eLearning | TechChange | The Institute for Technology and Social Change

In honor of World AIDS Day 2014, we celebrate several TechChange alumni who are heroes in the front lines of fighting HIV and AIDS across the world. From their communities in San Francisco, Vietnam, Malawi, South Africa, and Zambia, these extraordinary individuals are using mHealth technology, online training for HIV preventing, and more to save lives with HIV awareness campaigns through online trainings and SMS campaigns, Android mobile apps for accurately prescribing antiretroviral medication, and more. Check out the top five ways TechChange alumni are using technology to fight HIV.

1. Encouraging HIV testing and care in Vietnam with mHealth gamification programs
Caroline Francis and her team across FHI 360 Vietnam have launched mHealth pilot programs to encourage HIV testing and care maintenance through gamification with mobile phones. In their programs in Hanoi and Ho Chi Minh City, mHealth is a key strategy for FHI 360 “to incentivize health-seeking actions, increase the timeliness of data collection, improve patient communications, and document system-client interactions. MHealth can also facilitate workforce development through task shifting, performance support, and human resources management.”

Check out this video on their “Fansipan Challenge” mHealth pilot program here.

2. Promoting HIV support group and health management classes with SMS reminders
In her blog post on “mHealth: Healthcare Reaching Remote Places with Mobile Phones and SMS”, Reverend Neelley Hicks describes the success of a community health worker’s use of SMS messages to remind HIV+ members of a community in Malawi to attend support group and HIV health management classes. The significance of reaching these program beneficiaries was not small, as “community health workers often must walk miles to find someone only to learn they are away. But the mobile phones stay with the person – making them much easier to reach.”

Mercy-mHealth-United-Methodist-Communications

Mercy (pictured with Maeghan Ray Orton from Medic Mobile) at UMCom workshop in Malawi

3. Scaling HIV Prevention in California via eLearning
A&PI (Asian and Pacific Islander) Wellness Center, a San Francisco-based organization with that started to fight the HIV/AIDS crisis in A&PI communities beginning in the late 1980s, collaborated with Project Inform and TechChange to develop the California Statewide Training and Education Program (CSTEP), a curriculum that sets the standard in HIV treatment and technically and culturally competent training for clinical and non-clinical providers working in the HIV field. The A&PI Wellness Center works to address the health needs of marginalized and vulnerable groups, regardless of race, ethnicity, gender identity, sexual orientation, or immigration status.

To register for these free online courses on HIV prevention training, please click here.

4. Correctly prescribing HIV antiretrovirals (AVR) drugs with an Android smartphone mobile app in South Africa

To help clinicians to correctly prescribe antiretrovirals, Dr. Musaed Abrahams, an alumnus of our mHealth – Mobile Phones for Public Health online course, has launched a mobile app for managing antriretroviral treatment (ARV) medication in South Africa.

The Aviro HIV mobile app acts as a virtual mentor for clinicians to easily consult for proper ARV (Anti-retroviral) initiation and treatment during the patient consult. Designed for Android and based on the current South African guidelines, it provides real-time, immediate feedback and guidance for the clinician, so that excellent and reliable care can be delivered to every patient. Following a care checklist, it gives clinical prompts aiming to educate and raise the standard of patient care.

Download the Aviro Android app on the Google Play store here.

5. Advocating for reproductive health education in Zambia with SMS
After taking several online courses with TechChange, Priscilla Chomba-Kinywa created a SMS solution called U-Report to promote sex education to prevent HIV in Zambia among youth. She incorporated the feedback from Zambian youth in the process of building out this campaign and program. The first year of the program’s pilot in 2 provinces had 50,000 young people voluntarily sign up and engage the 24/7 trained counselors by asking them questions on HIV, sexually transmitted infections, and other reproductive health issues.

Want to learn how you can use technology to address challenges such as HIV and other global challenges? Enroll in one of our online courses here and get $50 off any course with the coupon code, ENDAIDS2014, before December 5, 2014.

Delanie recently joined us as an Online Instructional Designer where she will build eLearning courses for TechChange’s clients. Before moving to DC to join TechChange, Delanie lived in Uganda where she worked at the Infectious Diseases Institute as a Global Health Corps Fellow. She holds a B.A. in Peace and Conflict Studies, with a minor in Global Poverty and Practice, from the University of California, Berkeley.

In her free time Delanie enjoys playing the oboe in orchestras.

Welcome Delanie!

