Teaching Public Health Topics Online

This Vocaroo tool is great if you want students to create a podcast or other audio resource. It is free, quick and simple to use.

https://vocaroo.com/

From Wiley Education Services

https://edservices.wiley.com/tips-designing-moderating-large-online-courses/

As we move to having more large online classes in our public health program, this is a helpful resource.

https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1151&context=psych_facpubs

After many years of working with a public health survey course we realized students come to the class with varying ranges of experience using reference citations for their writing.  This semester we tried something new.  After the fourth week of the course we asked students to pause and reflect on their AMA citations. The assignment was explained as follows.

The following is a great resource for anyone who teaches online. I highly recommend subscribing to the TOPkit Digest which is sent out on a regular basis with relevant and timely resources related to teaching online.

TOPkit

The following is a book that was recommended to read if interested in ePortfolios in learning.

The following is a discussion based activity we developed for an Epidemiology for Practice online course. The module focused on sources of data for use in Epidemiology and this activity asked students to apply and intergrate measures of morbidity, mortality and descriptive epidemiology into their graph/map interpretations.

This activity allows students to create the content for discussion. By allowing them to explore the given CDC websites they were given the opportunity to choose a topic area and create a graph/image based on their own personal interest.

Explore the following websites. Please spent at least 10 minutes on each site before choosing a graph or map.

https://www.cdc.gov/obesity/data/adult.html

https://www.cdc.gov/obesity/data/databases.html

2. On one of these sites, find a graph or map that interests you.  Here is a tutorial on how to save your graphs or maps in order to post them to the discussion board. Try not to use a graph or map that someone else has already posted.  If possible, I hope to look at 16 unique images.

3. We will then have a graph or map interpretation discussion.   When posting to the discussion board, you will post your image and INTERPRET your graph or map.  In doing so, you will apply measures of morbidity, mortality and descriptive epidemiology that you have been learning.   Try to be as concise as possible and focus on the MAIN POINT of the graph.  Please watch this second tutorial BEFORE posting your graph the discussion board.

4. Please respond to two of your classmates’ interpretations.   Your response will be in the form of a collegial critique. Do you have the same interpretation as your colleague on their particular graph? If so, why/why not?  What is the strength of their piece?  Offer at least one suggestion to your colleagues on their graph interpretation.

In October of 2017, Dr. Lynn Blevins was a guest speaker in out Teaching Effectively Online “live” seminar. She shared some of her authentic and relevant assessments she uses to foster student motivation. Since it ties so closely to the 7 principles of effective education, faculty presence, student motivation and retention, we decided to share it with you here.

Here is an informational handout that describes some of her assessments not included in the video.

TEO_Engage_with_LynnBlevins

Lynn Blevins ‘Faculty Voice” Video

The following was a general white paper written as a result of gathering information about the use of ePortfolios in Public Health. This was early thinking in how we could tie in the applied practice experience, career coaching, volunteer experience and document how students meet the public health competencies throughout the PH program.

E Portfolios in Public Health