Wednesday, May 31, 2017

Technology enhanced learning (eLearning) @ CenMED, NUS on 28 June, 2017 (Wednesday) 9am to 1pm



Workshop program

Technology enhanced learning 

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: 1pm



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. Dr Sergio Hernandez Marin from Google, Asia Pacific will be part of the teaching faculty at this workshop and will give a short presentation / 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, 


above posted on Padlet wall below on June 16, 2017 @ 0800am

Made with Padlet


(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.)  









# Registered workshop participants = 23 
16 pre-survey responses/23 = 70% response rate as of 2.5 hours before start of workshop

For faculty, the content of the pre-workshop survey responses allows further customisation of workshop content, and activities before the workshop. This includes "answering" some of the pre-workshop concerns, and addressing some of the participants' learning objectives before the workshop. Analytics built into the workshop (content presentation, access, and participant engagement) blog gives faculty an overview, and insight into the audience; and their engagement with the workshop content, and learning activities. Note that this workshop blends both online, and "live" in person workshop activities, as well as uses email (one to one, one to many) and a presentation/engagement blog, with embedded content and interactive tools and platforms as an integrated learning tool and platform.

To the participants, what you learn, and take away from this workshop is directly related to what you put into it (the process). Knowledge, skills, insights/attitudes/feelings about TeL. I urge, and encourage all of you to continue to actively engage with the workshop content, both during, and after the workshop. This includes posting on the Padlet wall during and at the end of the workshop 1) what you have found the key ideas/useful ideas are, i.e. your response to the question from colleagues (or your family), what did you learn / do at the workshop today?; and 2) what you intend to do immediately, and soon after the workshop. 

With warmest regards, 
Poh-Sun


Pre-workshop survey responses:
(I have removed / edited out certain details from the pre-workshop survey responses directly emailed to the workshop faculty in order to preserve anonymity)

--------------
(survey response below received by email 2.5 hours before start of workshop)

1.       Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used.
Not much , just basic use of powerpoint, poll .
2.       Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so?
Novice
3.       Tell us what you hope to learn from this workshop.
Learn to incorporate various individual component to blog and make students learn better .

----------------
(survey response below received by email 11.5 hours before workshop)

"1.      Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used.

No experience

2.       Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so?

Novice. Have not tried using more technology than the current power point presentation.

3.       Tell us what you hope to learn from this workshop.


------------------

1.      Power point slides and online video
2.      Novice
3.     I hope to learn some new aspects of using technology to teach our ...... Ways to improve the uptake rate of online teaching and learning.


------------------

"1.          Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used.

No.

2.          Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so?

Novice

3.          Tell us what you hope to learn from this workshop.

How to initiate tech-enhanced teaching/learning"

---------------

"1.       Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used. No

2.       Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so? Novice. No prior experience at all in this field

3.       Tell us what you hope to learn from this workshop. To learn how I can use technology in the department's teaching programme"


----------------

"1.           Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used.
a.       No
2.           Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so?
a.       Novice. Highly interested but never had any formal training or usage of such technology to create learning experience
3.           Tell us what you hope to learn from this workshop.
a.       Ability to know what technology is available to improve learning experience and to create better retention and application to those who try such technology."

-------------------

"1. Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used.
Hardly.

2. Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so?
Novice.

3. Tell us what you hope to learn from this workshop.
To better appreciate the extent and scope for which teaching and learning in ........ can be enhanced by technology."

-----

"1. Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used.
-Nothing much apart from the usual powerpoint slides

2. Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so?
- Novice. Probably not up to date with latest technology available for teaching

3. Tell us what you hope to learn from this workshop.

-----

"1. At (our University), we began to apply technology for teaching more than 10 years ago.
We have operated the Learning Management System (Moodle) to manage the student's online learning.
For the lectures, they can create and manage each of their courses, include uploading lesson, ebook (word, pdf, powerpoint, video, ...) assessing students' knowledge through tests MCQ .
For students, they can refer to resources provided by their lectures, send questions and feedback to lectures at the end of the course.
Throughout the course, students can refer to material online. These documents are mostly word file, powerpoint, pdf ... and a few are created by softwares such as prezi, Articulate StoryLine, Camtasia, ...
Initially, the application of technology in teaching was primarily used by Moodle learning management systems, evaluating students through the MCQ online final exams, and providing students with reference resources. .