Filming of Malaria Consortium staff doctor counselling a client on proper treatment of malaria. Uganda. (Photo credit: Maddy Marasciulo-Rice, Malaria Consortium)

Malaria in Context

There is an undeniable malaria problem in the world today. According to the World Health Organization (WHO) in March 2014, half of the world’s population is at-risk, hundreds of millions of cases are reported each year, and hundreds of thousands die annually of this disease. Around 90% of these cases occur in Africa, with children under 5 years old making up the largest demographic affected.

The burden of this disease on the health care systems of developing countries is immense: Uganda has the highest malaria incidence rate in the world with 478 cases per 1,000 population per year. Fully half of inpatient pediatric deaths in Uganda are caused by this disease and in Nigeria, the most populous African country, 97% of the population is at risk.

(Source: WHO 2013 Global Malaria Report)

How are the countries of Uganda and Nigeria addressing malaria?

While both Uganda and Nigeria have national malaria control and elimination programs, due to long waiting periods and frequent stock outs of the appropriate medications at local health facilities, individuals prefer to go to private clinics, pharmacies and local drug shops to solve their health needs. When these pharmacists―often untrained in accurately diagnosing febrile illnesses―see a client complaining of fever, they often presumptively prescribe antimalarial medicines. The reverse scenario is also a common problem: pharmacists do not always give out artemisinin-based combination therapy (ACTs) when it is actually needed.

Pharmacists in Uganda assist customers with recommending antimalarial medications (Photo credit: Maddy Marasciulo-Rice, Malaria Consortium)

Presumptive treatment ― the overuse of antimalarials greatly increases the chances that malaria parasite resistance will develop and spread. In the future we might have one less weapon in our arsenal against these parasites. This overuse also means that the medicine is put over

How can rapid diagnostic tests (RDTs) help treat malaria?

Fortunately, rapid diagnostic tests, or RDTs, allow malaria to be diagnosed quickly, accurately, and cheaply, using only a drop of blood and a few drops of a solution. The problem is―there is no official quality control within the private healthcare sector―the pharmacists who provide the RDT to the patient have no way to choose a good RDT from the many options on the market and the wrong choice could lead to inaccurate diagnosis. Furthermore, many of the RDT sales representatives haven’t been trained to properly explain their product to their clients.

Challenges of RDT Training for Malaria in Uganda and Nigeria

RDTs to test for malaria and drugs to treat the disease are currently available in the private healthcare sector. However, there are several challenges to scaling up RDTs in this sector in Uganda and Nigeria.

1. Lack of training with Rapid Diagnostic Testing Materials

The primary barrier to appropriate care is the lack of training among pharmacists and RDT sales providers about how to use the test and interpret the results correctly to effectively diagnose and treat a range of febrile illnesses.

Malaria Consortium, based in the UK, is one of the world’s leading non-profit organizations specializing in the prevention, control, and treatment of malaria and other tropical diseases. Their projects can be found across twelve countries in Africa and Southeast Asia. The organization strives to find effective and sustainable ways to control and manage malaria through research, implementation, and policy development. They came up with the design for a plan that could greatly help manage the disease in both Nigeria and Uganda:

If the RDT sales representatives and RDT providers can be trained to correctly use the RDTs and recognize the symptoms associated not only with malaria but with other common illnesses, then the burden of misdiagnosis and mistreatment can be greatly reduced. Furthermore, as the sales representatives travel and frequently interact with providers, they can act as trainers and further disseminate the knowledge and skills necessary to accurately diagnose and treat these diseases.

2. Prohibitively high costs

The costs associated with arranging such a training are enormous―between transporting the students and teachers to a centralized location, renting a venue, arranging lodging, and coordinating a schedule, the budget for a large-scale training would quickly be out of control. Additionally, pharmacy owners and other stakeholders working in the private sector would most likely have to assume a loss of revenue during their time away from their business while at a training.

3. Technical limitations

An eLearning platform is much more ideal for these circumstances―it’s flexible, participants don’t need to travel far, you need fewer instructors, and the information can be processed at the student’s pace and repeated when necessary. The information is also standardized and consistent, which means that a large number of people can benefit from a high quality training experience.

