eLearning Workshop @ CenMED, NUS: Technology Enhanced Learning or eLearning Workshops at CenMED, NUS on July 27th, 2016

Workshop program

Technology enhanced learning (Introductory)

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

Introduction, review of basic concepts, pre-reading and pre-workshop assignment

Morning tea: 10.30am to 11.00am

Participants developing own teaching blog, discussion

End Time: 12.30pm

http://medicine.nus.edu.sg/cenmed/events/events.shtml

Workshop program

Technology enhanced learning (Intermediate)

Start Time: 1.30pm (onsite registration starting 12.45pm with lunch provided)

Adding to basic concepts, review of pre-reading and assignments

Afternoon tea: 3pm to 3.30pm

Participants refining their own teaching blog, discussion

End Time: 5pm

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.

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. "

Created with Padlet

https://padlet.com/dnrgohps/TeLatCenMED

(You can choose to post directly on the embedded Padlet wall within the blog, or open the Padlet wall as a separate website by clicking on the link above

We encourage you to start writing your post, and continue to build it up each day, a little at a time, a couple of sentences at a time. As long as you use the same computer/tablet/mobile device you can continue to add to and edit your post at any time.)

Previous TeL (Technology enhanced learning) Workshops and Symposia

NUS-Prime: Technology Enhanced Learning - Three Case Studies, Monday, 5 May, 2014

http://telroundtable2014.blogspot.sg/

Symposium 2B @ AMEE 2014, Milan - Creating effective learning with new technology in the 21st century: The importance of educational theories.

Technology Enhanced Learning (TeL) Seminar and Mini Workshop, 8th Apr 2015, School of Health Sciences, Nanyang Polytechnic, Singapore

International conference on Medical Education at Chang Gung Memorial Hospital, Kaohsiung, Taiwan, November 20 and 21, 2015

TeL (Technology enhanced learning) Workshop and Symposium @ 13th APMEC 2016

Digital scholarship

Practical tips in formulating an e learning strategy and developing an e-learning program from Poh-Sun Goh

One strategy to utilise material from a comprehensive indexed digital case based and educational repository by using an educational blog:website to support clinical residency training de Poh-Sun Goh

MBA vs mba from Poh-Sun Goh

The role of e learning in clinical training -a critical evaluation from Poh-Sun Goh

http://blendedtelearning.blogspot.sg/

(prepared for AMEE 2016 workshop)

Do students lose depth in digital reading?

by Naomi Baron

http://theconversation.com/do-students-lose-depth-in-digital-reading-61897

http://theconversation.com/chalk-and-talk-teaching-might-be-the-best-way-after-all-34478

Everything I have learnt about eLearning from Poh-Sun Goh

Key idea (features): Indexed online knowledge repository of educational resources from Poh-Sun Goh

Digital educational resource hyperlinked index vs restaurant menu from Poh-Sun Goh

http://medicaleducationelearning.blogspot.sg/2016/04/collected-medical-education-activities.html

http://www.ncbi.nlm.nih.gov/pubmed/26982639

https://www.smartsparrow.com/2016/07/01/enabling-active-learning-through-technology/

http://www.ncbi.nlm.nih.gov/pubmed/26558420

http://www.ncbi.nlm.nih.gov/pubmed/27414992

Using a digital knowledge repository to personalise learning in medical education - a follow up report (to TeL 2013) from Poh-Sun Goh

(to cite the paper above, please see information at bottom of first page on link below)

http://www.cdtl.nus.edu.sg/tlhe/tlhe2014/abstracts/gohps.pdf

Building an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates and undergraduates in medicine – a preliminary report from Poh-Sun Goh

(e)Learning; (e)Repositories; and (e)Scholarship from Poh-Sun Goh

Insights from the culinary arts and practices for medical educators from Poh-Sun Goh

Blogger getting started guide (by Google)

http://www.wikihow.com/Start-a-Blog-on-Blogger

http://www.dummies.com/how-to/content/the-essentials-of-using-blogger-to-publish-your-b0.html

http://weblogs.about.com/od/creatingablog/ss/BloggerTutorial.htm

http://www.bloggingbasics101.com/how-do-i-start-a-blog/

The following links below review some basics of instructional design which can be applied to eLearning or Technology enhanced learning:

http://www.slideshare.net/MikeKunkle/basic-instructional-design-principles-a-primer

http://blogs.articulate.com/rapid-elearning/instructional-design/

http://blogs.articulate.com/rapid-elearning/e-learning-instructional-design-101/

http://www.instructionaldesign.org/

http://www.ion.uillinois.edu/resources/tutorials/id/

https://onlinelearninginsights.wordpress.com/2013/05/07/why-online-courses-really-need-an-instructional-design-strategy/

https://onlinelearninginsights.wordpress.com/2013/05/15/how-couse-design-puts-the-focus-on-learning-not-teaching/

https://www.smartsparrow.com/2016/07/01/enabling-active-learning-through-technology/

The value and impact of e learning or technology enhanced learning from one perspective of a digital scholar from Poh-Sun Goh

Additional Online Resources and Background Information for browsing:

Further pre-session reading/browsing:

Please review the online resources above and below before the workshop. This should take approximately 3 to 4 hours.

1. Ellaway R, Masters K. AMEE Guide 32: e-Learning in medical education Part 1:
Learning, teaching and assessment. Med Teach. 2008 Jun;30(5):455-73. doi:
10.1080/01421590802108331. PubMed PMID: 18576185.
https://www.ncbi.nlm.nih.gov/pubmed/18576185

Masters K, Ellaway R. e-Learning in medical education Guide 32 Part 2:
Technology, management and design. Med Teach. 2008 Jun;30(5):474-89. doi:
10.1080/01421590802108349. PubMed PMID: 18576186.
https://www.ncbi.nlm.nih.gov/pubmed/18576186

2. eLearning in clinical teaching
http://www.faculty.londondeanery.ac.uk/e-learning/e-learning-in-clinical-teaching-1
(eLearning module)

http://www.faculty.londondeanery.ac.uk/other-resources/files/BJHM_article%2012_%20e-learning.pdf
Ian Doherty, Judy McKimm
British Journal of Hospital Medicine, January 2010, Vol 71, No 1

3. What do we mean by web‐based learning? A systematic review of the variability of interventions
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&citation_for_view=RbXpT6kAAAAJ:IWHjjKOFINEC
DA Cook, S Garside, AJ Levinson, DM Dupras, VM Montori
Medical education 44 (8), 765-774
2010

4. Instructional methods and cognitive and learning styles in web‐based learning: report of two randomised trials
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:Se3iqnhoufwC
DA Cook, MH Gelula, DM Dupras, A Schwartz
Medical education 41 (9), 897-905
2007

5. Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:HDshCWvjkbEC
DA Cook, AJ Levinson, S Garside
Advances in health sciences education 15 (5), 755-770
2010

6. Computer animations in medical education: a critical literature review
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:ULOm3_A8WrAC
JG Ruiz, DA Cook, AJ Levinson
Medical education 43 (9), 838-846
2009

7. Preparing for the changing role of instructional technologies in medical education
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:iH-uZ7U-co4C
BR Robin, SG McNeil, DA Cook, KL Agarwal, GR Singhal
Academic Medicine 86 (4), 435-439
2011