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
http://webanalysis.blogspot.sg/2016/11/difference-between-web-analytics-and.html
http://www.digitalanalyticsassociation.org/news_pr_20120305a
http://www.digitalanalyticsassociation.org/news-pr-20170307
http://www.digitalanalyticsassociation.org/Files/pdf_education/DAA_knowledgerequired_2012.pdf
https://www.searchenginejournal.com/10-great-social-web-analytics-tools/90629/
above
screenshot from Google image search
During an interest group meeting (SoTL Asia - SIG 10) organised by CDTL, NUS; at 2pm on Tuesday, March 15th; I had the opportunity to bring up-share some ideas-point of views with Henk Huijser; and other members of the SoTL interest group (below).
-the benefits of a faculty member teaching and training exclusively using "off the shelf", free to use, online platforms and tools like Blogger + Padlet +/- Survey Monkey; augmented with Instagram + WhatsApp; with embedded analytics, and functionality to capture audience engagement, contributions, and development of - deepening insights and reflections on topic
-necessity to openly share content and the "teaching process" with peers (local, regional and internationally), as well as with institutional stakeholders (including leadership, legal and intellectual property sections) - and the necessity to be mindful of, and practice digital professionalism (see point 7 in How to Start section of linked slide)
-that using such tools and platforms frees staff from the rigidity and inflexibility of many institutional platforms, while still allowing staff to participate in institutional eLearning initiatives, by hyperlinking their teaching blogs for example on the institutional LMS
-that there are similarities between staff acceptance of online metrics for journals and other scholarly products, and use of web and data analytics for student engagement and outcomes of online and blended teaching and training activities
https://medicaleducationelearning.blogspot.sg/2016/04/collected-medical-education-activities.html
https://www.jisc.ac.uk/sites/default/files/learning-analytics-in-he-v3.pdf
Learning Analytics in Higher Education - A review of UK and international practice (Full report)
http://repository.jisc.ac.uk/6560/1/learning-analytics_and_student_success.pdf
Learning analytics and student success –assessing the evidence
Use of learning analytics (as described, and declared) in the (JISC) reports is in its early stages. We can and should go further. Similar to indicators we use in traditional, and "live" teaching.
https://medicaleducationelearning.blogspot.sg/2017/03/learning-analytics-in-medical-education.html
Consider the following proposal(s)
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.
http://dx.doi.org/10.15694/mep.2016.000148
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
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.
http://dx.doi.org/10.15694/mep.2017.000010
https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-January-2017.aspx
above
screenshot from Google image search
weekend Analytics and Data deep dive (above)
Mixed-Methods Research (Tomorrow's Professor blog posting 1554)
Opposite Day: Counterintuitive Advice from Chairs to New Faculty for Professional Growth (Tomorrow's Professor blog posting 1555)
see also section below (from http://instantmessagingformobilelearning.blogspot.sg/)
Potential MedEd Research
Is there any interest in doing a Clarification study on this topic? (to take up the Cook-Bordage-Schmidt research challenge).
Research challenges in digital education
Geoff Norman
Perspect Med Educ. 2014 Sep; 3(4): 260–265.
Published online 2014 Aug 21. doi: 10.1007/s40037-014-0139-7
Description, justification and clarification: a framework for classifying the purposes of research in medical education.
Cook DA, Bordage G, Schmidt HG.
Med Educ. 2008 Feb;42(2):128-33. doi: 10.1111/j.1365-2923.2007.02974.x. Epub 2008 Jan 8.
Data informed online teaching
or
How can data analytics inform our teaching practice - a case study using Web 2.0 technologies as the primary online teaching / engagement tool and platform
or
What (free/and add on) data analytics bundled with Web 2.0 platforms can inform us as educators about student engagement, use of online content and learning when online teaching is delivered via Web 2.0 tech
by
Poh Sun Goh ... and .......
When is TeL or eL used? Where to use?
Views - volume, timing (quantitative)
Reviews - qualitative and quantitative
Preference over other competing content
Why?
Access, convenience
Accessibility
Useful, Fit for purpose
Easy to use, intuitive
Simple to use
Recommended by others
How is it used?
Before, during or after class
Before examination/assessment
To look up something, on demand reference/learning, performance support
With whom?
By whom?
What to use? For what purpose? Instructional objective?
Content
Assessment
Illustrate theory
Mastery training
Traditional, TeL or blended approaches?
When to use?
How to use?
When to blend?
How to blend?
Where is the value/what is the value; and impact of TeL?
What is the evidence of this?
Views
Reviews
Recommendations
Actual use - how, when, where, with whom, why
Evaluation of integration and use of Knowledge and Skills learnt, and creation of new knowledge, insights and applications/skills
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.
It takes time to learn anything worthwhile. To accumulate knowledge and skills. To integrate this new learning, and be able to, and be confident applying this in the workplace, and real life settings.
This is the difference between undertaking a program of training, and formal courses, compared with short symposia and workshops, or an isolated lecture. Formal training programs gives students time, space, and a place to learn. On a regular basis. This promotes a cumulative increase in learning. Combining theoretical learning with practical case studies integrates basic principles with practice points, and promotes transfer of learning from the classroom to the real world. Online learning programs should include elements from traditional classroom practices which facilitate learning. This includes scheduled time to review the learning material, to work on applying what is learnt by working on assessments and assignments, individually and by learning collaboratively with peers; as well as provide opportunities for timely feedback from instructors."
above from
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
(as of 18 October 2017 @ 1019am)