But how do you deliver an eLearning course when your audience has intermittent power and whose computers are not only often out-of-date, but lack the RAM, bandwidth, and software standards that such hi-tech learning platforms have come to expect?

eLearning Solutions for Reaching 3000+ Healthcare Providers for Malaria

Malaria Consortium partnered with TechChange to build a comprehensive digital course to train private sector health workers and RDT sales representatives in this context. This 11 module course includes around 400 slides for 6 hours of content takes participants through the biology behind the malaria parasite, discusses the medical philosophy behind diagnostic practices, and walks users through interactive scenarios for patients presenting a range of symptoms.

Sales representatives and drug store owners in Uganda testing eLearning modules designed by TechChange and Malaria Consortium on rapid diagnostic testing for malaria. (Photo credit: Catherine Shen, TechChange)

1. Offline access and Ease of Use

Despite significant benefits such as flexibility and scalability, e-learning courses also face challenges in the developing world. Lack of sufficient internet bandwidth, reliable computers, and computer skills can pose major barriers to a training’s effectiveness.

To troubleshoot the technical issues, this course is designed to require nothing more than a computer and headphones – it comes preloaded onto USB drives so not even an Internet connection is necessary, allowing health workers in even the most rural areas to access this training. A computer tutorial is also included for health workers with little to no prior experience with computers. Our tech team is also devoted to helping solve any other technical issues that arise due to out-of-date software and hardware malfunctions, working as a remote IT team as Malaria Consortium rolls out the project.

2. Localized content

In addition to including the relevant national laws, case studies, and local examples, the narration features Nigerian and Ugandan voice actors, art, and scenarios to make the training as culturally-relevant as possible.

3. Hybrid learning

Only one part of the training won’t be computer-based; participants will still practice actually conducting the RDT tests in a face-to-face session before they begin pricking patient’s fingers for diagnosis.

The course is designed to reach upwards of 3,000 healthcare providers in the two countries and build their capacity to effectively serve their community’s needs. We look forward to seeing the impact of this training in improving quality of care in Uganda and Nigeria hopefully in the near future.

To learn more about TechChange’s custom training solutions, please contact us at info@techchange.org.

Emily Fruchterman, Catherine Shen, & Charlie Weems contributed to this post.

For my final project for TC105: Mobiles for International Development, I decided to interview Amy Sweeney of GeoPoll, one of the guest speakers of our class. Working on global development issues, I am deeply interested in new opportunities offered by technology, particularly how it allows people living even in the poorest countries to share information through mobile devices. GeoPoll strikes me as one of the most innovative players in this field and for this reason I decided to go back to Amy and ask her to describe GeoPoll’s work in more detail.

Since the interview I have also been amazed to learn that some of my colleagues at the organisation I work for, the OECD, already collaborate with GeoPoll on a ‘data revolution’ project that will contribute to more accessible information on development in the next few years… one more proof that there are no coincidences in life. I am now in touch with them on a regular basis to see how the project will evolve.

Interview with Amy Sweeney, Director of Business Development, GeoPoll

GeoPoll is a mobile survey platform that allows you to carry out mobile surveys in any country in the world except North Korea. Technically GeoPoll is registered as a US small business but it sees itself more as a social enterprise. It is eligible for both grants and contracts by US and international funders alike.

GeoPoll Overview

1. How would you define your added value compared to your competitors? What is your unique approach to mobile surveys?

GeoPoll’s approach is to reach as many people as possible regardless of their income or status. While many mobile surveys require the use of the Internet or web-based applications, we offer the opportunity to take a survey just by using any mobile phone (e.g., feature phones all the way up to smart phones). We aim to reach a greater portion of the ‘bottom billion’ people through simple text or voice messaging. There are other players in our market, particularly local companies, but we are different in that we establish partnerships with mobile network operators. We serve as a platform but also serve as a “sample source”. We have access to more than 150+ million mobile subscribers in Africa alone. We can achieve more reach, scale, and connections with these operators than anyone else.

GeoPoll – How Our Platform Works

2. Who are your primary clients? Do you foresee any major change in their composition?

Roughly half of our business is with the social sector, e.g. international organisations like WFP and USAID, NGOs, etc. The remaining half is with commercial companies and market research groups but this percentage is likely to increase this year due to recent media measurement products produced.

3. Are you planning to collaborate again with the World Bank and the UNDP My World Survey?

The collaboration with the World Bank in 2010 was for the World Development Report focused on community-based consultations on gender-based violence in DR Congo. World Bank’s annual World Development Reports cover a different topic and a different country every year. At the moment there are no plans to collaborate again on a World Development Report in the near future but we are exploring other opportunities with the World Bank. The same goes for the My World Survey.

