projects such as mama which is for pregnant mothers is very well known where they receive health messages through their mobile phones there’s six different mobile phone companies each of which has its own health helpline and so each has its own em health aspect to it there are lots of NGOs and other government initiatives and projects so they loads and loads of pilot projects there are lots of very big ambitions and there are lots of reports of very positive outcomes so there’s enormous potential and enormous opportunities for change in the m health environment and that has very significant implications for poor people and at the same time there are a lot of gaps that exist in policy in practice and in social science research and in our project we wanted to try and explore some of these gaps in a little bit more detail we started off by trying to apply our holistic and analytical methods in this digital age we started off by doing quality of scoping studies so we visited people and spoke to them in their homes in their places of work we spoke to key informant stakeholders and others above mobile phones and we don’t it or not we learnt for example as we were told frequently that everyone in Bangladesh even the biggest have mobile phones we were told and will constantly reminded how strongly em health and digital health was being supported by the Bangladeshi government so in these interviews with about forty six people we explored all sorts of dynamics in relation to mobile phones and that that qualitative research that scoping work then fed into a survey a quantitative survey of 2500 odd people in urban Perry urban and rural areas and in doing that survey we used in digital technology to do the survey and that was an amazing innovation for us so the survey happened very very quickly and within a month we

had early data available to us much much quicker than had we done the survey manually on paper and had to feed those results into the computers as soon as a household was surveyed we could have really begin to see the data and we could watch it coming in as the survey was being done so that was really really interesting and really helpful to us and what we found during the survey was that people were using multiple SIM cards for some young men up to seven sim cards which they were using to manage different relationships and and to take advantage of different offers being made by mobile phone companies and we found that people had an incredibly sophisticated knowledge of the costs and the contracts that they had and how to use their phones to make the best led to to the best advantage so we found that people were deliberately allowing their their contracts to expire so that the mobile phone companies would give them a new special offer discounted rates things like that so that was all really really interesting having done that we then did the survey and to try and get a sense of what was happening quantity creatively and how many people were using mobile phones for health information seeking and we were really surprised by our survey results we found that actually very very few people were using their mobile phones for health information seeking so that led us to go back to our research question and think about it again and to say well what why is this why do we have so few people actually using their phones when our qualitative work seemed to suggest that people are very sophisticated about their phones and we know that health and access to good health is a big issue in Bangladesh so we then took up we then followed this up with with additional research trying to find our home and in this additional research we targeted very specific categories of people that we thought might be using their mobile phones differently so we did a another quantitative survey of 800 college students and we did qualitative work with college students with garment workers with particular categories of people where we thought they might be using their phones in different kinds of ways so in doing this research we had a couple of challenges which are particularly interested interesting in relation to the question about digital technologies and hard digital technologies can shake the capabilities of researchers in today’s era so the place was timeline challenges our first survey was done in 2012 and as as I say said the results came in very very quickly and we could see what was happening and the digital world moves very fast and but academics don’t move very fast and despite all being very committed to this project and all working in an interdisciplinary way it took us a long time to process the data and to move on from it so in a sense collecting the data was quick but analyzing the data and making sense of it and making decisions was a lot slower and in part that’s because in an interdisciplinary project we all only have small bits of time to work on the project and that slows down our analysis it also means that making comparisons between the first survey in 2012 and the second survey in 20 15 are very difficult given the rate of change in digital technology we also face challenges in how we ask their questions in relation to health information so in the first survey we asked people these are not the exact words but the gist is we ask people do use your mobile phone for health information seeking and the answer was largely no we don’t when we did qualitative interviews with college students we said do you use your mobile phones for health information seeking and again the answer was largely no but when we asked do you use your mobile phones for sexual health information the answer was more generally yes and in the second qualitative phase of work where we were doing interviews with young people we asked them what do you use your phone for and the answer there was we use it for skin care we use it for diet we use it for fitness and that raises all sorts of questions about whether this is health information seeking whether this is lifestyle and fashion how do we consider and think about this kind of data in health and put in in digital technology so there’s a really big push nowadays to think about and to use and to analyze readily available digital data but we’re also very interested about data that is about how people use their digital devices and so I would warn us against being too seduced by what’s available online and to remember to focus on the users and think about why people are using digital

