Wednesday, March 6, 2019

Technology enhanced learning (eLearning) @ CenMED, NUS on 8 April 2019 - Pre-workshop preparation (Final Version)









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Dear workshop participants,

Thank you for signing up for the upcoming Technology Enhanced Learning (TEL) workshop.

Please undertake the following pre-workshop preparation BEFORE the workshop:

This pre-workshop preparation and activity should take around one to three hours, depending on whether you dip and skim; or do a deeper dive into the material. Depending on your background in , and exposure to thinking, and use of technology in medical education, more preparation time spent before the workshop would give you more familiarity with, and preparation to engage with the ideas we will discuss, during the workshop.

A)
Please review the following open access articles before the workshop (from Poh-Sun).

Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.

Goh, P.S. The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar. MedEdPublish. 2016 Oct; 5(3), Paper No:31. Epub 2016 Oct 18.

Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073

While reading these articles, please reflect and take notes of your own learning and teaching needs and requirements AND post these notes on Padlet or Google Docs form (link) to add to during workshop, to facilitate workshop group activities and discussion.

B)
Terry will be focusing on 'Task Centred Learning'. He has recommended two articles, to provide background information on this topic.


and

(additional note from Poh-Sun: a concise description of the 4C/ID model, including illustrating its application in a case presentation curriculum is available in a recent article below) 


C)
On topic of e-Assessment (from Michael)

Can you think of some examples of e-assessment?
What types of e-assessment are being used in your institution?
What are the pros and cons of e-assessment?

Please take notes of your response to the above questions, AND post these notes on Padlet or Google Docs form (link) to add to during workshop, to facilitate workshop group activities and discussion.

Please do this BEFORE the workshop.
___

To recap, there are two options for your time allocation for pre-workshop preparation.

If you have up to one hour available (track 1) - just read the following one article.

Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073

If you have more time, do as much of the pre-reading and preparation as you are able to, up to 3 hours before the workshop (track 2).

We recommend you spend between one to three hours preparation before the workshop, depending on your background in medical education, and familiarity with ideas in medical education, and related to the use of technology in medical education. The more preparation you undertake, the better you will be able to engage with the material and faculty during the workshop.

To manage your expectations, for example, one hour preparation for a faculty member new to medical education or technology use will give you some ideas of why to use technology, but a limited idea of the breadth and depth of technology options, the pedagogy and instructional design thinking underpinning technology enhanced learning, and less ability to transfer theory to practice.

We look forward to meeting you all at the workshop, and having interactive discussions and activities.

Best regards,
Poh-Sun

___________________


Workshop Schedule Outline

Morning

Interactive Symposium format - focusing on general principles, exploring 'Why' before How and What



Afternoon

Each facilitator will lead discussions with small table groups on topics and areas from the individual facilitator's own use of technology to enhance learning; before we end the day with group presentations of ideas discussed with all the participants in the workshop.






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Content I will be discussing during the workshop below (Poh-Sun). 

For those of you who have time, and are interested, please go ahead and skim, dip, do deep dive into this material driven by what you feel might be relevant, and useful in your own educational practice.

_____________________

Introduction, review of basic concepts, pre-readingpractical guide and pre-workshop assignment (see message below)

Overview of eLearning - SpectrumTools & Pedagogy (didactic presentation and discussion)

Tools and Approaches related content (below)

Using Video in medical education

VR and AR, literature, using, article

Approach related (below)

Flipped classroom in medical education

Blended learning (examples - 123)




ADDIE model - CenMED Scholar resource
(from Shuh Shing)



________________________

For those of you who have additional band-with, recommend you allocate an additional 3 to 4 hours for pre-workshop preparation, and skim through the above material, which have been presented buffet style as hyperlinked resources to EACH highlighted word above. Please use this to BUILD up a FOUNDATION of KEY IDEAS and CONCEPTS.
As one learning path, please consider first WHY before HOW (why you might want to use Technology to Enhance Learning). Then, make notes on the TAXONOMY or FRAMEWORK of eLearning or Technology Enhanced Learning (TEL) - METHODS and TOOLS to give you a feel of the WHOLE SPECTRUM and BREADTH of eLearning or TEL; before selecting a few methods or tools that you might find useful, and reflect on how these might assist you in your teaching and training practice; and finally think about how certain pedagogical approaches and instructional design frameworks like the Flipped Classroom and ADDIE might help you utilise Technology to Enhanced Learning. We will work on developing an individual approach, and implementation plan during the workshop.)

