Monday, 14 April 2014

Building an Online Course (Example in Orbital Imaging)

Edited online conversation and discussion between

Dr Zaid Mommo,
Resident, PGY-2
Department of Ophthalmology and Visual Sciences
University of British Columbia


Dr Goh Poh Sun
MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant,
Department of Diagnostic Radiology,
National University Hospital
National University Health System,

Topic: Building an Online Course in Orbital Imaging

Tips and suggestions

1. Think about your learning objectives, and draw up a draft curriculum (draft curriculum outline below from Dr Mommo, April 14, 2014)

2. Review some basic ideas about eLearning

eLearning - how to start

3. Have a look at some available online resources, while reflecting on what you might want to create for your own program, and what content you will curate

“Knowing where things are is (can be) worth more than the things themselves.” Seth Godin

Review of orbital imaging (Eur Rad, 2008)

Imaging of neuroopthalmic and orbital disease: a review (Clinical and Experimental Ophthalmology, 2009)

Orbital trauma

Imaging proptosis

Radiological evaluation of orbital masses

Imaging of the orbit

Pictorial review of extraconal and osseous orbital pathology (ECR 2013 poster)

Orbits, vision and visual loss (AJNR, 2010)

Orbital vascular lesions

Review of paediatric orbital and ocular tumours

4. Start developing a hyperlinked index of resources (tips and suggestions added by Dr Goh, April 23rd, 2014)

Intentionally, and regularly keep a list of online resources that you stumble upon, are recommended to review, or have found during a targeted or systematic search process.

Keep this list as a series of hyperlinks (highlight + right click + save as + then paste) onto an offline document or online thematic blog.

At the time you paste the link, rename the link using a key word, key phase or title that makes sense to you. Do not worry about "proper curatorial" terms at this stage. You can rename, shorten or lengthen what the link reads as (while keeping the underlying URL) as many times as you wish.

Regularly review, reorder, and reorganise your hyperlinks.

Very soon you will have a usable collection of curated online resources which you can refer to, cite, recommend, and incorporate into your teaching and learning programs.

ACTION > As an exercise, reorganise, recategorize and rename the hyperlinked resources under Point 3 above; and email your webpage/blog to me.

For material you produce yourself, very often word or powerpoint documents, you can convert these to pdf format, then share these via Slideshare (upload followed by keeping copy of hyperlink to document or presentation). You could also convert each slide on a Powerpoint document into an image, then upload each slide/image onto a blog. The advantage of this is that not only the whole presentation has its own URL, but each slide has its individual ULR, which you can individually hyperlink and index (see example from an undergraduate lecture below).


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

ACTION > As an exercise, upload or convert/post one of your documents or presentations; and email your webpage/document link to me.

5. Assess learning and Evaluate Teaching

(e)Assessment and Evaluation

Evaluating teaching: Quantity and Quality, Impact

(e)Scholarship or Digital Scholarship and Traditional vs Digital Scholarship

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