#Learning #Technology #TechnologyEnhancedLearning #TeL
#FunctionalApproachNotTechnicalOne #WhyBeforeWhatAndHow
#LearningAndTraining #CommunitiesOfPractice #SocialPresence
#MicroLearning #Stackable #BrainExperiences #MindUnderstands
#MedEd Skills, #MedEd Core Knowledge
#JourneyIsGoal #TrainingIsGoal
#MicroScholarship #DigitalScholarship
https://medicaleducationelearning.blogspot.com/2021/05/buildingblocksofscholarship-in.html
https://medicaleducationelearning.blogspot.com/2016/12/my-elearning-journey.html
https://medicaleducationelearning.blogspot.com/2021/04/sotl-and-rime-cenmed-nus-workshop-2021.html
https://medicaleducationelearning.blogspot.com/2019/05/sotl-and-rime-workshop-cenmed-wednesday.html
Poh-Sun Goh
21 March 2021 0338am, Singapore Time; last updated 5 May 2021 0150am, Singapore Time
Hello.
Welcome to this (upcoming) TeL (Technology enhanced Learning) Workshop @ CenMed
The preparation required before the workshop should take no more than 60 minutes. Which can be split up into three 20 minute sessions, taken say during a meal break, where the first 5 minutes is spent focused on a personal learning/teaching challenge-task, followed by 10 minutes review of material (online, on your device - mobile, tablet, laptop or workstation), with the last 5 minutes crafting a no more than a one short paragraph description of your takeaway from this task, how you would 'apply' this in your setting - how you would 'use' technology, to teach (and learn). Please 'write' this down (this one short paragraph), and either take a screenshot of this, or a 'digital photograph' of your handwritten one paragraph note, after each task below - as a digital record of the outcome of each task (for you), and to share, and develop further, during the workshop. (This paragraph x3 for the three tasks, is an intermediate outcome, and personal, and personalised, output for each task). Submit this via MS Teams – Technology Enhanced Learning Workshop (see email from CenMED, NUS to registered participants on April 22, 2021 - which includes additional information on hands-on sessions with various teaching tools, including Poll Everywhere, Office 365 PowerPoint, and Microsoft Sway)
Task 1
What is Learning? Teaching? What do you teach with? How do you teach? How do you know learning has taken place?
https://www.instagram.com/p/BPOF-mTByKL/?igshid=1ja734mx8ide4
Goh, PS. 'Medical Educator Roles of the Future'. Medical Science Educator. Online publication 30 September 2020. https://doi.org/10.1007/s40670-020-01086-w
Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073
Task 2
What is 'Technology'? What is traditional ('live', on-site, in-person, pen and paper, 'bricks and mortar') learning? What is eLearning or TeL? Blended or 'hybrid' learning?
https://www.instagram.com/p/BOJEMQcBemX/?igshid=wqssjty8gk9f
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
Task 3
Think of a current teaching, or learning challenge you have. In your setting. How do you currently teach?
Why (describe the thought, selection, and design process) do you do this?
https://www.instagram.com/p/BOJEGHChOOs/?igshid=1su5bj13cskip
https://www.instagram.com/p/BPTacPgBk9I/?igshid=996d0u1kb7j3
https://www.slideshare.net/dnrgohps/the-first-step-in-technology-enhanced-learning-239123793
https://www.slideshare.net/mobile/dnrgohps/everything-i-have-learnt-about-elearning
https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020
See you at the session (virtually).
With warmest regards,
Poh-Sun
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Opening comments for #TeLMedEd Workshop #@CenMed
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Below section first posted on
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One sentence takeaway -
Poh-Sun Goh
22 February 2021 @ 1955hrs
"Hungry students, trained teachers, know (and use) what is available (and at hand)."
#MakeSureYourCoreContent-Is-#Modular+#Accessible-#Transferable+AcrossPlatforms-Current-Future. Poh-Sun Goh, 6 May 2021, 1045am, Singapore Time
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eLearning or Technology enhanced Learning
- What it is not, and 'is'
by
Poh-Sun Goh
22 February 2021 @ 1836hrs, Singapore Time
(inspired by a long hot shower)
A 'book' is a 'technology', but alone is 'not' learning.
