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and also, AMEE 2015 eLearning symposium day 2

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and also, AMEE 2015 eLearning symposium day 2

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http://padlet.com/dnrgohps/eLsAMEE2015day2

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This is not new, we are using this for some time now.

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AMEE symposium: Shaping the future through TeL, take home messages from day 1 of the eLS

Day 1 of the eLS offered a wide range of presentation and interaction formats, from the traditional plenary session (with round table seating rather than conventional theatre style seating), Short communication and Workshop sessions, to newer formats and activities from the ePoster sessions, PechaKucha sessions, Show and Tell sessions, to AMEElive. Online commentary and reactions to the day's events occurred on Twitter, as well as on Padlet walls (an online writing and posting surface) to record audience comments and thoughts. The diversity and breath of educational activities using technology to enhance learning has been recorded not just in the traditional program and abstract book, but also online on archived AMEElive videos, with additional comments on Twitter and Padlet.

The end of day 1 round up panel discussion with the audience, and our panel with Moira Malley, David Cook, Allison Littlejohn and myself attempted to not only highlight some ideas from the day's sessions and engage in a Q and A session with the audience, but also highlight the use of Twitter and Padlet, and address some of the live comments on the Padlet wall. This was presented to demonstrate the feasibility of such interactions, as well as to highlight the use of technology to increase  participation in a collective discussion process, beyond that with audience members who had mic time, to the wider otherwise silent live or online audience. Apart from the substance of the online comments on Padlet, it was heartening to see the significant increase in number and range of comments during the round up session, extending to the day 2 Padlet website.

Some ideas highlighted at the closing panel discussion were a reminder to focus on the learning, and the learner, that we need to not just do faculty development (for educators), but also student development (to promote autonomous learning); that technology is a tool to promote learning, and not an end in itself. The idea of open source content and reusable granular content was discussed, as well as a need for us as educational scholars to go beyond describing that we use technology to support learning, to focus more effort to investigate how, when, where and why technology can enhance learning.

Thank you.

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Pechakucha --first experience, didnot find much interesting, but the Show and Tell was very good, gave an opportunity to actually view what is being done.

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PechaKucha and Show & Tell - a really good combination

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PechaKucha and Show & Tell - a really good combination

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I think this worked very well. The PechaKucha format kept people focused and allowed a quick overview of a lot of work within 1 hour. Following this immediately with the Show & Tell session was excellent as it allowed people to then go to talk to the presenters and find out more. A similar PechaKucha then Show & Tell combination in the afternoon would have been great.

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I just to have a game character called Sir Justin Time

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I just to have a game character called Sir Justin Time

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Just in time is not new for heaven's sake!

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Just in time is not new for heaven's sake!

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Bill Murray would recognise this symposium (Groundhog Day reference)

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this is new? My goodness...this has been central to the eLearning narrative for over 12 years!

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I think faculties should *always* be involved with learning in general

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I think faculties should *always* be involved with learning in general

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We definitely need to be more involved as faculty with elearning 

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We definitely need to be more involved as faculty with elearning 

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I think for this to work as a channel into the panel...

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I think for this to work as a channel into the panel...

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The questions to the panel should be posted via the padlet, not via 'questioning' , this now indeed created double path's which is kind of confusing.

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If you open a channel with your audience you must keep it openned.

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Panel talks - always very difficult to pull off in an interactive way

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Panel talks - always very difficult to pull off in an interactive way

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As long as technology or tools are not aligned to the learners' cognitive processes they can/should support, new technologies will end up the same way as the 'revolutionary' school television some decades ago. Seems the Clark-Kozma debate (1994) is still relevant for reflection.

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As long as technology or tools are not aligned to the learners' cognitive processes they can/should support, new technologies will end up the same way as the 'revolutionary' school television some decades ago. Seems the Clark-Kozma debate (1994) is still relevant for reflection.

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still think you're right:-) Yep, and it was presented as a channel into the panel, which it clearly isn't

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you really can see in this room how all are engaged with you?

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Goh Poh but by turning off the Padlet feed you're disenfranchising the remote audience, which kind of undermines your point about its usefulness

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Goh Poh but by turning off the Padlet feed you're disenfranchising the remote audience, which kind of undermines your point about its usefulness

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Thank you!

