Micro-Learning, Micro-Practice and Micro-Scholarship : Making Major Moves one micro-step at a time, Accessible and Available to All
Poh-Sun Goh, 16 June 2022, Thursday, 0720 - 0738am, Singapore Time
How can we make learning, professional practice and development, and scholarship accessible and available to all?
Whether a new student, novice practitioner, or early scholar?
We offer the following 'recipe' and process:
We learn in small bites (bytes). Taking small (micro-) steps. Small (micro-) efforts.
These add up, accumulate, compound and cumulatively, with instruction, guidance, reflection and feedback, supported by a practice environment and Community of Practice (CoP) lead to progressive mastery - knowledge, skills and attitudes (heads, hands and hearts).
Technology tools and platforms, and (social-professional) networks, institutional, organisational and loose CoP networks, support and facilitate Learning, Practice and Scholarship.
What does a single small step, of Micro-Learning, Micro-Practice and Micro-Scholarship look like?
How does learning and training science inform and support these practices?
Consider one unit, one piece of knowledge or skill. At its most granular level. For example one concept, it's definition, how to use and apply it. One illustration. One demonstration (of a skill). Add a single (or more) instructional idea or tip, a single (or more) reflection, and example(s) of application to form a unit of individual Micro-Learning, Micro-Practice and through open engagement and (digital) practice Micro-Scholarship.
We See (are exposed to, and observe), Do (explore, practice with guidance, reflection and feedback), Teach (including peer teaching and sharing, learn through recall, explanation, elaboration and recall), and engage in Scholarship (through documenting, writing, producing e.g. creating, curating, combining, integrating, applying and using - teaching and sharing; the Scholarship of Discovery, Integration, Application and Practice-Teaching [Boyer], with intentionality and informed [Glassick] and through open (digital) practice [Shulman]).
We learn, practice and engage in scholarship in small steps. Which add up. Accessible and available to all.
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see follow up blog post
Micro-Content (bite-size, modular content) FOR (Micro-) Learning, Practice, Assessment and Scholarship
https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html
☝
https://telmeded.blogspot.com/2022/06/from-micro-content-and-micro.html
https://medicaleducationelearning.blogspot.com/2022/06/expanding-extending-and-elaborating.html
https://telmeded.blogspot.com/2022/05/micro-content-and-micro-scholarship-as.html
https://microscholarship.blogspot.com/2022/02/micro-scholarship-summary.html
https://microscholarship.blogspot.com/
https://medicaleducationelearning.blogspot.com/search?q=scholarship
Goh, P. S., Roberts-Lieb, S., & Sandars, J. (2023). Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical teacher, 45:3, 307-312. https://doi.org/10.1080/0142159X.2022.2133689
"(Open) Micro-Scholarship is an extension of (open) Micro-Practice and Micro-Learning; from Taking note, to Making notes, to Sharing notes." - Poh-Sun Goh, 22 October 2022, Saturday, 22 October 2022, 0731am, Singapore Time
https://microscholarship.blogspot.com/
Goh, PS, Schlegel, E. (2023). Small, Sustainable, Steps to Success as a Scholar in Health Professions Education - Micro (Macro and Meta) Matters. TAPS, 8(2), 76-79. https://doi.org/10.29060/TAPS.2023-8-2/SC2861
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Digital Scholarship in Medical Education - Three key takeaways"The use of technology to support educational scholarship has been called digital scholarship" (Goh and Sandars, 2019)
Goh PS, Sandars J, 2019, 'Digital Scholarship – rethinking educational scholarship in the digital world', MedEdPublish, 8, [2], 15,
https://doi.org/10.15694/mep.2019.000085.1Digital Scholarship to make (our efforts) visible, accessible, and assessable
Digital scholarship, to add to academic discourse, and get recognised for this
(can be disseminated and scaled up on Social Media)
➡ 'Digitalisation is' - 'Digitalisation is the incorporation of digital technologies into business/social processes, with the goal of improving them'.
quoted from
https://www.scrive.com/digitalisation/Digitalisation can:
Show what we teach with and assess on.
Show how we teach, and students learn.
Show outcomes and impact of our educational and training efforts.
Allow us to engage in and demonstrate scholarship in a visible, accessible and assessable manner.
Poh-Sun Goh, 28 June 2020 @ 0849am
Digital Scholarship is:
"The use of technology to support educational scholarship has been called digital scholarship" (Goh and Sandars, 2019)
Goh PS, Sandars J, 2019, 'Digital Scholarship – rethinking educational scholarship in the digital world', MedEdPublish, 8, [2], 15,
https://doi.org/10.15694/mep.2019.000085.1Digital Scholarship to make (our efforts) visible, accessible, and assessable
Digital scholarship, to add to academic discourse, and get recognised for this
(can be disseminated and scaled up on Social Media)
e.g.
https://medicaleducationelearning.blogspot.com/2020/03/a-vision-of-use-of-technology-in.html
above from
"Rethinking the Scholarship of Teaching and Learning for a Digital Age" by Poh-Sun Goh
available on the following blogpost ⏯
https://medicaleducationelearning.blogspot.com/2019/05/sotl-and-rime-workshop-cenmed-wednesday.htmlreproduced below section:
Rethinking the Scholarship of Teaching and Learning for a Digital Age
Poh-Sun Goh
The Scholarship of Teaching and Learning (SoTL) is a set of unifying ideas centred around proposals put forward in a series of scholarly articles by Boyer, Glassick, Hutchings and Shulman, and embraced by the scholarly community (Boyer 1990; Glassick 2000; Hutchings & Schulman 1999). The aim of this Short Communication is to expand upon each category of scholarship proposed by Boyer, by adding the scholarship of Creation, Curation with attribution, Transfer to practice, and Workplace/Lifelong learning; add to Glassick’s six standards the Digital standards of Openness and Visibility, and expand on Hutchings and Shulman’s three minimum requirements of scholarship by incorporating ideas from networked learning and connectivism by George Siemens (Siemens 2005). We hope that this article contributes to move forward thinking on the SoTL, for a Digital Age.