A 'tablet', mobile device, wearable computing interface/wearable tech, laptop or desktop computer is 'technology', but alone is 'not' learning.
Access to, or visiting a 'library' is 'not' learning.
Access to 'online' digital content is (in and of itself) 'not' learning.
Learning is a physiological (cognitive) process, which requires a combination of 'hunger' or 'desire' to learn, active 'interaction' with content, and a learning or training process (ideally following a deliberate practice with feedback and reflection, and mastery training paradigm), informed by learning science, instructional design principles, pedagogically and technologically literate and trained instructors and teachers (including for clinical practice domain experts), with students and trainees undergoing a stepwise, progressive, cumulative, both to the task and for the task, but ultimately a lifelong, self-directed, self-motivated (including knowing when and how to seek both human and increasingly AI guided coaching and instruction) educational developmental process.
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(University of Nottingham MMedSci in Medical Education TEL Panel Q&A Session)
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Take-aways and Closing comments for #TeLMedEd Workshop #@CenMed
Poh-Sun Goh
posted on 6 May 2021, 0511am, Singapore Time
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Technology is a 'Tool'. To 'enhance' 'Learning'.
Learning is the key. The objective. ➡️Task 1
Expand your 'Toolbox' and 'Toolkit'. Know about, and have some awareness of what is out there. Available. Accessible. To your students, and you, the instructor (the 'subject matter expert'), at your institution - in the workplace. ➡️Task 2
'Why, before What, and How'. What is the 'Job to be Done'? In what context? Undergraduate. Postgraduate. Workplace. Just-in-time (look it up, ask someone, read up, attend course-get training). Lifelong learning. Growth-Personal-Professional Development. ➡️Task 3.
Principles, Pedagogies, Practices - EdTech (instructional design principles, Pedagogy (how we learn, learning pedagogy, learn and teach effectively and efficiently), Practices (to Share, and Scale, in Sustainable manner) - Poh-Sun Goh, 6 May 2021, 0530am Singapore Time
https://www.slideshare.net/dnrgohps/elearning-or-tel-in-meded-a-hierarchy-of-engagement-and-learning
“Have a child, plant a tree, write a book.” - attributed to the Cuban poet José Martí, to the Talmud and to “Arabia”, to Ernest Hemingway, Jonathan Swift, Jeremy Belknap, to Taoism, to Laurence Sterne and to “the religion of the Magi” (Zoroastrianism) ...
“The best time to plant a tree was 20 years ago. The second best time is now.”
– Chinese Proverb
'Response to AI is to become 'more human' - empathy, mindfulness, counselling - mentoring - guiding - coaching - teaching - [leading] (orientation and formal training)'. - Key takeaway from my keynote presentation at upcoming KSME 2021, accessible at
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Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P.S., Hege, I., Masters, K., Oh, S.Y., Patel, R., Premkumar, K., Webb, A., Pusic, M. (2020). 'Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic'. MedEdPublish, 9, [1], 82, https://doi.org/10.15694/mep.2020.000082.1
Goh P.S, Sandars J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, [1], 49, https://doi.org/10.15694/mep.2020.000049.1
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(presented at AMEE 2014)
Some discussion points:
1. Limited attention span of current generation of students
Students are able to focus for long periods on what interests them.
Students want to become healthcare professionals and have worked hard to get into training program.
2. Too much focus on IT
Key is learning objectives, learning pedagogy, and curated or created content.
3. Value add of online learning
IT can be used to broaden access significantly - "broadcast" and provide pesonalised content - "narrowcasting".
More slides for reference/discussion below.
(presented at AMEE 2014)
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Additional Content below (from earlier TEL workshops)
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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
“Above image reproduced by permission of the publisher, © 2012 by tpack.org”
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Take Home Points below (from earlier TEL workshops)
3 take home points
1. focus on your teaching and learning objectives, not the technology ... (e)Learning (small "e", big "L"... focus on the Learning) ... focus on understanding learning needs, curricula design, scaffolding, learner support and customised learning, assessment with feedback and evaluate what you are doing ... document and make transparent your process
2. use "simple" tech - email, SMS, blogs (websites) to broadcast, and "narrowcast" .. targeted message ... connect ... disseminate ... document
3. keep refining your teaching techniques, and improving as an educator (Glassick's criteria - clear goals, adequate preparation, appropriate methods, significant results, effective presentation, AND reflective critique ..... Glassick, C.E., Huber, M.R. & Maeroff, G.I. (1997). Scholarship Assessed - Evaluation of the Professiorate. San Francisco, CA: Jossey-Bass).