2. My proficiency level for this workshop: Intermediate
As mentioned above, We only apply technology to teaching about 10 years. We still maintain the traditional teaching methodology, initially only applying some tool and software to make the lecture more vivid, this is not widespread in all departments, with all lecturers.

3. After this workshop I hope to:
- Share experiences on applying technology to teaching and learning, difficulties and challenges?
- Know the most effective method of applying technology to teaching.
- Manage the teaching of the teacher, the learning of the students, as well as know which tools will evaluate the effectiveness of teaching and learning after each course, thereby improving the quality of teaching at my university."

-----

"No experience
Novice
Hope to learn to become more tech savvy"

-----

"Very rudimentary use of technology in my teaching of MBBS students from ... Posted slides and videos on QQ cloud platform for student download by sending them links. Have never used blogs though. 

I suppose I am a novice. Though I am familiar with mobile technology and I use them as a consumer, but when it comes to the theoretical framework for TeL, integration of TeL with teaching and assessments, as well as the collection of analytics for feedback and improvement / building up of a portfolio for peer review and accreditation, I am truly a novice.

I guess an uninterrupted opportunity to focus my mind on TeL, tweak and improve on my fledgling blog, and start to build up an online repository of slides, cases, images and quizzes; I am also excited to have an expert from Google Analytics with us that day."

-----

"Yes but mainly limited to online platforms such as pollev, kahoot.it. I use them during different time points in my education talks to gauge baseline knowledge, to reinforce learning points, and to test understanding, 
I have limited experience in other IT platform such as e-learning and blogs.

Intermediate I guess? I only have my own department to gauge myself against but I would say that in ... the use of IT in education is still limited in my institute .... Most were conducted via the usual powerpoint talks and classroom tutorials without substantial IT involvement.

...we have monthly case discussion. Would like to make the session more interactive and fruitful for the participants as so far it has always been pretty pedagogy-like. How do I use IT to "flip" the classroom around and to get people more involved in their learning? Also, how do I design an online e-learning platform so that people can review some of the learning materials prior to attending the tutorial sessions?"

-----

"Have never used technology for teaching 
So am a novice 
Interested to see what can be used "

-----

"Probably a novice, at best novice-intermediate.
I hope to learn new ways to use technology to assist and enhance delivery of teaching for my learners to keep pace with times. Having had no formal training for this purpose I hope this session will not only give new ideas but also help me with my ongoing and future  projects."

-----

I am interested to know how the students of nowadays use IT to learn."

-----

Novice
Curious as to what technology can do to enhance teaching"

-------------
-------------





Virgil Thomson

William James Read

Bruce Lee



















(please click link above to access online content on topic)




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.


--------------













and




"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


e.g.

"Big changes coming to podcasting: Apple is going to let the people who make podcasts learn what podcast listeners actually like — and what they ignore.

A new version of Apple’s podcast app will provide basic analytics to podcast creators, giving them the ability to see when podcast listeners play individual episodes, and — crucially — what part of individual episodes they listen to, which parts they skip over, and when they bail out of an episode."

above from Apple is going to let podcast creators — and advertisers — see what listeners actually like (Recode, June 10, 2017)


"Nothing beats listening to people rant about the tech they’re frustrated with. Nearly everyone seems angry about connectivity issues: sluggish, unreliable Wi-Fi, spotty cell coverage or shoddy broadband service. Other than that, battery life continues to be a source of people’s misery ...... At The Times, we have access to analytics about the people reading our articles, and the consistent strong readership we get from stories about these topics reaffirms that people continue to be frustrated with these issues."

above from Going Low-Tech to Solve Everyday High-Tech Problems (NY Times, July 19, 2017)



above screenshot from


and examples from business case studies below

Cloud-based analytics driven examples ...

"A driver who frequently drives to Starbucks locations, for example, could be targeted with Starbucks coupons via email or text. Someone whose data shows a pattern of gentle driving could be offered lower insurance rates, ...

It’s similar to what Google does by targeting ads to users based on terms they have searched, or how Facebook tailors ads and news posts based on what a member has “liked” on the social networking site."

above from Delphi, the Auto Parts Supplier, Embarks on a High-Tech Overhaul (New York Times, June 9, 2017)


http://money.cnn.com/2017/06/23/technology/business/google-ad-scanning-email-stop/index.html


"In the future, Ms Greene sees for cloud computing, people will all use the cloud to aggregate, analyse and act on data ....