So do I! By turning us off the conversation becomes a backchannel which undermines the speaker, thereby creating two audiences rather than unifying the audience

I'm going the disappear off the page, and so will have lost my voice altogether ;)

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padlet can be really nice during a brainstorm session, but I think for now, when people are still getting used to it and simultaneously trying to listn to the session and come up wht questions we are suffering from some cognitive overload.

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This 'Powerpoint' that is mentioned... is that something new, like youtube or twitter?

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This 'Powerpoint' that is mentioned... is that something new, like youtube or twitter?

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Tools are tools, and only useful if they solve something...

On that point: I'm not entirely sure what this tool is adding to this discussion,

(but it is fun, have to admit)

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David Cook is correct about the limitations of OERs and the issue is more than a decade old - who's old enough to remember the debate about learning objects before OERs? - but it's still not being addressed. OERs are more about push than pull.

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content without context or proper curricular design has limited use I think...

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Stitching together of learning materials: Have you seen the Learning Toolbox?

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Stitching together of learning materials: Have you seen the Learning Toolbox?

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Completely agree that it would be best not to divide learning up in these ways

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we can drop the 'e' the day people will stop mentioning youtube as something new

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we can drop the 'e' the day people will stop mentioning youtube as something new

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So when can we drop the 'e' from e-learning and simply refer to learning?

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So when can we drop the 'e' from e-learning and simply refer to learning?

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we are offscreen now... is this punishment?

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we are offscreen now... is this punishment?

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Open Educational Resources and the UK (NHS)

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Open Educational Resources and the UK (NHS)

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At least in the UK with our National Health Service it does make most sense to share resources. The cultural differences between hospitals should not be that great and we do want to provide the same quality of care (and learning) in all NHS organisations

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Will the questions on the padlet wall be answered too?

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Open education resources sounds great, but there are intercultural incompatibilities which makes good materials sometimes useless across the border...... 

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Open education resources sounds great, but there are intercultural incompatibilities which makes good materials sometimes useless across the border...... 

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We already try for decades but it still is hardly moving forward......

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Distraction breeds new association. This is critical for creative thinking.

Look at this: http://www.youtube.com/watch?v=Ahg6qcgoay4

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Neil Postman said it best: we are amusing ourselves to death. Learning is about time on task, grit and stiking to it - once engaged that is...🎭

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absolutely agree!

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David Cook nailed it. There's little that's pushing at the boundaries in this conference so far. The disruptive advances are coming from outside of medical education - YouTube was a good example - not from within. Most of what we've had since Sestri Levante are 'me too' presentations.

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Can More autonomous learners handle distractions better?

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How to work with a team of teachers who are not yet involved with virtual learning ?

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That questions on the padlet wall are being answered

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Agree that it is not worth "testing" whether online learning works. But not for the same reasons....

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Agree that it is not worth "testing" whether online learning works. But not for the same reasons....

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"Online learning" is such an incredibly broad term. Testing it, is surely similar to testing "face to face" learning as if it is one thing. I don't believe that is the case. As David has just said, it is actually the underlying pedagogies that are what works or does not - not the medium through which they are delivered/implemented.

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How is this avoided?

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What about the problem of distractions when students work online in parallell with live sessions?

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What about the problem of distractions when students work online in parallell with live sessions?

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Has anyone spotted the massive curtains in this room

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Has anyone spotted the massive curtains in this room

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Online learning works 99% of the time????

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Online learning works 99% of the time????

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Where does that come from? Cool! I wasn't disagreeing, just wanted to make sure it was more than a bold statement:-)

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Reality in medical education still undermined by institutional restraints, financial ones, and so on.....In reality we all trying to publish and add to literature and promote whatever our individual constraints are. But really inter

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Reality in medical education still undermined by institutional restraints, financial ones, and so on.....In reality we all trying to publish and add to literature and promote whatever our individual constraints are. But really inter

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It's the learning not the TEL that should focus us which has beeen a consensus from  lot of talks today but when does best practice and evidence based practice actually affects medical education? 

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It's the learning not the TEL that should focus us which has beeen a consensus from  lot of talks today but when does best practice and evidence based practice actually affects medical education? 

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Yes, it's all awesome:-)

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This was a very interesting and helpful session for us. Great to get feedback and ideas from others.

