Wednesday, 27 September 2017

MedEd Reusable (Modular) Learning Objects

Click on image / "tile" above to go to Learning Neuroradiology Blog

Instructions on how to add link to an image on website/blogpost below

http://www.cliveeaton.com/linkimagesinblogger.html


https://www.instagram.com/p/BgIyV_SnrTa/?hl=en&taken-by=gohpohsun


See one, do one, teach one ..... to See, Show-Do with Feedback, Teach with Feedback-Reflection-Scholarship from Poh-Sun Goh



https://www.instagram.com/p/BhNK33El-7c/?hl=en&taken-by=gohpohsun

Scholarship in Medical Education - Beyond Boyer, Digital Scholarship from Poh-Sun Goh


https://www.instagram.com/p/BhPiQx2Hd99/?hl=en&taken-by=gohpohsun



eLearning or TEL in MedEd - A hierarchy of Engagement and Learning from Poh-Sun Goh


(faculty development workshop for medical educators, for around 25 participants)
(large group presentation for postgraduate clinical audience, for around 400 to 500 participants)


(small group postgraduate radiology resident interactive tutorial, for around 15 residents)
(small group undergraduate medical school year 3 interactive tutorial, for around 20 students)
(large group undergraduate medical school year 2 lecture, for 300 students)


                                 



https://www.td.org/newsletters/learning-circuits/time-to-develop-one-hour-of-training-2009

https://mededworld.org/hardens-blog/reflection-items/March-2018/HARDEN-S-BLOG-APMEC-2018-Singapore--Measuring-what.aspx

https://tomprof.stanford.edu/

https://www.facultyfocus.com/articles/online-education/engaging-students-online-courses-adding-experiential-asynchrony/

https://www.nmc.org/publication/nmc-horizon-report-2017-library-edition/



https://www.instagram.com/p/BxdaH3onLL0/

http://edutechwiki.unige.ch/en/Connectivism











______________________

https://mededworld.org/hardens-blog.aspx

Stephenson CR, Vaa BE, Wang AT, Schroeder DR, Beckman TJ, Reed DA, Sawatsky AP. Conference presentation to publication: a retrospective study evaluating quality of abstracts and journal articles in medical education research. BMC Med Educ. 2017 Nov 9;17(1):193. doi: 10.1186/s12909-017-1048-3. PubMed PMID: 29121891; PubMed Central PMCID: PMC5680828.

Cole D, Rengasamy E, Batchelor S, Pope C, Riley S, Cunningham AM. Using social media to support small group learning. BMC Med Educ. 2017 Nov 10;17(1):201. doi: 10.1186/s12909-017-1060-7. PubMed PMID: 29126402; PubMed Central PMCID: PMC5681766.


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https://www.instagram.com/p/Bpx1elSnxnz/





https://www.instagram.com/p/BlMG0JgHalW/?hl=en&taken-by=gohpohsun





https://www.instagram.com/p/BkTcEgNn0TU/?hl=en&taken-by=gohpohsun




https://www.instagram.com/p/BkTZwKCHenZ/?hl=en&taken-by=gohpohsun





https://www.instagram.com/p/Bh2h697Hvvh/?hl=en&taken-by=gohpohsun



https://www.instagram.com/p/BhSOoAgHU1X/?hl=en&taken-by=gohpohsun



http://www.rt3nc.org/edtech/the-tpack-model/

https://www.mindtools.com/pages/article/kirkpatrick.htm

http://stemlynsblog.org/educational-theories-you-must-know-millers-pyramid-st-emlyns/

https://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/



https://www.instagram.com/p/BhNK33El-7c/?hl=en&taken-by=gohpohsun



https://www.instagram.com/p/BhPiQx2Hd99/?hl=en&taken-by=gohpohsun





https://www.instagram.com/p/BgN7SIknm6L/?hl=en&taken-by=gohpohsun




https://www.instagram.com/p/BgONRNWHp6b/?hl=en&taken-by=gohpohsun






https://www.instagram.com/p/Bf1lXUQlGR0/?hl=en&taken-by=gohpohsun


https://www.instagram.com/p/Bfxt555F20G/?hl=en&taken-by=gohpohsun



https://www.instagram.com/p/BfRVI2ll0-g/?hl=en&taken-by=gohpohsun




https://www.instagram.com/p/BfPhtgcFAF1/?hl=en&taken-by=gohpohsun




above from
https://www.instagram.com/p/BeOvYLKlcSz/?hl=en&taken-by=gohpohsun




above from
https://www.instagram.com/p/BdEyaaElzjQ/?hl=en&taken-by=gohpohsun

above from
https://www.instagram.com/p/Bc1KvABltiq/?hl=en&taken-by=gohpohsun





above from
https://www.instagram.com/p/BcvvyKwlajm/?hl=en&taken-by=gohpohsun





above from
https://www.instagram.com/p/BcvRw9Blo4w/?hl=en&taken-by=gohpohsun





above from
https://www.instagram.com/p/BcRPma2FTkM/?hl=en&taken-by=gohpohsun





above from
https://www.instagram.com/p/BcS7RO9F3Ih/?hl=en&taken-by=gohpohsun



above from
https://www.instagram.com/p/Bb1MvNtliEE/?hl=en&taken-by=gohpohsun
quoted from
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