Above from

























Technology to Nurture Values for Effective Practice
Poh-Sun Goh

(Why before What and How)

How can technology inspire, role model, promote reflection and interactive discussion, and offer a roadmap on how to nurture values for effective practice?

We are inspired by stories. These may be told or recounted orally, in written form, performed (as a simulated performance, in theatre or the media - video, television or the movies), observed in person or from video - all of these with added reflection, which may be guided or as an interactive peer review, learning and insight developing exercise.

These stories may mimic, or be a record of real life. Professional practice. Health and disease, and healthcare, are replete with narratives of suffering, comfort, and joy. These can be told from a patient’s, relatives, caregivers or professional healthcare practitioner (or member of the healthcare team’s) perspective. Or from multiple perspectives. An example of a narrative-story which gives insight into how a professional in the palliative care sector-practice might approach dying patients was recently published in the New York Times (Puri, 2019). The ending scene from the 1991 movie ‘The Doctor’ illustrates how an initially insensitive, emotionally distant medical practitioner develops a very personal insight into the perspective of the healthcare system when he himself became a patient, and was motivated to introduce a patient centred experience for medical students in his medical school’s medical program. The book ‘A taste of my own medicine: When the doctor is the patient’ by Edward E Rosenbaum in 1991 narrates a similar story.

While not only engaging, and thought provoking, these narratives and stories can encourage all of us to reflect on our roles in health and disease. As healthcare practitioners to improve our empathy, communication skills, teamwork, organisational abilities and professionalism. We can become more sensitive to a patient’s, or relative’s-caregiver’s point of view. We can become better at showing first that we care, to reassure, comfort, and communicate better. With more skill and sensitivity. To give attention to the the human side of medicine, to complement the scientific and technical side of medical practice.

Technology is one method to disseminate and share stories and narratives (Goh, 2016). To scale up our educational and training efforts. To engage students and practitioners beyond the classroom. Before, during and after traditional classroom training. We can use open source content, and low cost-free platforms to communicate with, and engage our students, and fellow practitioners. Technology makes it easier for us to create and curate content. And share this. Through websites, blogs, apps. Mobile devices with free and low cost, easy to use software and apps make it relatively simple and easy to create and edit, or curate multimedia, and video content.

As with all use of technology to enhance, and augment our educational and training efforts, these efforts should be driven first by our instructional and educational objectives, or pedagogy before technology. With no tech, or low cost, open source, free technology and platforms then carefully and intelligently chosen to support, and augment our teaching and learning objectives.

References

Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.

Puri, S. 2019. The lesson of impermanence. New York Times. Published and accessed on 7 March 2019.
https://www.nytimes.com/2019/03/07/well/live/palliative-care-end-of-life-death.html

https://www.nytimes.com/2019/03/11/opinion/why-mortality-makes-us-free.html

Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Med
Teach. 2009 Aug;31(8):685-95.

Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE Guide No. 63.
Med Teach. 2012;34(2):e102-15. doi: 10.3109/0142159X.2012.650741.

