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Share some downloadable materials

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GRADE quizz cards

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GRADE quizz instructions

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Share some useful links

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Share some thoughts and tips

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Padlet can be used as a tool for engaging participants of Cochrane training. E.g. by inviting them before the training to share their questions or expectations.

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Hemingway app - You paste your text into it, and it tells you exactly where it's hard to read. Useful for preparing learning materials in English.

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Hemingway Editor makes your writing bold and clear.

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Concept map of learning theories

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The following 'learning theories map' has been created as a result of the work performed in the HoTEL project (EU Support Action). Please click on the map to access an interactive version of the map.

Here is an extract from the report:

"Learning theory has been a contested scientific field for most of its history, with conflicting contributions from many scientific disciplines, practice and policy positions. With the continuing and disruptive influence of technology on information, knowledge and practice in all sectors of society it is no wonder that innovators, drawn to the interactive potential that computers bring to learning, are challenged by the theoretical basis for their innovations.

Formal education is also a high stakes, culturally & institutionally conservative activity, which serves more than one societal purpose, including:

learner development and fulfilment;

child care;

preparation for citizenship, parenthood and retirement;

preparation for work;

selection for jobs.

Even in the higher, informal and professional sectors of education, complexity of education is matched by complexity of learning outcomes which may include:

skills development;

knowledge acquisition;

improvement in strategic, analytic and creative capacities;

attainment of competence;

establishment of attitudes and values.

Each of these societal purposes and these learning outcomes demand different approaches and understandings for the theorist and may develop at varying rates or found to be diverse in relation to context, location and culture."

More information in Richard Millwood blog

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new forms of learning through technology

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A Learning Theories’ Map is a result of the research carried out by WP2. Such map has been developed by Richard Millwood from Brunel University.

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Why webinar attendees leave? Survey results

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Catalogue of learning theories, with the key principles and examples of application in education settings

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Information Pickup Theory (J.J. Gibson) Information Processing Theory (G.A. Miller) Lateral Thinking (E. DeBono) Levels of Processing (Craik & Lockhart) Mathematical Learning Theory (R.C. Atkinson) Mathematical Problem Solving (A. Schoenfeld) Minimalism (J. M. Carroll) Model Centered Instruction and Design Layering (Andrew Gibbons) Modes of Learning (D. Rumelhart & D.

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A comprehensive systematic review of learning styles

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When you’re designing your training activities and materials, you should start by defining the learning objectives. But how to do that? Which words to use? David DiBiase created this useful summary that pairs Bloom's Taxonomy with suggested action verbs to be used as an aid for writing learning objectives.

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Sometimes you want to share a text and ask the learners to read it before the training event – but how to make them do so? You can cross out all the irrelevant/ unnecessary sentences – that will increase the interest for reading (‘Why it was crossed out? – I should check it!’). Besides, the text will be shorter (and less daunting) for reading.
Possible application: articles used in critical appraisal exercises.

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Position the tables in the classroom in U-shape. This will allow learners to see each other and will foster interaction. If the group is new, participants' names should be displayed on the table.

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How to begin the second day of your two-day workshop? Of course, by repetition, which is ‘the mother of learning’. At the beginning of the session, ask participants to name the key terms/ideas they remember from yesterday and write them down on the flipchart paper – until the whole paper is covered. Use moderately sized letters and be persistent – don’t give up the exercise before the paper is full. Then ask if there is any term/idea that someone doesn’t understand and if there is – ask who from the participants can explain it. Try to get the explanation from participants before providing any explanation yourself.

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How to deal with a heterogeneous group of learners? Separate experienced/knowledgeable from unexperienced/less knowledgeable and foster interaction within the subgroups. If appropriate, give different tasks for each subgroup or an additional task for experienced (to keep their interest and engagement). Remember that repetition is especially important for new/unexperienced learners and transfer (how to apply the knowledge in one’s own practice) for experienced learners.