"The cloud is really what enabled machine learning to take off, and these neural nets, because all of a sudden you could have these huge amounts of shared data to train on... where it can diagnose with more accuracy than a doctor. So it's an incredible aid for doctors as they're treating patients." And that applies to every industry - "fraud detection in financial services, an endless number of things", she says. "It's one of those utilities where being able to share and aggregate everything in one scaled place just gives you enormous advantage."

above from
Cloud with clout
Google's cloud chief Diane Greene says the cloud is a utility everyone can and should use.
(from The Raffles Conversation, in The Business Times, on 24 June 2017)


... vs non-cloud based, within device Machine Learning and Artificial Intelligence (AI) example below

with iOS 11 ... 
"Apple says Siri will learn so much from you that it will be able to anticipate your needs and make suggestions before you even ask for them.

For example, it will offer news stories based on things it has learned you like. If you’re texting a friend about a film you saw or a place you visited, Siri will auto-type the name of the movie or the place. It will suggest new searches for you in Safari based on articles you’ve read. It will automatically queue up songs you like, suggest songs it thinks you will like or answer trivia questions about songs you play."

above from All the Ways Apple’s iOS 11 Will Change Your iPhone (New York Times, June 12, 2017)


----------

..... is this one new frontier of eLearning or TeL ... analytics driven ... aided by Machine Learning and AI ....?

----------



"Dr. Hinton heard about an artificial intelligence program at the University of Edinburgh and moved there in 1972 to pursue a Ph.D. His adviser favored the logic-based approach, but Dr. Hinton focused on artificial neural networks, which he thought were a better model to simulate human thought.....

Ph.D. in hand, he turned to the United States to work as a postdoctoral researcher in San Diego with a group of cognitive psychologists who were also interested in neural networks........

They began working with a formula called the back propagation algorithm, originally described in a 1974 Harvard Ph.D. thesis by Paul J. Werbos. That algorithm allowed neural networks to learn over time and has since become the workhorse of deep learning, the term now used to describe artificial intelligence based on those networks......"

above quote from




"Working closely with doctors both in India and the US, we created a development dataset of 128,000 images which were each evaluated by 3-7 ophthalmologists from a panel of 54 ophthalmologists. This dataset was used to train a deep neural network to detect referable diabetic retinopathy. We then tested the algorithm’s performance on two separate clinical validation sets totalling ~12,000 images, with the majority decision of a panel 7 or 8 U.S. board-certified ophthalmologists serving as the reference standard. The ophthalmologists selected for the validation sets were the ones that showed high consistency from the original group of 54 doctors
........The results show that our algorithm’s performance is on-par with that of ophthalmologists."

above quote from






"The key for Apple to be successful in the space is content, which the ARKit will help to develop, according to Besecker.

"No AR content, no interest. An ARKit developer framework that simplifies content creation and makes it easy and foolproof for developers to include AR features in existing iOS apps is huge," he said.

"You're talking about potentially 5+ million apps in the iOS store and hundreds of millions of devices that could incorporate AR within the next 2-3 years. If Apple gets this right, they will own the hardware market for years to come."

above quotes from




(30 year anniversary of the birth of the Internet)

(10 year anniversary of the iPhone)


by Kai-Fu Lee, in The New York Times, Sunday Review on June 24, 2017





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/2017/05/technology-enhanced-learning-elearning.html

Thank you.







also

Ellaway RH, Pusic MV, Galbraith RM, Cameron T. Developing the role of big data and analytics in health professional education. Med Teach. 2014 Mar;36(3):216-22. doi:10.3109/0142159X.2014.874553. Epub 2014 Feb 3.
https://www.ncbi.nlm.nih.gov/pubmed/24491226


and upcoming @ AMEE 2017
11B - PechaKucha Presentations
Learning analytics and big data:
Rachel Ellaway (University of Calgary, Canada)


--------------------------


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











A free add-in for PowerPoint
Everything you need to easily create and share interactive online videos




Medical Education Peer Reviewed Publications (selected)