4. How do you ensure free participation or even incentives for survey takers? And who covers these costs?

GeoPoll connects with mobile network operators’ billing systems allowing mobile subscribers to participate in mobile surveys at no cost (e.g.:. zero-rated or free to respond to). For example, those that do not have airtime credit on their phones can still participate. Each carrier is different but ultimately our agreement with them ensures that the survey comes at no cost to the survey taker, which reduces the economic barrier for participation.

5. Is there such a thing as an average response rate? Does it vary across regions, gender or any other big factor?

Responses to our surveys really depend on the country and the topic in question. We have noticed that the response rate increases over time as survey takers get to know GeoPoll as a reliable service. Once trust has been built people feel more comfortable taking the survey. Also, we have done some testing that shows that response rates tend to increase with incentives. Another approach we have taken which has been widely successful is running panel-based surveys, including measuring TV viewership and radio listenership ratings, in several African countries. In that case, response rates have been astronomically high because users are engaged on a daily basis.

I hope you will find this interview useful. I’m excited to see that Amy Sweeney is coming back as a guest speaker for TechChange’s upcoming Mobiles for International Development course! Also, feel free to connect with me via Twitter (@faridabena) to continue our discussion on mobiles for development.

Interested in mobile data and other ways mobile phones bring understanding to the world? Join our upcoming online course on Mobiles for International Development.

About Amy Sweeney

Amy Sweeney is the director of business development for GeoPoll based in Washington, DC. Prior to joining GeoPoll, Ms. Sweeney spent nearly five years developing and honing her international development experience at Chemonics, where she held the position as new business director in Caucasus and Central Asia RBU. She previously served in the Peace Corps in Uzbekistan and worked in Afghanistan and Turkey. She holds a bachelor’s degree in journalism and mass communications from the University of Wisconsin-Madison.

About Farida Bena

Farida Bena is the Economist / Policy Analyst at Organisation for Economic Co-operation and Development (OECD) based in Paris, France. She has more than 15 years of experience working in development, humanitarian aid, and global advocacy across four continents. Before joining OECD, Ms. Bena has worked as the director at the International Rescue Committee Belgium and led the Aid Effectiveness Policy team at Oxfam International. Ms. Bena holds a master’s degree in International Relations from Yale University.

Rising Swarthmore College junior, Oscar Chen, just spent his summer and part of his last winter intersession break with the TechChange team in Washington, DC to get professional software programming experience. Complementing his Computer Science major, he worked as a Junior Programmer Intern. Read on to learn about his full-stack developer experience in learning to code in PHP, Python, Django, and more.

1. How did you hear about TechChange?
A combination of luck and choice of school brought me to TechChange. My first stint at TechChange (a one-week “externship” in mid-January of this year) came through a program at Swarthmore that connects students with working alumni, and I was fortunate enough to land at TechChange, where two alums currently work.

2. Why did you choose TechChange to spend your summer?
Put simply: to come back! My time at TechChange in the winter, however short, exposed me to a great deal of what makes TechChange so special as both a company and a place to work. In just one week, I had the opportunity to work closely with both the development and e-learning team to design a course gamification system, and picked up enough of PHP and the WordPress web platform to begin implementing it in the course platform. Along the way, I’d gotten little glimpses of how the teams worked together in the old office, and how nearly everyone seemed genuinely interested in the work their co-workers were doing just five feet away.

After a software engineering course in my spring semester, I became interested in the software development process, and how teams use version control and process models. My short stint in the winter wasn’t quite long enough to really delve into TechChange’s processes, and so I wanted first-hand experience working as a full member of the team. In addition, after doing mostly Android app development in the spring, I was eager to try my hand at some full-stack web development, applying both my Python and newfound PHP skills in the live web applications developed by TechChange.

3. What are your interests?
Academically, I’m a computer science major interested in software development and process models. Outside of work, I’m a soccer-loving geek with a passion for food! I also enjoy biking and reading good science fiction novels.

4. How did you use your TechChange internship to explore your interests?
My time at TechChange gave me the chance to dive into web development and learn about the multiple different frameworks the TechChange developers use. Working through TechChange’s version control and software development processes (weekly priorities meetings, gitflow, etc.) allowed me to see first-hand the benefits and pitfalls of working as a team.

DC is a very bike-able city, and so I found myself biking both to work and around the city to pick-up soccer games, intern events, and even food truck festivals! TechChange’s flexible hours definitely gave me freedom to explore, and I wouldn’t have found that at another firm.

