Invited lecture, O and G department, NUH - March 25, 2013, Teaching for effective learning - eLearning. Goh Poh Sun
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Outline of session, presented on Monday 5 March 2018 (Reflection on session posted by Poh-Sun on Thursday, 8 March 2018 at 0345am; as part of scholarship cycle from 50 ideas for educators in 500 words or less)
First part of session
Request to review "hand-over" clinical case from day before - that of tubo-ovarian abscess.
Clinical presentation made.
Suggest to audience that resident creates an ultra-short, PDPA compliant, anonymised statement of key clinical findings (that can be re-used - in case based teaching, quizzes, assessments).
Radiology presented.
Demonstration of how "snipping-tool" in Windows can be used to create PDPA compliant, anonymised non-annotated, and annotated images (that can be re-used - for on the spot, on demand illustration and demonstration, case based teaching, quizzes, assessments) ... when this is collected, indexed, and hyperlinked to).
Demonstration of output in recent M3 "acute abdomen" case based tutorial (see link below)
Suggest to audience for one resident to come up at end of session to screenshot browser history to make record of online resources used, and temporal demonstration, and online content review path.
Review of images in tutorial (collage), then single images for example of acute appendicitis.
Review of clinical case images of tubo-ovarian abscess by O and G clinician, with request to stop at pathology, and do "live demonstration" of creation of non annotated and annotated image, saved on online desktop.
Move on to short version of session presentation (below).
Audience requested to reflect on title.
Use of "reusable digital objects - RDO's" to provide both uniform "standardised" core curriculum content and experience, but also content, and training process for progressive, incremental, cumulative expertise and mastery development.
Pose questions (see link below)
Review of mastery training and deliberate practice paradigm.
At end of session, suggestion to HOD, and PG director to work with resident volunteer to document session path, review literature on the pedagogy of this process, and create work of scholarship.
Resident volunteer and PG director emails after end of session evening of same day, with response cut and pasted as follows.
See one, do one, teach one ..... to See, Show-Do with Feedback, Teach with Feedback-Reflection-Scholarship from Poh-Sun Goh
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Short version of presentation
See one, do one, teach one ..... to See, Show-Do with Feedback, Teach with Feedback-Reflection-Scholarship
Knows - Knows how - Shows - Does
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.
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.
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
Examples
eLearning in Medical Education - Costs and Value add (14th APMEC 2017, workshop and symposium)
https://modblendedefacdev.blogspot.sg/ (AMEE 2018 workshop)
Data (analytics) informed (e)Teaching and (e)Learning (for 15th APMEC 2018, workshop and symposium, and post conference material and activities)
Reflect on the well know aphorism "You see what you look for, you look for what you know"
"Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples
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."
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
What is the message from the "yellow curve" below?
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https://www.emarketer.com/Article/US-Adults-Now-Spend-12-Hours-7-Minutes-Day-Consuming-Media/1015775
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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.
http://dx.doi.org/10.15694/mep.2016.000102
above from
and
above from
Adoption of eLearning in Med Ed - Costs and Value Add from Poh-Sun Goh
https://www.nytimes.com/2018/02/21/technology/personaltech/smart-things-dumb-stuff.html
https://www.channelnewsasia.com/news/technology/in-an-era-of-smart-things-sometimes-dumb-stuff-is-better-9979634
Why Old Technologies Are Still Kicking (NY Times, 23 March 2008)
https://www.nytimes.com/2018/02/21/technology/personaltech/smart-things-dumb-stuff.html
https://www.channelnewsasia.com/news/technology/in-an-era-of-smart-things-sometimes-dumb-stuff-is-better-9979634
Why Old Technologies Are Still Kicking (NY Times, 23 March 2008)
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http://www.gp-training.net/training/educational_theory/adult_learning/miller.htm
Google image search for "Millers pyramid prism"
http://www.cdtl.nus.edu.sg/eirp/2017/2017-eirp-workshop.htm
http://www.cdtl.nus.edu.sg/eirp/2017/2017-eirp-lecture.htm
http://president.nus.edu.sg/doc/TEL%20Conference%20Welcome%20Address%20(31%20Oct%202017).pdf
http://www.straitstimes.com/singapore/education/nus-to-nurture-graduates-who-are-students-for-life
https://www.facultyfocus.com/articles/teaching-professor-blog/teaching-learner-centered/
https://www.cnet.com/news/magic-leap-set-to-bring-mixed-reality-tech-to-the-mobile-world/
https://www.theverge.com/2018/2/5/16966530/intel-vaunt-smart-glasses-announced-ar-video
"learning about learning"
https://learningchestradiology.blogspot.sg/2017/06/invited-presentation-for-medicine.html
https://learningneuroradiology.blogspot.sg/2018/02/radiology-resident-tutorial-february.html
https://learningheadandneckradiology.blogspot.sg/2018/01/role-of-ct-in-orbital-imaging.html
"Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces."