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Alternative version of content in 'didactic format', presented at 2020 version of this workshop on link below:
------- (the following message shared with participants by email before the session ..... this engagement process (with the audience) illustrates one of the simplest methods to use technology to enable and enhance learning .... which we are not only all familiar with, it is one that all of us use on a daily basis, most often for other purposes, like workplace meetings (disseminate meeting materials beforehand by email, to allow valuable live meeting time to be spent productively on interactive discussions and decision making - sharing content, facilitating engagement, with tangible outcomes) ..... this method is simple to use, accessible to all, and is one simple way to start an eLearning or eTeaching journey ..... and add to your instructional toolbox) -------------
Dear Participants,
The full text of my introduction presentation at the Technology Enhanced Learning Workshop is below. Please review this before the session and skim through the material on my session blog. We can discuss this further during the live workshop online.
With warmest regards,
Poh Sun
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"Hello.
Thank you for joining us for this online workshop organised by CenMED, NUS. Thank you to my co-facilitators for joining me in sharing key ideas, and useful tips for using technology in medical education with you, the participants. We encourage you to actively engage with the material by reviewing, taking notes, reflecting on your own educational practice, and thinking about how to apply some of these ideas and tips in your setting.
My presentation with be short, and focused on three takeaways. This presentation is complemented by an online open access blog, which includes links to additional online material that I hope you find useful.
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The first takeaway is summed up in the following elegant quote "All teaching, regardless of how it is delivered is basically: present content, provide practice and feedback, assess learning. Sure, there is more, but focus on that."
accessible at the following link below.
This quote reminds us that is is the learning process, and training outcome that we should be focused on as educators. The technology is there is assist us.
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My second takeaway is that we should therefore focus on what the student and trainee “sees” or experiences, and “does”, illustrated in the following slides, and available on the links below
and
https://www.slideshare.net/dnrgohps/learning-continuum-mapped-on-to-self-vs-instructor-directed-axes
and
and
and
and
and
and
and
and
and
and
As educators we should facilitate, encourage, and promote active engagement of the student and trainee with the educational content, and a learning process, which can include taking notes, reflection, recall, discussion, use and application of the educational content - knowledge, skills and attitudes. Recall facts, answer questions, illustrate and demonstrate skills, offer online / simulated practice, use video to record and provide feedback on performance (under appropriate consent and privacy conditions), and use media, including video, and increasingly VR and AR to allow our learners to visualize, situate and empathise with clinical practice settings.
“I hear I forget, I see I remember, I do I understand."
- Confucius
"Tell me and I forget, teach me and I may remember, involve me and I learn."
- Benjamin Franklin
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My third takeaway is to start off with what you are familiar with, and use what is available and at hand. Use "simple" tech - email, SMS, blogs (websites) to broadcast, and "narrowcast" .. targeted message ... connect ... disseminate ... document. This is illustrated in the following graphic (embedded text link), and elaborated further in the short article in TAPS (The Asia Pacific Scholar), and listed in three short SlideShare documents details below. The Centre of Instructional Technology Website at NUS below has detailed "how to do it" information for instructors. http://www.cit.nus.edu.sg/
Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073
It is likely that the rapid shift to online live large and small group teaching and meetings triggered by the COVID-19 pandemic will accelerate our application of technology to enhance and enable learning. The SlideShare post link below, and recent MedEdPublish articles elaborate on this.
Goh P.S and Sandars J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, [1], 49, https://doi.org/10.15694/mep.2020.000049.1
Cecilio-Fernandes D, Parisi M, Santos T, Sandars J, 2020, 'The COVID-19 pandemic and the challenge of using technology for medical education in low and middle income countries ', MedEdPublish, 9, [1], 74, https://doi.org/10.15694/mep.2020.000074.1
Taylor D, Grant J, Hamdy H, Grant L, , et al. 2020, 'Transformation to learning from a distance', MedEdPublish, 9, [1], 76, https://doi.org/10.15694/mep.2020.000076.1
Fawns T, Jones D, Aitken G, 2020, 'Challenging assumptions about “moving online” in response to COVID-19, and some practical advice', MedEdPublish, 9, [1], 83, https://doi.org/10.15694/mep.2020.000083.1
Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P.S., Hege, I., Masters, K., Oh, S.Y., Patel, R., Premkumar, K., Webb, A., Pusic, M. (2020). 'Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic'. MedEdPublish, 9, [1], 82, https://doi.org/10.15694/mep.2020.000082.1
I will now hand over to the next speaker.