The Scholarship of Creation is well accepted in the Arts, and has analogies to the creative process when a medical educator creates educational materials. A strong argument can be made, and has been made that this is similar to the recognition that artists receive, particularly when their work is presented for public review, critique and commentary (Boyer 1990; Hutchings & Schulman 1999). The creation of digital materials for medical education and training, is hard work, often inspirited by the same creative impulse that drives artistic endeavours, particularly when imbued with an intentional, informed, reflective, scholarly approach; and is similar to the scholarship of discovery. Awareness of this should be raised in both the medical education community, and amongst our administrative peers, to recognise and reward medical education scholars during appointments, promotion and the tenure process.
Similarly, the act of artistic curation, and the professional work of curators in the Arts, has similarities to the work of medical educators, when we assemble educational and training materials. A strong argument again can be made that this has similarities to the Scholarship of Integration (Boyer 1990), and should be given academic and professional recognition and reward, similar to the Scholarship of Creation. Digital platforms and processes makes the Scholarship of Curation open, accessible and visible.
Taking this argument further, the act, or Scholarship of Transfer to Practice, has an analogy with the Scholarship of Application. Digital practice makes this again particularly open, and visible to peers, assessors and evaluators, and when a scholarly approach as proposed by Glassick (2000) is applied to this Scholarship of Practice, appropriate academic recognition can be again accorded to this effort.
The focus of outcomes of learning and teaching guides both the Scholarship of Teaching, and our focus in Workplace and Lifelong learning. Technology enhanced learning (TEL), makes the educational and learning process, as well as performance outcomes of this process open and visible, through a digital analytics process (Goh 2017).
As we examine the categories of scholarship proposed by Boyer, the affordances of digital teaching and learning, and draw analogies and inspiration from practices in the Arts; an argument can be made that awareness, and recognition of the efforts of medical educators in Creation, Curation, Transfer to Practice and Workplace and Lifelong learning can and should given.
References:
Boyer EL. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
Glassick CE. 2000. Boyer's expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Acad
Med. Sep;75(9):877-80.
Siemens G. 2005. Connectivism: A learning theory for the digital age.International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
Hutchings P, Shulman LS. 1999. The Scholarship of Teaching: New Elaborations, New Developments, Change: The Magazine of Higher Learning, 31:5, 10-15, DOI: 10.1080/00091389909604218
Three takeaways:
1) The scholarship categories proposed by Boyer (Discovery, Integration, Application and Teaching) can be each expanded to include Creation (Digital content and online repositories), Curation with attribution, Transfer to practice and Work place/Life long learning.
2) That we add to Glassick's six standards (Clear goals, adequate preparation, appropriate methods, significant results, effective presentation and reflective critique) with Digital standards of openness (with focus on making the learning process, and data to inform - demonstrate outcomes of learning visible and accessible openly online).
3) That we expand on Schulman's three minimum requirements of scholarship (public, in form suitable for critical review and evaluation, accessible for exchange with, and to be build upon by other members of the scholarly community) for the digital age, incorporating the ideas from George Siemens (
connectivism: a learning theory for the digital age) combined with classical educational pedagogy of relevant, contextual, collaborative, active learning with feedback.
https://medicaleducationelearning.blogspot.com/2018/09/digital-scholarship.htmlWeller, M. (2011) The Digital Scholar: How Technology Is Transforming Scholarly Practice. London: Bloomsbury Academic.
http://dx.doi.org/10.5040/9781849666275see Chapter 1: Digital, Networked and Open
and Chapter 4: The Nature of Scholarship
and Chapter 11: Reward and Tenure
Artino, A. R., Jr, Zafar Iqbal, M., & Crandall, S. J. (2023). Debunking the Learning-Styles Hypothesis in Medical Education. Academic medicine : journal of the Association of American Medical Colleges, 98(2), 289.
https://doi.org/10.1097/ACM.0000000000004738 🔺
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⇡
https://medicaleducationelearning.blogspot.com/2022/12/captionstory-and-microscholarship.html
https://medicaleducationelearning.blogspot.com/2023/01/why-write-on-regular-basis.html
Doja, A., Eady, K., Horsley, T. et al. The h-index in medical education: an analysis of medical education journal editorial boards. BMC Med Educ 14, 251 (2014). https://doi.org/10.1186/s12909-014-0251-8
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Promotion at the Johns Hopkins School of Medicine, (March, 2010) J. Brooks Jackson
https://www.hopkinsmedicine.org/gim/faculty-resources/useful_links/PPC%20Promotion.pdf
Moffatt, D. C., Shah, P., Wright, A. E., Zon, K., & Pine, H. S. (2022). An Otolaryngologist's Guide to Understanding the H-index and How It Could Affect Your Future Career. OTO open, 6(2), 2473974X221099499. https://doi.org/10.1177/2473974X221099499
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Google search for 'microcredentials and microbadges'
https://www.forbes.com/sites/petergreene/2019/02/16/education-micro-credentials-101-why-do-we-need-badges/?sh=45b2db092419
https://www.guroolearning.com/blog/micro-credentials-and-digital-badges-whats-the-difference
https://med.und.edu/education-training/education-resources/_files/docs/tlas-edschol-badge-levels-final.pdf
https://med.und.edu/education-training/education-resources/faculty-development.html#d54e314--2
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