The intention of writing a recent series of reflection pieces (article 5, 6, 7, 9 and 11), as well the other articles below, was to set down in print as many of the useful ideas / and pointers I could think of, and which I have found useful and currently use, on the subject of TeL and implementing this, distilled from my reading, practice, and scholarly inquiry since 2002, as well as from the last 6 years of faculty development presentations, symposia and workshops I have been involved in designing and have participated in at NUS, at APMEC and AMEE; and have presented as invited speaker to conferences in Colombo, Sri Lanka; Kaohsiung, Taiwan; Jakarta, Indonesia; and as visiting professor in Almaty, Kazakhstan.
(articles in Medical Teacher and MedEdPublish have been viewed over 5,000 times in the 2015 and 2016, and papers 2, 4, 5 and 6 are amongst the top rated papers in Oct, Nov, Dec 2016 and Jan 2017 - see below)

1. Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper No:5. Epub 2017 Apr 4. https://doi.org/10.15694/mep.2017.000067

2. Goh, P.S., Sandars, J. Insights from the culinary arts for medical educators. MedEdPublish. 2017 Jan; 6(1), Paper No:10. Epub 2017 Jan 18.

3. Goh, P.S. A proposal for a grading and ranking method as the first step toward developing a scoring system to measure the value and impact of viewership of online material in medical education - going beyond “clicks” and views toward learning. MedEdPublish. 2016 Oct; 5(3), Paper No:62. Epub 2016 Dec 9.

4. Goh, P.S. Presenting the outline of a proposal for a 5 part program of medical education research using eLearning or Technology enhanced learning to support Learning through the continuum of Undergraduate, through Postgraduate to Lifelong learning settings. MedEdPublish. 2016 Oct; 5(3), Paper No:55. Epub 2016 Dec 7. 

5. 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.
http://dx.doi.org/10.15694/mep.2016.000117
https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-November-2016.aspx

6. 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.

7. 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.
8. Sandars, J., Goh, P.S. Is there a need for a specific educational scholarship for using e-learning in medical education? Med Teach. 2016 Oct;38(10):1070-1071. Epub 2016 April 19.

9. Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16
http://www.ncbi.nlm.nih.gov/pubmed/26982639

10. Goh, P.S., Sandars, J. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Med Teach. 2016 Aug;38(8):858. Epub 2016 Jul 14.

11. Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. Epub 2015 Nov 11.

12. Sandars J, Patel RS, Goh PS, Kokatailo PK, Lafferty N. The importance of educational theories for facilitating learning when using technology in medical education. Med Teach. 2015 Mar 17:1-4.

13. Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5.

14. Liaw SY, Wong LF, Chan SW, Ho JT, Mordiffi SZ, Ang SB, Goh PS, Ang EN. Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial. J Med Internet Res. 2015 Jan 12;17(1):e5.

-----------

"A good teacher is continuously observant of student learning behaviour, and seeks evidence of student engagement with the learning material and experience, as well as evidence of learning, and also proactively solicits feedback from students and peers to continually improve the learning
experience. Good chefs can be seen circulating amongst the diners, observing their eating behaviour, chatting with and seeking feedback directly from diners, as well as inviting fellow chefs to sample their culinary offerings. As teachers we have an opportunity to do this both in traditional classrooms, as well as online settings, through our own direct observations, as well as with online behavioural and data analytics. Chefs often modify their cooking, and refine this in “real time”. Similarly teachers can modify their teaching, and the learning experience dynamically, in response to the observed behaviour and feedback from learners and peers."

"We feel that there are close parallels between the culinary arts and practices with the teaching and learning practices of medical educators. In this article we explore this culinary analogy as a means to help medical educators think about their educational practices and to develop their scholarship in medical education."

above from
Goh, P.S., Sandars, J. Insights from the culinary arts for medical educators. MedEdPublish. 2017 Jan; 6(1), Paper No:10. Epub 2017 Jan 18.