Movie ‘The Doctor’ 1991

Review of ‘A taste of my own medicine: When the doctor is the patient’ by Edward E. Rosenbaum
https://journals.lww.com/plasreconsurg/citation/1991/03000/a_taste_of_my_own_medicine__when_the_doctor_is_the.41.aspx#pdf-link


Made with Padlet


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Role of digital analytics to guide learning (updated) from Poh-Sun Goh

more at https://datainformedelearning.blogspot.com/

as well as

'An essential competence for all learners is the development of digital literacy for finding and evaluating the relevance, accuracy and potential usefulness of the vast range of information sources and content (Lynch 2017)'.
cited in article below
Goh PS, Sandars J. 2019. Increasing tensions in the ubiquitous use of technology for medical education. Med Teach. doi:10.1080/0142159X.2018.1540773

and

Saturday, February 23, 2019

Technology enhanced learning (eLearning) @ CenMED, NUS on 8 April 2019 - Pre-workshop preparation Version 2



and

While reflecting and taking notes of your own learning and teaching needs and requirements, review material on blogs below - skim, sample, do deeper review of material which is applicable and helpful in your own setting, 
AND post material on Padlet or Google Docs form (link) to add to during workshop, and facilitate workshop group activities and discussion.



and

and
Additional topical material below for discussion









see also

Technology enhanced learning (eLearning) @ CenMED, NUS on 8 April 2019 - Pre-workshop preparation Version 1

see below



Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073


above from

Adoption of eLearning in Med Ed - Costs and Value Add from Poh-Sun Goh





3 take home points 

1. focus on your teaching and learning objectives, not the technology ... (e)Learning (small "e", big "L"... focus on the Learning) ... focus on understanding learning needs, curricula design, scaffolding, learner support and customised learning, assessment with feedback and evaluate what you are doing ... document and make transparent your process


2. use "simple" tech - email, SMS, blogs (websites) to broadcast, and "narrowcast" .. targeted message ... connect ... disseminate ... document

3. keep refining your teaching techniques, and improving as an educator  (Glassick's criteria - clear goals, adequate preparation, appropriate methods, significant results, effective presentation, AND reflective critique ..... Glassick, C.E., Huber, M.R. & Maeroff, G.I. (1997). Scholarship Assessed - Evaluation of the Professiorate. San Francisco, CA: Jossey-Bass).




above from



Friday, February 22, 2019

Technology enhanced learning (eLearning) @ CenMED, NUS on 8 April 2019 (Monday) 9am to 5pm












above from



see below

Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073


above from

Adoption of eLearning in Med Ed - Costs and Value Add from Poh-Sun Goh





3 take home points 

1. focus on your teaching and learning objectives, not the technology ... (e)Learning (small "e", big "L"... focus on the Learning) ... focus on understanding learning needs, curricula design, scaffolding, learner support and customised learning, assessment with feedback and evaluate what you are doing ... document and make transparent your process


2. use "simple" tech - email, SMS, blogs (websites) to broadcast, and "narrowcast" .. targeted message ... connect ... disseminate ... document

3. keep refining your teaching techniques, and improving as an educator  (Glassick's criteria - clear goals, adequate preparation, appropriate methods, significant results, effective presentation, AND reflective critique ..... Glassick, C.E., Huber, M.R. & Maeroff, G.I. (1997). Scholarship Assessed - Evaluation of the Professiorate. San Francisco, CA: Jossey-Bass).





see below















Saturday, March 17, 2018

Technology enhanced learning (eLearning) @ CenMED, NUS on 23 May 2018 (Wednesday) 9am to 5pm





Workshop program

Technology enhanced learning 

Start Time: 9.00am (onsite registration starting 8.30am)

Introduction, review of basic concepts, pre-reading, practical guide and pre-workshop assignment (see message below)

Overview of eLearning - Spectrum, Tools & Pedagogy (didactic presentation and discussion)

Morning tea: 10.30am to 11.00am

Tools related (below)

Participants developing own teaching blog, OR hyperlinked (illustrated-multimedia augmented) note-word document for posting on Padlet, discussion

Using Video in medical education

Lunch 1230pm to 13.30pm

Approach related (below)

Flipped classroom in medical education

Blended learning (examples - 1, 2, 3)