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Get-it Glossary: Plain language definitions of health research terms

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Tools to create infographics
http://elearningindustry.com/list-of-free-tools-to-create-infographics-for-your-learners

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The Differentiator: tool for developing learning outcomes
http://byrdseed.com/differentiator/

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Thinking Skills tell us how we want students to think about the content. I use Bloom's Taxonomy. Make sure students are actually doing the thinking you want! For example, "create a list of odd numbers" is not high-level thinking, despite the word "create."

Content is the topic you're teaching! Click "click to edit" in the objective above to change it. You can differentiate your content by using Depth and Complexity below.

Resources are where students will get their information. You might lecture, give them a book to read, show them a video, etc. You'll want to get way more specific than these options.

The product is how students' show you their thinking. It should match the level of Bloom's that you aimed for. ⚠️ Products tend to be over-emphasized! A cool-looking product does not mean that there was high-level thinking.
Product list adapted from David Chung and The Flip Book, Too by Kaplan, Gould, Siegel
Beware the negative side of putting students in groups! Group work is vastly overused and will limit what students can produce.

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It's the Differentiator from Byrdseed! This bad boy will help you write differentiated lesson objectives with Depth and Complexity embedded!

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One of my attempts towards training was this video.
I think short and sweet videos can be useful.

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Dr Puneet Gupta MDS Public Health Dentistry

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Uploaded by Dr Puneet Gupta on 2016-02-05.

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ONE NOTE by Microsoft can be very useful for trainers to sort all material and save on One Drive.

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Microsoft OneDrive - Access files anywhere. Create docs with free Office Online.

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Store photos and docs online. Access them from any PC, Mac or phone. Create and work together on Word, Excel or PowerPoint documents.

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Dropbox for cloud storage and collaboration

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Personal has invited you to join Dropbox!

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Dropbox is a free service that lets you bring your photos, docs, and videos anywhere and share them easily. Never email yourself a file again!

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Interested in Blogging about EBM

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Relative measures of effects can be misleading

This is the twenty-fifth blog in a series of 36 blogs explaining 36 key concepts we need to be able to understand to think critically about treatment claims.

Relative effects (e.g. the ratio of the probability of an outcome in one treatment group compared with that in a comparison group) are insufficient for judging the importance of the difference (between the frequencies of the outcome). A relative effect may give the impression that a difference is larger than it actually is when the likelihood of the outcome
is small to begin with.

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Students 4 Best Evidence - A network for students interested in evidence-based health care

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This is the twenty-fifth blog in a series of 36 blogs explaining 36 key concepts we need to be able to understand to think critically about treatment claims. Relative effects (e.g. the ratio of the probability of an outcome in one treatment group compared with that in a comparison group) are insufficient for judging the importance of the difference (between the frequencies of the outcome).

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Trainers need to be productive
Manage your tasks with Nozbe

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Nozbe - to-do, task, project and time management application

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Nozbe - to-do, task, project and time management application

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Busy people and effective teams get tasks and projects done thanks to Nozbe system and apps for the Mac, Windows, Linux, Android, iPad and iPhone.

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Blogshots - could these be used to capture key learning points from sessions, circulated by social media afterwards to participants, by way embedding learning?
Blog here on how Cochrane are currently using blogshots https://community.cochrane.org/news/blogshots-–-making-evidence-short-and-shareable-for-social-media

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Thinking Skills tell us how we want students to think about the content. I use Bloom's Taxonomy. Make sure students are actually doing the thinking you want! For example, "create a list of odd numbers" is not high-level thinking, despite the word "create."

Content is the topic you're teaching! Click "click to edit" in the objective above to change it. You can differentiate your content by using Depth and Complexity below.

Resources are where students will get their information. You might lecture, give them a book to read, show them a video, etc. You'll want to get way more specific than these options.

The product is how students' show you their thinking. It should match the level of Bloom's that you aimed for. ⚠️ Products tend to be over-emphasized! A cool-looking product does not mean that there was high-level thinking.
Product list adapted from David Chung and The Flip Book, Too by Kaplan, Gould, Siegel
Beware the negative side of putting students in groups! Group work is vastly overused and will limit what students can produce.

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It's the Differentiator from Byrdseed! This bad boy will help you write differentiated lesson objectives with Depth and Complexity embedded!

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See all the wonderful things Dario Sambunjak has made