A meta-analysis published by the Department of Education in 2010 concluded that “on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction,” with larger effects seen if the online learning was combined with face-to-face instruction. This meta-analysis encompassed research literature on career technology, higher education, medical training, corporate training, military training, and K–12 education.
above from
Means, B., Toyama, Y., Murphy, R. et al. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. (October 2014; Available at) (Accessed September 1, 2015)


Flipped learning takes advantage of technical advances to teach basic cognitive skills to students in a format that meets the style and expectations of this generation of learners, freeing instructors to use class time to foster higher order cognitive skills through active learning exercises.
above from
O'Flaherty, J. and Phillips, C. The use of flipped classrooms in higher education: a scoping review. Internet High Educ. 2015; 25: 85–95


In the setting of clinical clerkships, the flipped learning approach can be used to foster the development of cognitive skills required in applying learned facts to clinical reasoning problems.
above from
O'Connor EE, Fried J, McNulty N, Shah P, Hogg JP, Lewis P, Zeffiro T, Agarwal V, Reddy S. Flipping Radiology Education Right Side Up. Acad Radiol. 2016
Jul;23(7):810-22. doi: 10.1016/j.acra.2016.02.011. Epub 2016 Apr 7. 



Hughes Y, Lyons N, Does the Flipped Classroom improve exam performance in medical education?Asystematicreview,MedEdPublish,2017,6,[2],38,doi:https://doi.org/10.15694/mep.2017.000100



"A "didactic" model where teachers dispense wisdom and knowledge to students would become less relevant in an age where access to information has become democratised. Instead, universities will become more like curators and conductors of a student's learning environment, putting together insight that can come from academics, but also providing opportunities for learning in settings like workplaces...........
Currently, disciplines like medicine or dentistry have been "doing well" in terms of giving students exposure to both academia and the real world. But such experiences also need to be translated to other disciplines.......

Research (conducted in a traditional university setting) is needed to push the boundaries of knowledge and solve the world's big problems .... But there will also be space for applied research that can make a difference to society, and that works for the mutual benefit of the university and external stakeholders ... Academics from the traditional university environment can help (students) to find ways to solve problems in the workplace that are evidence-based and scholarly, and that encourage creative, analytical thinking that is expected of a university graduate. So you're actually not separating out universities from the rest of the students' lives."

above from



Delgaty L, Fisher J, Thomson R, The ‘Dark Side’ of Technology in Medical Education, MedEdPublish, 2017,6,[2],19,doi:https://doi.org/10.15694/mep.2017.000081



Additional Online Resources and Background Information for browsing:







                                   


                                   




Further pre-session reading/browsing
:

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




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










--------------------------------
Some additional online resources:

http://www.tel.ac.uk/

http://beyondprototypes.com/

What's the matter with ‘technology-enhanced learning’?
http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2014/abstracts/pdf/bayne.pdf
https://idcharred.wordpress.com/2015/06/10/bayne-s-2015-whats-the-matter-with-technology-enhanced-learning/
https://www.researchgate.net/publication/269418528_What's_the_matter_with_'technology-enhanced_learning'


https://www.amee.org/amee-initiatives/esme-courses/amee-esme-face-to-face-courses/esme-elearning/escel-at-amee-2014#course-materials

https://twitter.com/CookMedEd


-------------------------






Declan Ee, co-founder of Singapore online furniture store Castlery, said that while tech and e-commerce are key to meeting the needs of today's digitised consumer market, the opening of Apple's flagship store in the region shows that an online presence can never fully replace the value of human interaction.

"While an online presence is important for product and brand discovery, a physical experience centre is essential to create a holistic customer interaction with the brand. Apple's flagship store will provide consumers with a new immersive experiential touch point with the brand, otherwise inaccessible online."

-from "S'pore Apple store offers creative sparks for tech, retail sectors
Apple likens its store to a modern-day town square - a place to shop, learn, connect and be inspired"


















Do students lose depth in digital reading?
by Naomi Baron










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




















"The brain beats the internet when it comes to context and speed, but the internet clobbers the brain when it comes to volume. You can find any fact on the internet, even alternative ones. Your brain, in contrast, is limited, so how should we choose what to learn?
Students should learn the information for which the internet is a poor substitute. Getting information from the internet takes time, so they should memorize facts that are needed fast and frequently."



"In the beginning, the Internet was a place to which we went; now it is a space where we are ... Yet the Internet has more netizens than any country has citizens ...

Identity becomes an amalgamation of social preferences expressed through traditional categories such as religion and ethnicity as well as newer communities built around professions, experiences, and causes ...

Connectivity brings individuals the choice to belong to other places than those they do or to have loyalty to multiple places at the same time ... The phrase "your network is your net worth" applies very much to individuals and nations both."