technology and how so we found in our research that people were using their phones very creatively they weren’t just um using their phones to look up health information seeking but rather they were using it to contact family members or other individuals who could help them make a personal connection to a doctor or particular healthcare providers now again there’s an awful lot known about the digital divide and we could expect and we did expect to find that woman were largely excluded from mobile phones but actually we found much more interesting things found that when we looked at older forms of technologies such as television health programs that woman were also the most excluded from that category of information and we found a real distinction between younger woman and older woman both in terms of mobile phone ownership in terms of skill and in terms of health information seeking now generally one assumes that one should be able to trust the health care provider but what does this mean when the providers online and when it’s not obvious who this may be or whether the information or the products being provided do or don’t have medical and scientific justification a lot of that is obscured when looking for information online and what we found in Bangladesh is that most people tend to trust television adverts linked to health issues rather than online technology because this was a source of information that they understood to be controlled by the government and they trusted that the government wouldn’t allow untrue information to be disseminated so that was more trustful than icts and online searching but what does it mean when we talk about trust and health information seeking when we realize that most college students are getting their health information from social media sites like Facebook and this help information is communicated through a system of likes and dislikes and news feeds rather than through the conventional systems that we would expect in health and in health systems so that’s a very brief overview of what we’ve been doing and what I’ve been doing on this work I really would like to thank the organizers I really welcome this opportunity to share some of this research and online learning with all of you and I would encourage all of those who are interested in this work and who would like to follow to get in touch with us so on the next slide I just like to say thank you and give you my contact details thank you thank you lindo fascinating and findings in your research can I just check is that published yet or is it still and is it halfway through the process where are you with your research activities currently thanks thanks and siobhan some of it is published we have one article published and we’re working several others so I’m after this session I can give you the reference to the one article we published already and hopefully we’ll be able to share later share more later on yes thank you that would be great actually imagine that would be very interesting to our participants and others who are engaged in this conference I’m opening the floor again for individuals to raise their hand and poster or present questions and in the meantime I had a couple of questions myself you talked about the steep learning curve in developing educational outputs using technologies I was just wondering how long did it take you from start to finish to develop the the the position of course where that you worked on that’s a really interesting question I think I’d say eight months maybe even a little bit longer it much longer than I had anticipated and how do you see it being different if at all when you move into a mobile environment well lots of things are going to affect it and one of the things that’s really going to be different is how we present information because it’s got to be read on a really small screen and we’re also particularly interested in feature phones rather than smartphones at this point in time and that raises questions about how you will read essential readings for example how you’re going to present that kind of information so we’re busy exploring this and trying to come up with answers but we haven’t yet started to do that we haven’t yet come up with any answers yeah I can imagine that that’s quite a challenge given that you’re focusing on feature phones rather than smartphones as you quite right feature phones seem to be more prevalent in lower-income and middle-income countries or is one final question actually the relates to the distinction that you observed between young and older users of technology i wondered whether you could just unpack that for a moment and explain some of the distinctions in the things that you saw I know that you talked about um exclusions but I was just also wondering

whether there were any other patterns of behavior or use that you observed and we use that we used 33 years our cutoff age between young and old which was slightly randomly chosen in our college student survey we stopped that at about 24 in our in our overall survey we used 33 and and i think i think a lot more familiarity with young people with mobile phones incredible versatility with losing them and a lot of older woman really only use mobile phones to make calls too often they’re in their natal families their own parents and their own brothers usually we also found that young people very very connected with facebook we we interviewed some young men who had 300 facebook connections most of them people they actually knew again we did interview all the woman who had a few facebook connections but far smaller numbers and far less intensive use of facebook like to thank you and for your contribution did they both you and sophie were very informative and give us some food for thought on how to use technology who not only enrich but make our capacity development programs accessible and usable

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