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I am not convinced that this platform really reflects a compelling two way dialogue

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Training up to A level in UK promotes LSRL not HSRL

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Training up to A level in UK promotes LSRL not HSRL

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High time that we need to create a collective universal online knowledge resource for the worldwide undergraduate medical students to have free access Dr Murali bharadwaz www. anatomy2medicine

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Yes it can be used as a shoutbox, but it can do so much more. You can add media, or use it as group space, for evaluation, and I absolutey love to use it as an anonymous group brainstorm place.

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best point of the day: completion rates are not in any way a sensible measuremet of how much learners have leared....

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How can we we promote a change from low self regulated learners to high self regulated learners in undergraduate education which is still very much dominated by lectures? 

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How can we we promote a change from low self regulated learners to high self regulated learners in undergraduate education which is still very much dominated by lectures? 

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Allowing anonymous contributions during a live lecture is quite brave!

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Allowing anonymous contributions during a live lecture is quite brave!

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Is this a modern shoutbox? or can we digest this in any way and take it further?

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Our system is test driven. Students study to get their grades on exams. Isnt that blocking being autonomous and self regulating? We dont learn them to self regulate, we force them to follow what we tell them to do!

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Our system is test driven. Students study to get their grades on exams. Isnt that blocking being autonomous and self regulating? We dont learn them to self regulate, we force them to follow what we tell them to do!

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it is becoming apparent that eLearning is rapidly falling under the Learning umbrella. Technology remains a tool which good teachers apply as and when appropriate.

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It's all very zen here

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The pechakucha sessions have been really good! Good pace and engaging.

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Lots of great ideas and work encouraging students to be more autonomous But most curriculums are so packed with mandatory sessions and tick box exercises they don't have time and by the end of medical school they are used to this way of learning.  We need to look at this in order to encourage Autonomous learning 

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Lots of great ideas and work encouraging students to be more autonomous But most curriculums are so packed with mandatory sessions and tick box exercises they don't have time and by the end of medical school they are used to this way of learning.  We need to look at this in order to encourage Autonomous learning 

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Sharing resources across organisations and countries

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Sharing resources across organisations and countries

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Many learning technologies overlap across programs contents. How can we share these and prevent reinventing the wheel?

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I really enjoyed doing the Pecha Kucha today:-)

hmm... updates are slow

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Following this mornings interesting plenary - how do we become autonomous learning for important but not necessaily interesting topics

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Are some of the projects and learning tools really re-inventions of the same wheel or adding new knowledge and efforts? Should we all be collaborating more internationally? How do we do that, anyway?

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We need to be more expansive and imaginative in our response to how we understand and react to the tools available. What's the evidence is far too easy and comfortable a response/ reaction

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not only getting ideas also meeting the experts getting advice on specific aspects of learning development that one cannot get when dealing locally

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PechaKucha - forced the presenters to focus on the main message(s)

New generation of participants, so hopefully a fresh and modern view on eLearning

Possible new collaborations since the field seems to be fragmented with a risk of low impact

The entrance of more theoretically driven approaches and evidence mixed with practice

More balanced profiles among participants

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Great to hear people critically examining how and why we use eLearning -

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Self regulated learning is important for engaging with all learning, both online and offline

PechaKucha 20x20 is challenging but interesting

Learning, not just technology

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- Hearing some many different opinions on (e) learning

- getting in touch with colleagues from all over the world

- seeing presentations in different formats

- being able to tell people more about the MOOC my university is offering

- Using Padlet for more than just my shared grocery shopping list :)

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1 - medical student building medical apps and making online tutorials.

2 - huge number of people, from around the world, finding common concerns and answers.

3 - Twitter comments covering the whole event - let's keep it up ...

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End of Day 1 panel discussion/symposium: Opening comments

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End of Day 1 panel discussion/symposium: Opening comments

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Day 1 Closing Panel/Symposium

Welcome to this session, the day 1 closing panel and symposium. Before starting this session, may I take this opportunity to give a big thank you to Professor Harden for his enthusiasm, commitment and inspirational leadership, the wonderful support given by Pat Lilley and the whole AMEE support team, and my fellow members of the AMEE elearning committee who have worked tirelessly over the last 16 months to plan this elearning symposium. And a big thank you to you, the audience for participating in the activities of the eLearning symposium. We really hope both the on site participants and remote viewers on AMEElive are enjoying this meeting.