How a simple USB drive can save lives (from CNN, on 5 June 2017)










"My personal conviction is that ....., Singapore, or any other society, needs the arts. One important reason is that the arts are the necessary lubricant for communication within and with other societies .... 
......Another important reason for societies to promote the arts is its positive influence on the mental development of young people. Change the mental ability of a child and you change his or her destiny ....
.... Training in the arts is recognised by the scientific community as one of the best ways to develop creative thinking skills in children. 
Perhaps the relevant question is not whether we need a Sota in Singapore, but whether we should have a mini Sota in every Singapore school."
by Joseph Chong, "Why we should add more Sota flavour to our schools" in The Straits Times, June 13, 2017
(Sota = School of the Arts)


"According to research by Harvard University psychologists Matthew Killingsworth and Daniel Gilbert, we spend 46.9% of our time not thinking about what is happening in front of us.
The key to being productive might be found in using that time effectively through embracing the slumps in our day – those moments when your productivity begins to ebb away, usually in the midmorning, directly after lunch or mid afternoon."
above from
http://www.bbc.com/capital/story/20170612-why-you-should-manage-your-energy-not-your-time





"I skate to where the puck is going to be, not to where it has been."
"A good hockey player plays where the puck is. A great hockey player plays where the puck is going to be."











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









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






















Pre-workshop survey responses:
(I have removed / edited out certain details from the pre-workshop survey responses directly emailed to the workshop faculty in order to preserve anonymity)

----------------

"1.      Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used.

No experience

2.       Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so?

Novice. Have not tried using more technology than the current power point presentation.

3.       Tell us what you hope to learn from this workshop.


------------------

1.      Power point slides and online video
2.      Novice
3.     I hope to learn some new aspects of using technology to teach our ...... Ways to improve the uptake rate of online teaching and learning.


------------------

"1.          Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used.

No.

2.          Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so?

Novice

3.          Tell us what you hope to learn from this workshop.

How to initiate tech-enhanced teaching/learning"

---------------

"1.       Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used. No

2.       Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so? Novice. No prior experience at all in this field

3.       Tell us what you hope to learn from this workshop. To learn how I can use technology in the department's teaching programme"


----------------

"1.           Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used.
a.       No
2.           Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so?
a.       Novice. Highly interested but never had any formal training or usage of such technology to create learning experience
3.           Tell us what you hope to learn from this workshop.
a.       Ability to know what technology is available to improve learning experience and to create better retention and application to those who try such technology."

-------------------

"1. Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used.
Hardly.

2. Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so?
Novice.

3. Tell us what you hope to learn from this workshop.
To better appreciate the extent and scope for which teaching and learning in ........ can be enhanced by technology."

-----

"1. Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used.
-Nothing much apart from the usual powerpoint slides

2. Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so?
- Novice. Probably not up to date with latest technology available for teaching

3. Tell us what you hope to learn from this workshop.

-----

"1. At (our University), we began to apply technology for teaching more than 10 years ago.
We have operated the Learning Management System (Moodle) to manage the student's online learning.
For the lectures, they can create and manage each of their courses, include uploading lesson, ebook (word, pdf, powerpoint, video, ...) assessing students' knowledge through tests MCQ .
For students, they can refer to resources provided by their lectures, send questions and feedback to lectures at the end of the course.
Throughout the course, students can refer to material online. These documents are mostly word file, powerpoint, pdf ... and a few are created by softwares such as prezi, Articulate StoryLine, Camtasia, ...
Initially, the application of technology in teaching was primarily used by Moodle learning management systems, evaluating students through the MCQ online final exams, and providing students with reference resources. .

2. My proficiency level for this workshop: Intermediate
As mentioned above, We only apply technology to teaching about 10 years. We still maintain the traditional teaching methodology, initially only applying some tool and software to make the lecture more vivid, this is not widespread in all departments, with all lecturers.

3. After this workshop I hope to:
- Share experiences on applying technology to teaching and learning, difficulties and challenges?
- Know the most effective method of applying technology to teaching.
- Manage the teaching of the teacher, the learning of the students, as well as know which tools will evaluate the effectiveness of teaching and learning after each course, thereby improving the quality of teaching at my university."

-----

"No experience
Novice
Hope to learn to become more tech savvy"

-----

"Very rudimentary use of technology in my teaching of MBBS students from ... Posted slides and videos on QQ cloud platform for student download by sending them links. Have never used blogs though. 