Goh PS. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9.
[2015 Nov 11:1-2. Epub ahead of print]
"By reviewing research on medical performance and education, the author describes evidence for these representations and their development within the expert- performance framework. He uses the research to generate suggestions for improved training of medical students and professionals. Two strategies— designing learning environments with libraries of cases and creating opportunities for individualized teacher-guided training—should enable motivated individuals to acquire a full set of refined mental representations. Providing the right resources to support the expert- performance approach will allow such individuals to become self-regulated learners—that is, members of the medical community who have the tools to improve their own and their team members’ performances throughout their entire professional careers.'
from abstract of
Ericsson KA. Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Acad Med. 2015 Nov;90(11):1471-86. doi:10.1097/ACM.0000000000000939. PubMed PMID: 26375267.
__________
https://modblendedefacdev.blogspot.sg/
(over 2,000 page views as of 20 February 2018)
https://telat14apmec.blogspot.sg/2017/01/elearning-in-medical-education-costs.html
(over 3,425 page views as of 20 February 2018)
https://datainformedelearning.blogspot.sg/
(over 2,030 page views as of 20 February 2018)
https://medicaleducationelearning.blogspot.sg/2017/09/sotl-in-meded.html
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Google search for "instagram analytics"
http://www.socialmediatoday.com/social-networks/peteschauer/2015-07-11/5-best-free-instagram-analytics-tools
https://simplymeasured.com/#sm.0001b653weuefjx104n23lrwx0ymf
http://www.socialmediaexaminer.com/5-free-instagram-analytics-tools-for-marketers/
https://blog.hootsuite.com/instagram-analytics-tools-business/
the "attention economy" is also partly to blame for the rise of misinformation.
"Attention gets rewarded -- not quality of information,"
above quote from
http://money.cnn.com/2017/09/14/technology/business/ev-williams-on-fake-news/index.html
https://sites.google.com/a/umich.edu/learning-analytics-fellows/annotated-bibliography
"Key to adopting Learning Analytics is the growing use of Technology Enhanced Learning (TEL)
within Higher Education. Alongside the often cited benefits of facilitating access to course materials for students, and supporting personalised learning experiences, the use of TEL also allows the learner journey to be captured and understood. Drawing upon experiences gained through e-commerce and the related customer journey to enhance the retail experience, educational establishments can gain a much richer understanding of the patterns of engagement. This leads not only to an understanding of how students are progressing, but can also determine points of intervention when students may stop engaging and be considered a risk in relation to retention."
above quote from Preface to
Developing Effective Educational Experiences through Learning Analytics
Mark Anderson (Edge Hill University, UK) and Collette Gavan (Edge Hill University, UK)
https://www.igi-global.com/book/developing-effective-educational-experiences-through/141933
https://www.nytimes.com/2015/03/29/sunday-review/learning-to-see-data.html
http://www.nytimes.com/2012/02/19/magazine/shopping-habits.html
http://www.nytimes.com/2012/02/12/sunday-review/big-datas-impact-in-the-world.html
above from
Learning Continuum Mapped On to Self vs Instructor Directed Axes from Poh-Sun Goh
Time on task
"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 quote 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.