Afternoon tea: 3pm to 3.30pm

ADDIE model - CenMED Scholar resource

End Time: 5pm


(Note highlighted words are linked to online resources for pre-reading, review, reflection, perspective, points-of-view, including regional, some older, general, overview papersand for  reference.  You might want to start your workshop preparation by reading a practical guide.
Recommend workshop participants allocate 3 to 4 hours for pre-workshop preparation, and skim through the pre-reading material, which have been presented buffet style as hyperlinked resources to EACH highlighted word above. Please use this to BUILD up a FOUNDATION of KEY IDEAS and CONCEPTS.
As one learning path, please consider first WHY before HOW (why you might want to use Technology to Enhance Learning). Then, make notes on the TAXONOMY or FRAMEWORK of eLearning or Technology Enhanced Learning (TEL) - METHODS and TOOLS to give you a feel of the WHOLE SPECTRUM and BREADTH of eLearning or TEL; before selecting a few methods or tools that you might find useful, and reflect on how these might assist you in your teaching and training practice; and finally think about how certain pedagogical approaches and instructional design frameworks like the Flipped Classroom and ADDIE might help you utilise Technology to Enhanced Learning. We will work on developing an individual approach, and implementation plan during the workshop.)

________________________

Message to the workshop participants from the workshop faculty:

"For workshop participants, please do the following before the workshop → 1. Ask yourself why you want to use eLearning or Technology enhanced learning as an instructor; 2. What your learning objectives for a specific teaching session are [for the PowerPoint slide deck you are bringing along to the workshop]; 3. Please read / browse through the articles / SlideShare documents / websites / embedded videos and online resources on this blog below as pre-workshop preparation / background information (this should take you about 3 to 4 hours); and please bring along a WiFi enabled tablet or laptop with you to the workshop (the same tablet or laptop you have used to post on the Padlet wall, see below, before the workshop).

Please sign up for a Google Blogger account before coming to the workshop (the websites below show you how to do this), and bring along a copy of a PowerPoint presentation you have recently given, or intend to give, as well as the individual slides of this PowerPoint presentation exported as individual JPEG images loaded onto a folder accessible by the tablet or laptop you bring along with you to the workshop. All the slides in the PowerPoint presentation should be ready to be shared on the internet, i.e. the content should have been created by you, you own the copyright or have permission to use the content, you have correctly attributed the source of content you are referring to, and the content should comply with local regulations regarding privacy and confidentiality, and intellectual property use/attribution. 

Start your Google blog before coming to the workshop (follow the "how to" instructions from Google and other websites below), and upload the JPEG images of your presentation onto your blog. 

Also, please link you Google Blogger account with a Google Analytics account (see section below) before the workshop. This will allow us to have an interactive discussion with the workshop participants on the following topics - 
- What's Google Analytics
- Benefits of Google Analytics
- Metrics and Dimensions in Google Analytics
- How can we apply this knowledge in practice
- Other advice to improve your blog experience

You can continue to work on and refine your blog during and after the workshop.

Starting before, during, and soon after the workshop, we invite participants to share some information about who they are, their educational background, current teaching setting, how they hope to use technology to enhance their teaching, key messages they took away from the workshop (including from their pre-reading and pre-workshop preparation and preliminary steps starting their teaching blog), as well share the link of their draft teaching blog - all of this as a post on the online "Padlet" wall below, embedded within this workshop blog (Padlet is an interactive digital wall, which is on a private space on Padlet.com, and is not searchable on Google - you are able to write, edit and delete your own posts, without needing to login (by just double clicking or double tapping on the Padlet wall, or clicking the circled red + button bottom right of the Padlet wall), as long as you use the same mobile or desktop device; even though this platform works with all mobile and desktop devices, you will probably find using a laptop/workstation or tablet the easiest way to write and edit your posts on this website. You might also op to use initials, and omit specifying your institutional affiliation, in order to further anonymise your Padlet posts, as this workshop blog is available for open access). 
Please start a post on the Padlet wall within the blog before the workshop. You can refine this during and after the workshop on the same post, as long as you use the same device.