I suppose I am a novice. Though I am familiar with mobile technology and I use them as a consumer, but when it comes to the theoretical framework for TeL, integration of TeL with teaching and assessments, as well as the collection of analytics for feedback and improvement / building up of a portfolio for peer review and accreditation, I am truly a novice.

I guess an uninterrupted opportunity to focus my mind on TeL, tweak and improve on my fledgling blog, and start to build up an online repository of slides, cases, images and quizzes; I am also excited to have an expert from Google Analytics with us that day."

-----

"Yes but mainly limited to online platforms such as pollev, kahoot.it. I use them during different time points in my education talks to gauge baseline knowledge, to reinforce learning points, and to test understanding, 
I have limited experience in other IT platform such as e-learning and blogs.

Intermediate I guess? I only have my own department to gauge myself against but I would say that in ... the use of IT in education is still limited in my institute .... Most were conducted via the usual powerpoint talks and classroom tutorials without substantial IT involvement.

...we have monthly case discussion. Would like to make the session more interactive and fruitful for the participants as so far it has always been pretty pedagogy-like. How do I use IT to "flip" the classroom around and to get people more involved in their learning? Also, how do I design an online e-learning platform so that people can review some of the learning materials prior to attending the tutorial sessions?"

-----

"Have never used technology for teaching 
So am a novice 
Interested to see what can be used "

-----

"Probably a novice, at best novice-intermediate.
I hope to learn new ways to use technology to assist and enhance delivery of teaching for my learners to keep pace with times. Having had no formal training for this purpose I hope this session will not only give new ideas but also help me with my ongoing and future  projects."

-----

I am interested to know how the students of nowadays use IT to learn."

-----

Novice
Curious as to what technology can do to enhance teaching"


---------------------------------

After the workshop(s), please do the survey below



----------------------------------

Upcoming
(Accepted) Workshop proposal for the 4th International Conference on Faculty Development held jointly with AMEE 2017.

Submission ID: 73

Titled: Modular Blended eFaculty Development using Blogs and Instagram

Presenter: Poh-Sun Goh, National University of Singapore, Singapore

Background: This workshop will demonstrate how to deliver blended eLearning using a Blog to provide access to modular content, and to host an online engagement platform, augmented by Instagram for bite-sized content review. The presenter will share practical tips by drawing from experience using this "recipe" to deliver blended faculty development workshops and symposia on eLearning locally, regionally and internationally over the last 5 years (at own university, regional conferences, APMEC and AMEE).

Who should attend: Educators involved in faculty development with an interest to learn how to use a freely available, easy to use, flexible eLearning platform and tools to support and augment their faculty development programs and activities, from an enthusiastic practitioner with experience in blended eFaculty development in multiple educational settings at local and international levels (own university, regional conferencesAPMEC, and AMEE).

Structure of the workshop: The workshop will be supported by a purpose built blog and bite sized Instagram content, for pre-workshop literature review and familiarisation with the platform and tools (2 to 3 hours preparation required).
A highly interactive presentation and discussion format will then be used during the "live" workshop, focusing on why and how to use a set of online tools for blended modular eFaculty development, with the workshop itself demonstrating the presentation and audience engagement process.

Intended outcomes: Participants will develop familiarity with a blended eFaculty presentation and audience engagement process for modular faculty development, and learn how to use a freely available, easy to use, flexible eLearning platform and tools to support and augment their faculty development programs and activities.







---------------------


Under Development

Mini-workshop / symposium on topic "Use of Instant Messaging Apps and Platforms (like WhatsApp, WeChat +/- Twitter as an Integrated Teaching and Student Engagement Process and Platform for Mobile learners


-----------------------


"Noting that the ongoing digital transformation takes place under the pressure of speed, Mr Agarwal of AIA Edge shared: "People have to realise that you will make the best decision based on what you knew then. And not all of them will play out. And in today's world, the price of inaction is way higher than the price of a mistake. You can recover from a mistake. It's very difficult to recover from inaction."

Ms Neo of NCS said that sometimes the inaction is caused by spending too much time in search of a perfect solution. Instead a quick and acceptable one that is refined over time may yield better results in the fast-paced environment."

above from
Digital transformation in the spotlight
Issues facing firms of today were discussed at length by the technology leaders of public and private sectors.





above and below first posted on https://50ideasforeducators.blogspot.sg/





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