Wednesday, 3 June 2015

Digital Scholarship

Digital Scholarship
by
Goh Poh Sun (First draft, June 4, 2015 @0630hrs)

Digital scholarship takes established principles of traditional scholarship (Glassick, Acad Med, 2000) and elaborates these for a digital age. Use of teaching websites or blogs to demonstrate not only what is used for teaching, but also to document student engagement with the material and evidence of student learning (by a combination of illustrative examples, digital artefacts, completed assessment and assignment tasks and information from data analytics), facilitates peer review of both teaching content, and the teaching process. This makes it easier to both peer review and critique the pedagogical approach, as well as outcomes of an educational process. Making teaching visible promotes self reflection and metacognition. An argument can be made that numbers of page views, time spent reviewing online content, the time spent on each webpage, evidence that online content is linked to, and recommended, and that viewers who are referred online material spend more time on this material, and recommend this to others - is similar to citations, and impact factor measurements used in traditional scholarship. It can also be argued that material that is frequently referred to, and recommended, must be at least useful, interesting, and potentially of high quality. This is similar to an analogy of queues that we see outside restaurants - the fact that patrons are willing to queue, that there are many patrons, is an indicator of the quality of the food. It can be argued that this has higher impact that the formal evaluation of food reviewers, both amateur and official ones. Teaching online can demonstrate both the quantity, and quality of our educational efforts.




http://journals.lww.com/academicmedicine/Fulltext/2014/07000/Evaluating_Educators_Using_a_Novel_Toolbox__.19.aspx

Evaluating Educators Using a Novel Toolbox: Applying Rigorous Criteria Flexibly Across Institutions
Academic Medicine:
July 2014 - Volume 89 - Issue 7 - p 1006–1011
doi: 10.1097/ACM.0000000000000233


http://er.educause.edu/articles/2013/8/does-digital-scholarship-have-a-future

Google search for "digital scholarship measurement"







(click on each coloured tile to go to individual websites/blogs)








Pre-session reading - No
Shared with participants one week before session - No
Pre-workshop engagement with participants via email and blog - No/Yes
Survey Monkey - No
Padlet - No
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - No
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - Yes



Pre-workshop reading - No
Shared with participants one week before session - No
Pre-workshop engagement with participants via email and blog - No
Survey Monkey - No
Padlet - No
Blog contains session presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on blog - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - Yes




Pre-session reading - No
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - No/Yes
Survey Monkey - No
Padlet - No
Blog contains session presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes, Article in Medical Teacher
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - Yes



Pre-workshop reading - Yes
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - Yes
Survey Monkey - No
Padlet - Yes
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - Yes




Pre-workshop reading - Yes
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - Yes
Survey Monkey - No
Padlet - Yes
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - Yes




Pre-workshop reading - Yes
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - Yes
Survey Monkey - No
In session audience survey (hand raising) - Yes
Padlet - No
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - No
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes/No
Post session evaluation - Yes




Pre-workshop reading - Yes
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - Yes
Survey Monkey - Yes
Padlet - Yes
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - Yes



Pre-workshop reading - Yes
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - Yes
Survey Monkey - Yes
Padlet - Yes
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - Yes



Pre-workshop reading - Yes
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - Yes
Survey Monkey - Yes
Padlet - Yes
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - Yes







Pre-workshop reading - Yes
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - Yes
Survey Monkey - No
Padlet - Yes
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - Yes



Pre-workshop reading - Yes
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - Yes
Survey Monkey - No
Padlet - Yes
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - Yes



Pre-workshop reading - Yes
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - Yes
Survey Monkey - No
Padlet - Yes
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - Yes







Pre-symposium reading - No
Shared with participants one week before session - No
Pre-workshop engagement with participants via email and blog - No
Survey Monkey - No
Padlet - Yes
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes, Presented at main AMEE conference
Post session evaluation - Yes



                       Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype.
                       Medical Teacher (accepted for publication, Jan 25, 2016; published online on Mar 16, 2016)




Pre-workshop reading - Yes
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - Yes
Survey Monkey - No
Padlet - Yes
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - In process





Pre-workshop reading - Yes
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - Yes
Survey Monkey - No
Padlet - Yes
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - Yes
Post session evaluation - In process







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.  http://dx.doi.org/10.15694/mep.2016.000105


The Long Room of the Old Library at Trinity College Dublin (above)
Photo by DAVID ILIFF. License: CC-BY-SA 3.0















combined with














Sandars, J., Goh, P.S. Is there a need for a specific educational scholarship for using e-learning in medical education? Medical Teacher (accepted for publication on February 17, 2016)








and upcoming at AMEE 2016





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.


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.



Pre-workshop reading - Yes
Shared with participants one week before session - Yes
Pre-workshop engagement with participants via email and blog - Yes
Pre-workshop email survey - Yes
Padlet - Yes
Blog contains workshop presentation material - Yes
Blog contains further reading - Yes
Embedded analytics - Yes
Participants requested to post reflection on Padlet - Yes
Transparency of engagement process, workshop content and discussions - Yes
Post session reflection by Faculty - In process
Post session evaluation - In process











# Workshop Participants
Flipped Classroom = 20
Use of Videos = 14
Qualitative Research = 20






























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