Wednesday, 17 December 2014

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

Thank you to the Director, School of Health Sciences (Allied Health), and the academic team at NYP for this opportunity to speak to you. I hope to have a conversation, and an interaction with all of you this morning.

To quote Richard E. Mayer, "using technology per se does not improve student learning" (Chapter 9, Development of Professional Expertise, edited by K. Anders Ericsson); "it is effective instructional methods that foster learning" (Clarke, 2001).

A book or lecture, written by a "great" author, delivered by a "great" lecturer, also in and of itself, does not necessarily improve learning. Learning occurs when a motivated student (for example in response to a professional training requirement, or workplace task), actively engages with the material in a book, not only pays attention (is in full "attendance") at a lecture, but actively reflects upon, elaborates and forms links with the material being presented by a lecturer. Often this requires consulting one's notes, and memory of what was presented. It is difficult in a "live" lecture to "pause" the lecture, and repeat the segment, though these requests do occasionally occur in a live lecture. 

This is one area where a video of the lecture provides one of its greatest strengths. The ability to pause, replay, come back to a segment of a presentation. Even more so after segmented tabs have been inserted into a presentation video, additional multimedia elements have been added, and a lecturer has added Q and A segments into the video to stimulate further thinking of the material, tests of understanding of theory, and ability to apply theory to practice situations and problems.

Indeed, this is one of the great strengths of a book. The ability to pause, browse, re-read, slow read, make notes on the margin, i.e. engage with the author(s), and the material. 

Discussing what has been recently read, or presented, amongst peers, and with the lecturer to clarify points, and work through transfer to practice situations and assignments helps deepen understanding. And anchors teaching and learning in the future context of professional practice. 

Technology, in the form of interactive videos, websites, eBooks and mobile Apps can facilitate and support this interactive learning process. Not only widen access to educational material in the near term, but facilitate longitudinal revision and review of this material in later professional practice. To revisit, and deepen understanding and insight into basic principles and theory. 

The two way, back and forth interplay between theory and practice, principles and workplace scenarios and cases; as well as repeated cycles of professional practice with interval classroom and online/mobile structured refresher and further knowledge and skill development interactive sessions can be augmented and supported by technology. This is the value proposition of eLearning or Technology Enhanced Learning (TeL). How TeL can help you as students. 

Technology Enhanced Learning (TeL) Seminar and Mini Workshop
Dr Goh Poh Sun
MBBS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant
Department of Diagnostic Radiology
National University Hospital
National University of Singapore


0900 to 1015am       How TeL can help students

1015am to 1045am   Tea break

1045am to 12noon    How TeL can help faculty


This educational seminar and mini workshop will focus on how Technology Enhanced Learning (TeL) can help both students and faculty. For students, TeL offers the possibility of access to educational material (anywhere, anytime learning) in undergraduate, postgraduate and lifelong educational settings; for not only formal and informal learning, but also performance support. For faculty, TeL can augment and support our teaching, widen our educational reach, deepen student engagement, as well as promote educational scholarship. This seminar will illustrate these ideas through several educational case studies, and model student faculty engagement though our interaction. 

Please email your intention to attend this event to the organisers by end April 2nd, Thursday 2015. Background reading will be then sent to you on Friday April 3rd, for pre-reading and a pre-session activity. Please bring your internet enabled laptop or tablet to the session.

Brief Bio:

(please use information from the link below)

personal mobile learning (requires) = digital content + domain knowledge + understanding of educational theory + application of instructional design principles + understand learning setting (formal or informal learning, classroom or workplace, performance support/just in time) + understand needs of intended audience + characteristics of mobile device used to review and consume content (screen size/interface)

"mounting evidence shows that showering students, especially those from struggling families, with networked devices will not shrink the class divide in education. If anything, it will widen it." from 
Can Students Have Too Much Tech? by Susan Pinker in the New York Times on Jan 30, 2015, link below

"The basic idea behind online courses was to improve access to the knowledge at MIT."
Interview with Rafael Reif, President of MIT, in the Raffles Conversation, Saturday Jan 31st, 2015, The Business Times, link below

(above excerpt from website below "6 simples ways to increase your website traffic")

          (above excerpt from website below, NUS Master of Science Business Analytics program)





                                                  Web Analytics and a Website Redesign


                                                        Google Analytics Academy

                                         How data and analytics can improve education

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