Friday, 15 September 2017

Digital Scholarship - The Scholarship of Teaching and Learning (SOTL) / SOTL using TEL (Technology Enhanced Learning)

Presenting peer reviewed thematic conference papers twice a year on topic of eLearning/blended learning (at APMEC and AMEE) biannually from 2003 to 2008 → to refining eLearning theme in conference papers highlighting applied educational theory in undergraduate medical education and postgraduate radiology training (at APMEC and AMEE) biannually from 2009 to present (using multiple case studies from a digital repository with deliberate practice) → starting and completing two year Maastricht MHPE program (in 2012) → publishing short MedEdWorld reflections starting from 2013 → peer reviewed extended abstracts/papers for conference presentation on topic of the use of digital repositories + coupled with applied deliberate practice and mastery training paradigms from 2013 → published educational research studies, educational tips and reflections in peer reviewed Medical Education journals / case study in Book Chapter since 2014 + while simultaneously building up on a daily basis a repository of online (anonymised) radiology cases and links to medical education online resources for medical education and faculty development (since October 2011, currently with over 13,500 anonymised radiology cases online and over 10,000 links to educational resources and over 1,000,000 page views (since October 2011)  + engaging in faculty development and the educational scholarship cycle in parallel with above efforts by developing and presenting eLearning / Technology Enhancing Learning workshops and symposia, since 2010; and more recently workshops on the Flipped Classroom, Use of Videos in Medical Education, and Qualitative Research in Medical Education.

Building a portfolio of academic scholarship and The academic cycle 
Goh Poh Sun (first draft on April 10th, 2016 at 1737hrs)

"The process of building a portfolio of academic scholarship requires attention to, as well as regular participation in and focus on an area of academic work; getting training, building experience, and developing an understanding of current and topical academic conversations in that area; by reading, attending major academic conferences, through conference presentations, presenting at symposia and workshops; developing ideas further and deepening insights through reflection and discourse; then continuing the academic cycle by getting feedback on these insights by progressively disseminating these ideas through case studies, reflection pieces and peer reviewed papers, both online and through traditional academic peer reviewed publications and conference presentations."
Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples
Goh Poh Sun (First draft June 4, 2015 @ 7pm)

Typical examples or real-life scenarios can be used to illustrate theory, and help students understand fundamental principles. Mastering a topic usually requires exposure to and experience with many examples, both typical and atypical, common to uncommon including subtle manifestations of a phenomenon. The traditional method of doing this is via a long apprenticeship, or many years of practice with feedback and experience. A digital collection of educational scenarios and cases can support and potentially shorten this educational and training process. Particularly if a systematic attempt is made to collect and curate a comprehensive collection of all possible educational scenarios and case-based examples, across the whole spectrum of professional practice. Online access to key elements, parts of and whole sections of these learning cases; used by students with guidance by instructors under a deliberate practice and mastery training framework, can potentially accelerate the educational process, and deepen learning.

click on tile above to access website

(as of 18 October 2017 @ 1019am)

above from

above from

Modular Blended eFaculty Development using Blogs and Instagram



Instagram stream (below) as hyperlinked, online-mobile accessible, interactive SlideDeck

above and below from

Focus on user / customer experience (above)

Focus on "job to be done" (hired for) see below

above from

above from

above and below from

"Digital learning technologies can enable students to grasp concepts more quickly and fully, to connect theory and application more adeptly, and to engage in learning more readily, while also improving instructional techniques, leveraging instructor time, and facilitating the widespread sharing of knowledge. Digital technologies will enable this in new and better ways and create possibilities beyond the limits of our current imagination...
Digital learning today is where smartphones were a decade ago. Adoption is taking hold, and the technology has proven its value along some dimensions. We are on the frontier. We can see new possibilities in front of us. Still more possibilities are beyond our imagination. A decade from now, capabilities we currently think of as emerging and others that we can barely imagine will be as ubiquitous as the smartphone is today..."
above quote from (see link below)

"...Traditional universities have a few trump cards. As well as teaching, examining and certification, college education creates social capital. Students learn how to debate, present themselves, make contacts and roll joints. How can a digital college experience deliver all of that?
The answer may be to combine the two..."
above quote from (see link below)

"...What the Internet provides is a new means of distribution that allows knowledge to be propagated on a global scale for little or no cost. The producer (the professor) no longer has to have his or her “market” for their teaching limited to face-to-face distribution but instead can, by putting it up on the web in an online course or a MOOC, distribute it to the whole world...
Today most students still take face-to-face classes and geography plays a big factor in the decision about where they’re going to go. MOOCs may offer free courses from top-tier universities, but MOOCs (for the most part) don’t offer credit or any other recognized credential for students who enroll for the free version. Faculty, even if they’re teaching online, still are the primary creators and distributors of the information they teach…as long as they’re expected to interact with their students, answer questions, and participate in discussions. The village may have expanded its borders a bit, but most of the goods it produces are still being distributed to a limited range of customers.
For now..."
above quote from (see link below)

above from
Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper No:5. Epub 2017 Apr 4.

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 10,500 times in 2015, 2016 and 2017, as of 12 September 2017, and papers 2, 4, 5 and 6 are amongst the top rated papers in Oct, Nov, Dec 2016, Jan 2017 and July 2017 - see below)

1. Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper No:5. Epub 2017 Apr 4.

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.

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.

above 7 articles in MedEdPublish

next 6 articles in Medical Teacher

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

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.



(to cite the paper above, please see information at bottom of first page on link below)

No comments:

Post a comment

Note: only a member of this blog may post a comment.