Sharing your background, and teaching site will enable us to potentially continue to have an online discussion after the workshop on the Padlet wall. You can write, and edit your post on the Padlet wall by double tapping or double clicking on the space; or by going directly to the link below the Padlet wall. As long as you use the same device, you can continue to add to, edit or delete your post at any time. I have organised the flow of the posted messages on the Padlet wall so that the latest post is always at the top. This will enable you to find earlier messages and posts. 

We encourage you to actively participate in the workshop, by undertaking the pre-workshop preparation, and workshop activities. What we take away from any educational activity - key ideas that we make a note of, and new things we are able to do - are arguably the most valuable outcomes of any educational and training session. 

Please also complete the short email survey (by replying INDIVIDUALLY to our email to you) at least ONE WEEK before the workshop, to give us an idea of your teaching background and what you hope to get out of the workshop. This will enable us to customise the workshop to your educational needs."

Thank you.
From your workshop faculty/facilitators, 


Made with Padlet


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and






Please review the online resources above before the workshop. This should take approximately 3 to 4 hours. You can also browse - skim through the material below. I will be presenting exclusively - entirely from this material.


Lastly, please bring your personal WiFi/3G/4G enabled tablet or laptop to the workshop. You should have examples of your teaching content on the tablet or laptop. You will be using this tablet or laptop for the session and workshop activities.

When you arrive at the workshop, please log in to the Wi-Fi network and the workshop presentation blog on your mobile device-tablet-laptop.

https://telatcenmed.blogspot.sg/2018/03/technology-enhanced-learning-elearning.html

Thank you.





______________________________________



__________________________________________






above from








Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073




Goh, P.S. Technology enhanced learning in Medical Education: What’s new, what’s useful, and some important considerations. MedEdPublish. 2016 Oct; 5(3), Paper No:16. Epub 2016 Oct 12.



Everything I have learnt about eLearning from Poh-Sun Goh


https://www.td.org/insights/how-long-does-it-take-to-develop-one-hour-of-training-updated-for-2017

https://www.td.org/newsletters/learning-circuits/time-to-develop-one-hour-of-training-2009









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and




https://www.td.org/insights/how-long-does-it-take-to-develop-one-hour-of-training-updated-for-2017




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click on tile above


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"We can manage better (to iteratively improve, share and build on) what is visible, what we can see – directly, through data, and data dashboards-visual data maps and illustrations. Data and observations, big data and small or rich data, quantitative and qualitative research (mixed methods research) gives us insights as educators into our teaching practice, its effectiveness and impact. Just as we blend the best features of traditional and online/eLearning/Technology enhanced learning in our teaching practice, we can “blend” and take advantage of “big data” or online data analytics, which when added to traditional classroom observations and measures-indicators of learning effectiveness and impact, can give us a more complete, comprehensive, and rounded picture of individual, and group learning."

above from





“Above image reproduced by permission of the publisher, © 2012 by tpack.org”








3 take home points 

1. focus on your teaching and learning objectives, not the technology ... (e)Learning (small "e", big "L"... focus on the Learning) ... focus on understanding learning needs, curricula design, scaffolding, learner support and customised learning, assessment with feedback and evaluate what you are doing ... document and make transparent your process


2. use "simple" tech - email, SMS, blogs (websites) to broadcast, and "narrowcast" .. targeted message ... connect ... disseminate ... document

3. keep refining your teaching techniques, and improving as an educator  (Glassick's criteria - clear goals, adequate preparation, appropriate methods, significant results, effective presentation, AND reflective critique ..... Glassick, C.E., Huber, M.R. & Maeroff, G.I. (1997). Scholarship Assessed - Evaluation of the Professiorate. San Francisco, CA: Jossey-Bass).