Before inviting my fellow panelists and members of the audience to comment on noteworthy areas and ideas on day 1, I wanted to take this opportunity to take a step back, have a look at the broader picture and make three observations about day 1 in general

1) you will notice the great breadth of presentation and audience interactive formats - from the traditional plenary session with Q and A, short communications, and workshops; to new formats like the Pecha Kucha sessions, Show and Tell, ePosters and the Hackathon.

There has been a great effort to promote audience engagement and commentary through the AMEE website, Facebook page, Twitter and at this AMEE, use of online Padlet walls. These tools and platforms widen the number of voices that can be added to a discussion, allows many and more viewpoints to be shared, synchronously and asynchronously, and captures these views for further discussion and elaboration, without limitations of time, or space.

This brings us back to ideas about how we use technology to enhance learning and interaction, and why we do so - from widening access, to offering choice and personalisation.

Using technology well requires awareness of what is available, coupled with a scholarly and experimental mindset. To explore, try out and innovate. We are driven by our interest and enthusiasm for what the tech can do , but our focus should always be on what we are trying to accomplish as teachers and why we choose certain tools and platforms.

Which brings up a second observation

2) Content and pedagogy are the foundation of what we do as teachers and educators

You will notice the great breadth of teaching that has been highlighted today,

One of the most exciting things I find about using Technology Enhanced Learning is the visibility and accessibility it gives to both the content , and instructional process we use as teachers. "We show what we actually teach with, and assess on, and how we do this, to a wide audience, both students and our fellow teachers". This facilitates  peer review and scholarship

These twin pillars of what we do as educators are awareness and skill in the use of technology to facilitate and support learning, and quality content delivered with an understanding of sound teaching and pedagogic principles. We need both to maximise and optimise the use of technology in health professions education.

3) my third and final comment is about the importance and role of meetings like AMEE in promoting faculty development. Awareness and skill in using technology, and coupling this with application of pedagogically sound teaching with quality content is promoted by training the teachers, or faculty development.

May I now invite Moira, my fellow elearning committee member to share her thoughts, after which we will move on to the audience

Please continue to post comments as they occur to you on the day 1 online Padlet wall or website, the AMEE Facebook page or Twitter. You will notice one of the newer tasks and challenges for educators with this ongoing  process  - is to manage, collate and integrate combinations of live with online comments and contributions!

Poh Sun

https://mobile.twitter.com/hashtag/amee_els

https://m.facebook.com/AMEE.InternationalAssociationforMedicalEducation?refsrc=https%3A%2F%2Fwww.facebook.com%2FAMEE.InternationalAssociationforMedicalEducation

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love the format - although not sure quite how much the presenters like the speed or lack of control!

would suggest that there is some way of following up with the speaker, eg tables at the end of the session as the talks are more of an introduction than full explanation of a subject.

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... Focus on goals be efficient with learners time.  Raise learners self awareness of own learning attitudes. 

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... Focus on goals be efficient with learners time.  Raise learners self awareness of own learning attitudes. 

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There is active commentary of Plenary session 1 on Twitter

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There is active commentary of Plenary session 1 on Twitter

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https://mobile.twitter.com/hashtag/amee_els

In response to a question posed on the sidelines, Prof Littlejohn recommended following on website below (screenshot of Twitter response also)

http://figshare.com/articles/MOOC_Design_Recommendations/1420557

Poh Sun

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And we are off and running!  Allison Litlejohn .. Focus on learning .. behaviours .. Feelings

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And we are off and running!  Allison Litlejohn .. Focus on learning .. behaviours .. Feelings

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From mechanical turk to immersive practices in medical education. Learning is continuous. Moving beyond translating face to face to technologies. Re-conceptualising professional learning. Micael Eraut's work (2002). Intentional and unintentional learning. Self regulated learning ... Barry Zimmermann (2007) .. Planning cyclical learning. Maybe does not apply in more fluid working environments.

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The excitement builds ... Aas the start of the eLsyposium approaches .... The trains issue north to scotland made us miss a few heart beats ... But our Plenary speaker, Allison Littlejohn has arrived.  Thank you !  ..... Moira Maley

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The excitement builds ... Aas the start of the eLsyposium approaches .... The trains issue north to scotland made us miss a few heart beats ... But our Plenary speaker, Allison Littlejohn has arrived.  Thank you !  ..... Moira Maley