Micro-Content (bite-size, modular content) FOR (Micro-) Learning, Practice, Assessment and Scholarship

"Micro-Content (bite-size, modular content) FOR (Micro-) Learning, Practice, Assessment and Scholarship"

a sharing session with Poh-Sun Goh

on 20 February 2023, 10pm UK time / 21 February 2022, 6am Singapore time (on Zoom)

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building on earlier post

Micro-Learning, Micro-Practice and Micro-Scholarship : Making Major Moves one micro-step at a time, Accessible and Available to All

https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html

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leading to upcoming IAMSE 2023 pre-conference course

https://medicaleducationelearning.blogspot.com/2023/05/the-5s-of-small-sustainable-steps-to.html

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Short running sharing session Abstract, and pre-session preparation and pre-reading below:

not only Assessment for Learning, and Assessment AS Learning ... (Micro-) Assessment AS Scholarship ... this is well established ... open digital and analogue practice in the Arts ... where open drafting, open sketching, and open practice and practices from the very outset, from early prototyping to early sketches IS part of the practice and professional craft(ing) process

Pre-reading (below open access articles before session, and one open access illustration to prompt self-reflection and for discussion), and please come to the session with questions and personal reflections !

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

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

Using Technology - to Enhance Learning - for Others, and for Yourself (Faculty, and Personal : Professional Development) from Poh-Sun Goh

Small Steps to Successful Scholarship in Health Professions Education from Poh-Sun Goh

Iterative Improvement refines content for the audience we serve.pdf from Poh-Sun Goh

https://microscholarship.blogspot.com/

Google search for 'open educational resources in medical education'

OER in Teaching and Learning - Johns Hopkins University / Medicine

Benefits of using OER - PennState

https://ait.libguides.com/openeducation

https://libguides.nus.edu.sg/medicine/oer

https://libguides.nus.edu.sg/OER

https://libguides.cmich.edu/OER/medicine

https://alvernia.libguides.com/oer/health

https://libraryguides.lib.iup.edu/oer/examples

https://libguides.und.edu/smhsoer

https://www.opencolleges.edu.au/informed/features/10-open-educational-resources-know/

https://opentextbc.ca/teachinginadigitalage/chapter/oer/

https://en.wikipedia.org/wiki/Open_educational_resources

Principles and Examples of OER - George Mason University

What are OER and how do they differ from Open Access, Library-Licensed and Affordable Course Content? - University of Mary Washington

Hettige, S., Dasanayaka, E. & Ediriweera, D.S. Student usage of open educational resources and social media at a Sri Lanka Medical School. BMC Med Educ 22, 35 (2022). https://doi.org/10.1186/s12909-022-03106-2

Patel, D., & Parsley, S. (2015). Open educational resources. Community eye health, 28(90), 34.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4675263/

https://openedoz.org/wp-content/uploads/2015/10/Exploring-the-use-of-Open-Educational-Resources-OER-in-medical-education-at-the-University-of-Tasmania.pdf

Hilton, J. Open educational resources and college textbook choices: a review of research on efficacy and perceptions. Education Tech Research Dev 64, 573–590 (2016). https://doi.org/10.1007/s11423-016-9434-9

above illustration

By Evolution and evolvability - Own work, CC BY 4.0, https://commons.wikimedia.org/w/index.php?curid=115660986

https://en.wikipedia.org/wiki/Open_knowledge

https://en.wikipedia.org/wiki/Learning_object

https://en.wikipedia.org/wiki/Instructional_materials

https://en.wikipedia.org/wiki/First_Principles_of_Instruction

https://en.wikipedia.org/wiki/Cognitive_load

https://en.wikipedia.org/wiki/Instructional_design

https://en.wikipedia.org/wiki/Open_knowledge

https://en.wikipedia.org/wiki/Learning_object

https://en.wikipedia.org/wiki/Instructional_materials

https://en.wikipedia.org/wiki/First_Principles_of_Instruction

https://en.wikipedia.org/wiki/Cognitive_load

https://en.wikipedia.org/wiki/Instructional_design

Google search - 'constructivism'

https://www.buffalo.edu/catt/develop/theory/constructivism.html

https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)

Google search - 'cognitive learning theory'

https://www.phoenix.edu/blog/what-is-cognitive-learning-theory.html#:~:text=Cognitive%20learning%20theory%20focuses%20on,build%20up%20over%20a%20lifetime.

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https://www.straitstimes.com/singapore/smu-graduates-to-get-transcript-of-co-curricular-activities-and-skills-learnt-starting-in-2025

https://www.smu.edu.sg/about/vision-2025

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building on previous presentation and published work below:

IAMSE Virtual Forum Lightning Talk, 5th or 6th December 2022

https://medicaleducationelearning.blogspot.com/2022/12/iamse2022virtualforum-lightningtalk_2.html

Our 'pitch' and key takeaway is a simple one:

That Learning, and Scholarship are similar; both taken in small iterative, cumulative steps. We learn best and engage in scholarship working together within a Community of Interest and Community of Practice. Scholarship is open, public practice, an extension of learning. We "See (one), Do (one), Teach (one) … Write (‘do’ Scholarship .. then ‘be’ a Scholar .. then) Teach (again)". We "Take Note, Make Notes, then Share Notes". - Poh-Sun Goh, 26 November 2022, Saturday, 0423am, Singapore Time

https://julnet.swoogo.com/iamsevirtualforum22/2818602

https://julnet.swoogo.com/iamsevirtualforum22/2421279

https://julnet.swoogo.com/iamsevirtualforum22

https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html

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

above posted on https://www.instagram.com/p/CqRusJGhp2V/

https://medicine.nus.edu.sg/taps/

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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.2019.000085.1

Digital 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)

https://medicaleducationelearning.blogspot.com/2020/04/digital-scholarship-in-medical.html

➡ '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.2019.000085.1


Digital 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

https://www.instagram.com/p/B1Hubh0HUGZ/

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

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

Digital Scholarship in Medical Education from Poh-Sun Goh

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"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.html

reproduced 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.

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

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.html

Weller, M. (2011) The Digital Scholar: How Technology Is Transforming Scholarly Practice. London: Bloomsbury Academic. http://dx.doi.org/10.5040/9781849666275

see Chapter 1: Digital, Networked and Open
and Chapter 4: The Nature of Scholarship

and Chapter 11: Reward and Tenure

See more on follow up blogpost
⏯https://medicaleducationelearning.blogspot.com/2020/05/eportfolios-as-visible-and-tangible.html

Avital Y. O'Glasser, Vineet M. Arora, Teresa M. Chan; Capturing and Articulating Visual Media as Scholarship. J Grad Med Educ 1 April 2022; 14 (2): 233–234. doi: https://doi.org/10.4300/JGME-D-22-00112.1

Breu, A. C., Abrams, H. R., Manning, K. D., & Cooper, A. Z. (2021). Tweetorials for Medical Educators. Journal of graduate medical education, 13(5), 723–725. https://doi.org/10.4300/JGME-D-21-00767.1

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

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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