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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.
Francom, Greg & Gardner, PhD, CPT, Joel. (2014). What is task-centered learning?. TechTrends. 58. 27-35. 10.1007/s11528-014-0784-z. or https://link.springer.com/article/10.1007/s11528-014-0784-z
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.
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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
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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.
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Introduction, review of basic concepts, pre-reading, practical guide and pre-workshop assignment (see message below)
Tools and Approaches related content (below)
VR and AR, literature, using, article
Approach related (below)
Flipped classroom in medical education
(from Shuh Shing)
(Note highlighted words are linked to online resources for pre-reading, review, reflection, perspective, points-of-view, including regional, some older, general, overview papers, and for reference. You might want to start by reading a practical guide.
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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.
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
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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
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