5. What did you do at TechChange this summer? What was your role at TechChange?
I was involved in numerous technical projects that the TechChange tech team had in their plans for the summer. The first few weeks of my time at TechChange were spent familiarizing myself with the different apps and architectures that have been developed with Django, and embarking on small bug-fixing projects to get my hands dirty with them. I also aided in testing and updating to new versions of software in use.

Oscar works on an event tracking system for WordPress using TinCan API at his station at TechChange

Later on, as a re-design of the gamification system I implemented in winter, I began work on an event-tracking system for WordPress using the Tin Can API. This became my largest project in the latter half of my internship, and with the creative license to design it however I wanted, I took to it immediately.

6. What did you learn during your time at TechChange?
Many things! I learned that big screen TVs in the office are invaluable during the World Cup. I learned that “Beauty School Valedictorian” is a great band name. I learned that my feet are not built for the wear and tear of working at a standing desk.

On a more serious note, the experience I’ve had in full-stack webapp development and WordPress plugin development has really challenged me. In my projects, I’ve had to go from essentially zero knowledge to implementing new code in numerous languages and frameworks on both front-end and back-end areas. As an example, my last project involved using third-party Javascript libraries, jQuery, and Ajax to develop a new event-tracking system within the WordPress course platform by writing a plugin in PHP. Just a semester ago, my knowledge of these were cursory at best, but now I’ve gained enough proficiency with them to develop on my own. I’ve learned tons about the details of full-stack web development, especially about back-end database querying, API calls, and how servers communicate with each other using HTTP requests. I’ve also learned the merits and details of using practical UNIX tools such as vagrant virtual servers, bash scripting, nginx, gulp… the list goes on.

Throughout the summer, it was evident how much focus was placed on being not just a technical enterprise, but one for social change. Guest experts would cycle through every week, and each project I learned about from talking with people around the office was a part of a larger societal mission – whether it be developing malaria diagnosis training modules for USAID or providing peacebuilding training to international development professionals. It was very exciting to see that our work was ultimately not just profit-driven, but also mission-driven.

7. Did your TechChange experience end up going as you expected?
In one way, yes! I’ve gained a plethora of new skills, and leave with a much-expanded practical knowledge of full-stack web development. But I was also pleasantly surprised by how much larger it seemed – in between my two stints, the company moved its offices to a larger, more central location. There were many new faces I met, but everyone welcomed me back as part of the team. Learning more about everyone’s role on the team through weekly show-and-tells was great, as were the occasional office fun days (full of World Cup viewing, cupcakes, and board games).

The TechChange team takes a break to watch a World Cup game and enjoy some cupcakes

8. Would you come back to work at TechChange one day? Why?
Of course! There are so many exciting projects that TechChange tackles each week, and the people in the office are an intelligent, diverse bunch who are as committed as they are fun to be around. The work TechChange does leaves a real societal impact on both their students and what students do with their knowledge – something very important to me.

9. What advice would you give to future TechChange interns?
Find ways to engage with the people around you in the office: They are all sharp, interesting folks and the office banter is always lively. The projects that everyone works on are all so different, but the way they come together in our weekly show-and-tells is pretty cool to see.

Explore the city around you: Washington DC just topped Forbes’ list of “America’s Coolest Cities” – from my experience here, that has definitely rang true! There are many hidden gems in the area to be discovered; Will recommending me a secret taco joint in the neighborhood comes to mind. Being here during World Cup season has definitely helped – DC is also ranked as the best place in America to watch soccer!

Interested in applying your coding and programming skills for social good? Apply to be a Junior Programmer at TechChange here.

TechChange Graphic Designer Rachel Roth explains to TechGirls Ghada and Nataly how to draw characters using Adobe Photoshop and Illustrator.

Yesterday, TechChange hosted a job shadow day with Nataly Ayyad and Ghada Missaoui, two incredibly talented young ladies participating in this year’s TechGirls program with the U.S. State Department. This selective exchange program encourages Middle Eastern and North African teenage girls to pursue science, technology, engineering, and math (STEM) careers. Within the next few weeks, they are travelling throughout the U.S. for their first time to visit technology companies such as Google, Facebook, Yahoo, and Instagram.