Thank you."
The transcript of the full text of my presentation for the workshop is above. Poh-Sun
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"One simple, doable, first step for us to take as educators is to (progressively) make our teaching and training material available for review and use online, as (some open access, some restricted access) digital content (following appropriate and accepted professional usage guidelines, including those for professional use, consent, privacy, and attribution/intellectual property). This facilitates use and review by both students, and fellow educators, to use, and re-use (with attribution). This content can be progressively, and systematically curated and indexed by theme, topic, and ideally also in its most modular, granular form. To encourage, and facilitate re-use, re-purposing, and just in time review. For example - key takeaways, recent and topical papers, guidelines, quotes, illustrations, tables, video clips, modular VR and AR content. Our role as teachers, instructors, demonstrators, educators, content creators, curators, editors, filters/screeners/reviewers, guides and coaches can be assisted by AI, informed by digital and learning analytics."
Poh-Sun Goh (16 April 2020 @ 0915am)
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End of Session Exercise
Illustrated below, with narrated slide audio clip link below (Using AVR audio note taking free App for IOS platform, one of many for illustration. Note Android has similar Apps.)
for above slide
(audio clip taken off-line)
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Note: I have moved additional/complementary/supplementary illustrations and links to a separate webpage below (to reduce cognitive overload)
Please feel free to review this material if you have time, interest, energy, motivation and additional bandwidth
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About the Speaker:
Dr Goh Poh-Sun
吳 宝 山
Associate Professor, Department of Diagnostic Radiology, Yong Loo Lin School of Medicine (YLLSOM), National University of Singapore (NUS), Senior Consultant, Department of Diagnostic Radiology, National University Hospital and Associate Member, Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Member, AMEE TEL (Technology Enhanced Learning) Committee (since 2011)
Poh-Sun (MBBS(Melb) 1987, FRCR 1993, FAMS 1998, MHPE(Maastricht) 2012 and FAMEE 2017) practices on the clinician educator tract (80/20 time allocation clinical/education) augmenting his education and training time allocation with technology, and regular cumulative early morning focused scholarly efforts, spent developing and evaluating the use of open access online digital repositories in clinical training, and medical education faculty development, under a mastery training and deliberate practice framework. He focuses his efforts on the challenge of transfer to practice, in the widest possible settings, through use of reusable comprehensive digital content, iterative low cost proof of concept implementation combined with collaborations and partnerships to scale, all anchored on a solid foundation of theory and evidence. Am a certified Newfield/YLLSOM Associate Coach, successfully completing The Coach Partnership/Newfield Coach Training Program for NUS YLL SOM (2021), after which further engaged in another 6 month cycle of Coach Training - representing 125 hours of coach specific training - Newfield's Coach Certification Program (2022).
More here https://linktr.ee/PohSunGoh
Dr Poh-Sun Goh
吳 宝 山
Short Bio:
Am a Clinical Radiologist at NUHS/YLLSOM@NUS. Working at NUH since 1989.
Also Medical Educator, with Masters in Health Professions Education (MHPE) from Maastricht University (2012); with deep passion for both eLearning/Technology enhanced Learning and Faculty Development - locally and internationally.
Two recent publications below
Goh, PS. 'The vision of transformation in medical education after the COVID-19 pandemic'. Korean J Med Educ. 2021;33 (3): 171-174. Publication Date (Web): 2021 August 27
Goh, PS. 'Medical Educator Roles of the Future'. Medical Science Educator. Online publication 30 September 2020. https://doi.org/10.1007/s40670-020-01086-w
My signature achievement is to have a curry named after me, Poh-Sun's Chicken Curry.
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Google Analytics Snapshot of Session Blog access
and Snapshots of Online Interactions During Workshop