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model might apply to learning continuum map from Poh-Sun Goh
above also at
above from
Data(analytics) informed (e)teaching and (e)learning from Poh-Sun Goh
"In terms of evaluation of learners, assessment should be in-process, not at the conclusion of a course in the form of an exam or a test. Let’s say we develop semantically-defined learning materials and ways to automatically compare learner-produced artifacts (in discussions, texts, papers) to the knowledge structure of a field. Our knowledge profile could then reflect how we compare to the knowledge architecture of a domain — i.e. “you are 64% on your way to being a psychologist” or “you are 38% on your way to being a statistician.”
above quote from George Siemens in interview below
https://www.oreilly.com/ideas/education-data-analytics-learning
"Learning analytics (LA) can be combined with data from Assessment (both formative and summative), faculty and peer/student observations and feedback, to inform both (e)Teaching (for faculty), and (e)Learning (for students). LA can provide insight and visualisation of the learning journey undertaken by students and trainees, from attendance, through engagement, (active) interaction with the learning content and training process, as well as collaborative learning with fellow students and trainees, toward step-wise and progressive achievement of learning milestones, learning objectives and outcomes."
above first presented at 15th APMEC 2018 conference symposium below
https://datainformedelearning.blogspot.sg/2017/11/using-data-analytics-to-inform.html
and
https://datainformedelearning.blogspot.sg/
"In terms of evaluation of learners, assessment should be in-process, not at the conclusion of a course in the form of an exam or a test. Let’s say we develop semantically-defined learning materials and ways to automatically compare learner-produced artifacts (in discussions, texts, papers) to the knowledge structure of a field. Our knowledge profile could then reflect how we compare to the knowledge architecture of a domain — i.e. “you are 64% on your way to being a psychologist” or “you are 38% on your way to being a statistician.”
above quote from George Siemens in interview below
https://www.oreilly.com/ideas/education-data-analytics-learning
"Learning analytics (LA) can be combined with data from Assessment (both formative and summative), faculty and peer/student observations and feedback, to inform both (e)Teaching (for faculty), and (e)Learning (for students). LA can provide insight and visualisation of the learning journey undertaken by students and trainees, from attendance, through engagement, (active) interaction with the learning content and training process, as well as collaborative learning with fellow students and trainees, toward step-wise and progressive achievement of learning milestones, learning objectives and outcomes."
above first presented at 15th APMEC 2018 conference symposium below
https://datainformedelearning.blogspot.sg/2017/11/using-data-analytics-to-inform.html
and
https://datainformedelearning.blogspot.sg/
above from
Analogy Learning and Scholarship from Poh-Sun Goh
https://plumanalytics.com/learn/about-metrics/
https://www.altmetric.com/about-altmetrics/what-are-altmetrics/
https://plumanalytics.com/learn/about-metrics/
https://www.altmetric.com/about-altmetrics/what-are-altmetrics/
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
Medical Education Peer Reviewed Publications (selected)
The intention of writing a recent series of reflection pieces (article 6, 7, 8, 10 and 12), 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 3, 5, 6 and 7 are amongst the top rated papers in Oct, Nov, Dec 2016, Jan 2017 and July 2017; and paper 3 is amongst the top rated papers in MedEdPublish for 2017 - see below)
1. Liaw SY, Augustin CG, Ying L, Tan SC, Lim WS, Goh PS. Multiuser Virtual Worlds in Healthcare Education: A Systematic Review. (submitted on 24 November 2017, accepted for publication 11 January 2018, available online 2 February 2018). https://www.sciencedirect.com/science/article/pii/S026069171830025X
2. 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
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. 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
9. 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.
10. 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
11. 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.
12. 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.
13. 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.
14. Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5.
15. 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.
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