Nataly and Ghada, hailing from the Palestinian Territories and Tunisia respectively, were selected to participate in this program and spent the day at the TechChange headquarters to learn what it’s like to work at an international edtech social enterprise. Nataly hopes to go into web design and believes that technological skills can be empowering to underprivileged people, especially women. She looks forward to sharing her new skills with them. Ghada is very passionate about astronomy and one day hopes to pursue studies in astrophysics. She has built her own website called “Go Girls Engineering” using Adobe Muse to showcase engineering role models for young students.

TechGirl Ghada shows Oscar Chen her website, Go Girls Engineering, she created using Adobe Muse. They discuss the pros and cons of using design tools like Muse as opposed to coding by hand with WordPress.

Throughout the day, Nataly and Ghada met with different members of the TechChange team to learn about digital animation, graphic design, digital photography, web design and programming, interactive infographics, data visualization, search engine optimization (SEO), customer relationship management (CRM) software such as SalesForce, instructional design for eLearning with Articulate Storyline, and more.

Upon arriving to TechChange, the TechGirls were eager to know when we would show them how we do our animation videos.

Creative Director Alon Askarov explains how he uses Adobe Edge Animate and After Effects to create TechChange animations.

“My favorite part of my day at TechChange was definitely learning about the animation process!” said Nataly.

Education Technologist intern, Emily Fruchterman, shows the TechGirls the online learning courses that TechChange developed with the Asian and Pacific Islander Wellness Center to scale HIV prevention.

Charlie Weems demonstrates how to change aperture settings on a DSLR camera.

Cathie Chen shows the TechGirls how to create a hotspot on Articulate Storyline.

Eric Bihl and Emily Fruchterman do a hands-on session to show how to create triggers and slide layers on Articulate Storyline.

“Everything I learned at TechChange was very interesting, from learning about animations, digital photography, eLearning software, to understanding the diversity of online courses available,” commented Ghada.

Thanks for joining us, TechGirls!

See a summary of last year’s TechGirls Job Shadow day at TechChange here and click here to learn more about the TechGirls program.

The Asian & Pacific Islander Wellness Center (A&PI Wellness Center) partnered with TechChange to develop a two-part training course designed for clinical and non-clinical providers to provide HIV education in California. For the first time ever, these trainings combined both the self-paced and facilitated course structures. Participants will be asked to proceed at their own pace through the Articulate Storyline-based APIWC 101 course, before taking part in the four-week facilitated course that features chats with guest experts.

HIV Today – The Context
We have come a long way when it comes to HIV treatment. Thirty years of research and campaigns have transformed HIV from being a death sentence into a chronic condition that permits those who properly manage it to live relatively normal lives. The problem is, only one in four HIV-positive Americans currently follow all recommendations for managing HIV.

According to the Center for Disease Control (CDC), only 25% of HIV-positive Americans reach viral suppression, the current end-goal of HIV treatment. This means that the other 75%, or roughly 825,000 of the 1.1 million Americans estimated to be HIV-positive, are not receiving the support they need to successfully navigate through the obstacles to seek care. As a result, these individuals are not getting the treatments they need to manage and maintain their personal health and consequently, have a greater risk of transmitting the virus to others.

Many agencies have encouraged use of the HIV Care Continuum, also called the HIV Treatment Cascade, as a tool to visualize the proportion of HIV-positive individuals engaged at each stage of care.

Source: AIDS.gov

This cascade shows an estimated percentage of how many people fall out of care at each step along the way to viral suppression. Nearly one in five HIV-positive Americans do not know their positive status, keeping them from engaging in the cascade at all. Of those that are initially linked to care, nearly half fall out of treatment before being prescribed antiretroviral therapy (ART).

Even more important than this cascade is the breakdown of HIV prevalence by race and sexual preference. African Americans, for example, bear the biggest burden. According to a 2013 CDC report, African Americans makes up 14% of the US population, accounting for 44% of Americans living with HIV. The burden is similarly unequal for other minorities and men who have sex with men (MSM).

source: CDC

These statistics highlight the need for responses tailored to the communities most affected by HIV; these groups are more likely to face poverty and racism, as well as distrust with the medical system. When societal challenges are combined with the challenges of navigating HIV, people tend to drop out of care. Diverse communities require varied responses that are culturally aware and take into account the needs of disenfranchised groups.

The Challenge of Scaling HIV Prevention
Response to HIV requires service providers to play clinical and non-clinical roles. Many counselors, social workers, advocates, lawyers, and clinicians frequently work with HIV-positive individuals and in the field of HIV prevention and treatment; it is vital that they understand both the medical and complex social realities faced by their clients.