above from
https://www.instagram.com/p/Bb0DXRxFfRH/?hl=en&taken-by=gohpohsun
and
https://telat14apmec.blogspot.sg/2017/01/elearning-in-medical-education-costs.html



https://telat14apmec.blogspot.sg/2017/01/elearning-in-medical-education-costs.html

above from
https://www.instagram.com/p/BXoS1iuA4aA/?hl=en&taken-by=gohpohsun

above from
https://www.instagram.com/p/BbxfizHl7mc/?hl=en&taken-by=gohpohsun


above from
https://www.instagram.com/p/Bb5M_ttlhpX/?hl=en&taken-by=gohpohsun




https://www.slideshare.net/dnrgohps/presentations
(as of 18 October 2017 @ 1019am)













Modular Blended eFaculty Development using Blogs and Instagram

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

above and below from
https://www.instagram.com/p/BP0tO-ClotF/?taken-by=gohpohsun&hl=en



Focus on user / customer experience (above)


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


http://hbswk.hbs.edu/item/clay-christensens-milkshake-marketing

above from
https://www.instagram.com/p/BPi75RdhGej/?taken-by=gohpohsun&hl=en


https://mededworld.org/hardens-blog/reflection-items/December-2017/HARDEN-S-BLOG-Manila-and-Macau--Next-generation-eL.aspx


above from
https://www.instagram.com/p/BPV65EIBxHY/?taken-by=gohpohsun&hl=en

above and below from
https://www.instagram.com/p/BPLQ61ThCWR/?taken-by=gohpohsun&hl=en




https://mededworld.org/hardens-blog/reflection-items/December-2017/HARDEN-S-BLOG-Manila-and-Macau--Next-generation-eL.aspx













"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)
https://odl.mit.edu/value-digital-learning














"...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)
https://www.economist.com/news/briefing/21605899-staid-higher-education-business-about-experience-welcome-earthquake-digital



"...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) 
http://idfive.com/the-future-of-higher-education-in-the-digital-age/









"One of the most consistent findings from our research is that, for some tasks, medium doesn't seem to matter. If all students are being asked to do is to understand and remember the big idea or gist of what they're reading, there's no benefit in selecting one medium over another.
But when the reading assignment demands more engagement or deeper comprehension, students may be better off reading print...
we found a select group of undergraduates who actually comprehended better when they moved from print to digital. What distinguished this atypical group was that they actually read slower when the text was on the computer than when it was in a book. In other words, they didn't take the ease of engaging with the digital text for granted. Using this select group as a model, students could possibly be taught or directed to fight the tendency to glide through online texts."
above quotes from article below
http://edition.cnn.com/2017/10/06/health/print-education/index.html

http://www.bbc.com/culture/story/20170915-ten-of-the-most-beautiful-modern-libraries-in-the-world

"Today, we’re no longer trusting machines just to do something, but to decide what to do and when to do it. The next generation will grow up in an age where it’s normal to be surrounded by autonomous agents...How do we teach our children to question not only the security and privacy implications but also the ethical and commercial intentions of a device designed by marketers?"
above quote from
Co-Parenting With Alexa (NYTimes, 7 October 2017)




above from
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


"Requirements for Data Informed Personal, and Personalised eLearning and eTeaching

Privacy. Data Security. Responsible Access/Use. Awareness. Digital literacy. Thoughtful use. Confidence. Public networks and platforms + "Free" commercial/ad driven networks and platforms vs Private/Institutional Intranets and Learning Management Systems

What are some of the key requirements necessary to take full advantage of an eLearning/Technology enhanced learning platform and process?

How can we take advantage of the flexibility, low cost (often "free"), scale and reach of public networks and platforms (for example Instagram, WhatsApp, WeChat, Facebook, Blogger, LinkedIn), and combine this with the greater privacy, rule based use and governance of private (password, dual-key, biometric secured) and institutional networks, which are still potentially vulnerable to potential data breeches, data misuse, hacking, and data loss/theft?

Do we respond by not participating? or restricted/limited participation? creating silos, both online, and some off-line? Not using digital formats? Going offline?

I believe one sensible, and safe approach is to combine, or blend the use of fully public, semi-private, and private digital platforms and approaches, some off-line, some online.

We can learn from our current cautious, and informed use of digital medical records by our healthcare systems; and translate strategies and approaches to the use of student and trainee records and data (learning and training logs, data streams and artefacts). We can also learn from financial practice and the finance industry, in their use of encryption and blockchain for example, at an institutional and system level."
above from
https://medicaleducationelearning.blogspot.sg/2017/10/requirements-for-data-informed-personal.html



https://telat14apmec.blogspot.sg/2017/01/elearning-in-medical-education-costs.html

http://medicine.nus.edu.sg/cenmed/index.html

http://medicine.nus.edu.sg/cenmed/slides/APMEC.html

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