Wednesday, 27 September 2017

MedEd Reusable (Modular) Learning Objects



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/































































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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


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(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

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Focus on user / customer experience (above)


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



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"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






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