Born out of a grassroots movement to combat the HIV/AIDS crisis in A&PI communities in the late 1980s, the A&PI Wellness Center works to address the health needs of marginalized and vulnerable groups, regardless of race, ethnicity, gender identity, sexual orientation, or immigration status. In collaboration with Project Inform, the A&PI Wellness Center developed the California Statewide Training and Education Program (CSTEP), a curriculum that sets the standard in HIV treatment and technically and culturally competent training for clinical and non-clinical providers working in the HIV field.

An eLearning Solution

Participants will advance to APIWC 201 upon completion of the first course (APIWC 101). Hosted on TechChange’s facilitated course platform, this online course will provide more in-depth information about barriers to care and supporting clients in a dynamic era of HIV treatment. The month-long 201 course integrates elements of the self-paced course into the facilitated learning environment – participants are able to review the 101 content as well as slides specifically produced for the 201 course, share their knowledge with other providers in the forums, and interact with experts during live events. The ability to work with experts is what really sets this training apart – participants hear from former presidential advisors on HIV policy, specialists in linking HIV-positive people to care, HIV trainers, and those with decades of experience researching the virus and advocating for those affected.

Participants are able to engage with experts such as Dr. Cynthia Gómez (pictured above) during live events. These events are recorded and made available for later review.

The content of both courses is available 24/7 so that providers are able to take part whenever their schedules allow, while the forums and weekly live sessions add a social dimension uncommon in online learning. As all participants have some experience with HIV prevention or treatment, this course provides a unique opportunity for collaborative learning; providers can learn from the experiences of one another, share resources, and strengthen their networks of HIV prevention and treatment specialists.

In the first month alone, the training attracted over 70 participants from a variety of organizations. Additionally, the combined course has little in the way of overhead costs and can easily be repeated or scaled for different audiences, making it a viable strategy for training providers across California, with the goal of improving health outcomes and supporting HIV-positive individuals as they move toward viral suppression.

To register for these free online courses on HIV prevention training, please click here.

Charlie Weems and Emily Fruchterman of TechChange record a live session at the TechChange recording studio in Washington, DC.

Emily Fruchterman, Catherine Shen, Charlie Weems, and the A&PI Wellness Center contributed to this blog post.

If your organization is interested in developing online training with TechChange, please contact info@techchange.org.

When we last featured TC309: mHealth alumna, Lauren Bailey, on the TechChange blog, we shared her mHealth final project on the potential of WASH (water, sanitation, and hygiene) in using mobiles for public health. Since then, Lauren has landed a position at International Medical Corps as a Monitoring and Evaluation Assistant, where she works with colleagues who are also TechChange mHealth alumni.

This week, we visited Lauren at the International Medical Corps office in Washington, DC where she shared her latest updates on her mHealth career.

What did you find useful from your TechChange course, mHealth: Mobiles for Public Health?
The TechChange mHealth online course gave me a solid background in the use of mobile phones for public health. I became familiar with different organizations and companies that develop or use mHealth programs, and I feel comfortable talking knowledgeably about mHealth with others.

What impact has TC309 and TechChange had on you and your career?

1. Connecting to future employers
I applied for a position at International Medical Corps (IMC) that had an mHealth component in the job description. During the interview process, I connected with my now supervisor and colleague who were both in the middle of taking the same TechChange mHealth course I had taken 6 months earlier. They were both impressed with what they had been learning in the course, and I feel that the TechChange connection was one of the reasons I was offered a temporary position at the organization. I have been an active member of the organization’s mHealth interest group.

During my first week at IMC, my supervisor forwarded me the most recent WASHplus newsletter as a resource for a project I was working on. To my surprise, my TechChange project was featured in the newsletter! She was very impressed that the course had led to this feature in the newsletter.

2. Connecting to like-minded professionals passionate about WASH
I am thankful to have met many motivated and interesting TechChange colleagues and alumni. I reached out to a fellow TechChange alumnus with whom I had connected during the course. He and I share a love for water, sanitation, and hygiene (WASH). Talking with him gave me great insight on his work in WASH and gave me ideas for future work in the sector.

3. Crowdsourcing knowledge for primary research
Recently, I have used the TechChange Alumni group on LinkedIn to crowdsource information on the use of mHealth for behavior change. The network is full of accomplished and gracious people with diverse backgrounds willing to help others learn. My final course project, which coincided with a master level global environmental health course, served as a stepping stone to the qualitative research I am currently conducting on the use of mHealth for behavior change communication.

What advice would you give to students taking TC309 or any TC course?
1. Pay extra attention to Alain Labrique, one of the top speakers in the course. He gives an excellent introduction to the mHealth landscape. His lecture and research is part of the motivation behind some of my interests in the different uses of mHealth.

2. Be diligent and set aside time every day to log into the course — even if you can only spend 20 minutes. Try to attend live events and make sure to ask questions that enhance the discussion.

3. Make connections. Be sure to reach out to classmates and find out more about their backgrounds and career paths. It’s great to have connections from all across the globe!

About Lauren Bailey
Lauren Bailey is in the midst of completing her Master of Public Health degree in Global Environmental Health at George Washington University where she is conducting qualitative research on the use of mHealth for behavior change in the water, sanitation, and hygiene (WASH) sector. Lauren’s passion for global health began five years ago when she defended her undergraduate thesis that used malaria as a case study for how health impacts poverty in Sub-Saharan Africa. She acquired an interest for mobile health upon entering her graduate program where she learned more about the different uses of mobile phones for health purposes. Lauren originally hails from Massachusetts and is an avid baseball fan.

Are you also interested in mobile phones for public health? Join us for our upcoming Mobiles for International Development and mHealth online courses here.

With a domain that ends with [dot] org, TechChange is sometimes mistaken for a non-profit organization. However, we are actually a for-profit social enterprise business that is focused on market-viable solutions that bring both profit and positive social impact. As we continue on our journey from a start-up to a small business, we’re proud to be a registered B Corporation, a category of social enterprises that also focus on double bottom line values.

Being this type of small, yet growing, online learning business based in Washington, DC brings its own unique set of challenges, recently featured in this Forbes article, “When And How To Scale: DC Startup At Crossroads.” Launched in 2010, TechChange remains a bootstrapped social enterprise. Unlike other high-growth startups in the edtech space that have received an injection of venture capital funding, scaling for us is less straightforward than more employees, bigger offices, and lunchtime perks.

“To scale does not always mean bigger. A thought that seems to get lost in the relentless drive to scale businesses across continents.”

For a social enterprise, scaling offers different incentives than a traditional for-profit business that focuses primarily on maximizing profit. In our case, part of the challenge in scaling is codifying our business priorities and establishing social impact as a core value of our business.

TechChange CEO, Nick Martin, presenting at a meeting on social entrepreneurship at the Johns Hopkins University School of Advanced International Affairs (SAIS) in Washington, DC.

Check out the full article on this link here.

What do you think? What is the best way for TechChange to scale our impact while growing as a business? Who are the best investors that are looking for organizations that promise both financial and social impact returns?

By Lauren Bailey, TC309: mHealth – Mobile Phones for Public Health alumna

My final project for TechChange’s mHealth online course overlapped a final project for a master level global environmental health course. I’m currently working towards a Master of Public Health degree, concentrating in global environmental health, and specifically focusing in water, sanitation, and hygiene (WASH). I recently became interested in mHealth and decided to do my global environmental health course project on mHealth in the WASH sector. Since I was new to mHealth, I kept the project simple, touching on some basics. This background document includes: (1) applications of mHealth in WASH; (2) case studies; and (3) recommendations.

Throughout TC309, I became increasingly interested in how mHealth can be applied to behavior change, a major component of reducing WASH-related illness. The mHealth online course has been a wonderful way to learn about the different applications of mHealth, the challenges and successes of programs, and the future possibilities of mHealth. I’ve been inspired by many of the articles, discussions, and live presentations and am now incorporating mHealth into my master’s thesis.

Here is the infographic I created, using Piktochart as part of my course project:

Highlights:

Mobile phones offer a means to reach most at-risk populations, particularly those in rural areas, to change health outcomes.
More individuals in most African countries will have access to a mobile phone than they will to an improved water source by 2013.
Mobile phones have been deployed over the past decade as tools to improve water, sanitation, and hygiene.
Client education and behavior change communication, data collection and reporting, financial transactions and incentives, and supply chain management are potential mHealth applications categories.

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To read Lauren’s entire final project from the online course, mHealth: Mobile Phones for Public Health, please click here.

Interested in learning more about how mobile phones are impacting WASH, healthcare, and promoting health worldwide? Register now for our 4-week online on mHealth here.