# data[].attributes.body
I would like to thank the faculty for travelling with us to the market (sharing the knowledge) and cook rojak with us (allowing us to practice the skills).
I had a "great tour (gain knowledge)" and  an "awesome buffet meal- albeit fasting (practice skills)".
Once again, thank you!

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Learning Points

1.     See-Do-Teach

2.     There is a need to analyse the objective and need of incorporating technology in learning before leveraging on which tool to use.

3.     Flipped classroom and blended learning can be incorporating into the current learning environment.

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1. Use tech platforms only if it improves and enhances your information sharing with your class/audience
2. Know the people you are teaching or interacting with, their needs and what they would need you to teach them
3. See, do, teach, in that order.

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1. First is using the ADDIE model before embarking on the project (this gives me not only a better idea but also of the learning gap and needs of the learner- looking thru their lenses.)
2. Using Technologies when needed; not in a "MUST use" fashion (need to know what work best for both learner and teacher).
3. SDT mantra

# data[].attributes.body
1)Listen to your audience
2)Get their attention
3)Only use tools if they are useful

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1. 'Old school' methods does not necessarily mean inferiority when compared to Newer methods.
2. Technology can be beneficial if used appropriately to augment learning.
3. Many technological tools exist however each should be cheap (preferably free), simple to use & learn and easily accessible.

# data[].attributes.body
1. Various tools available and how to use them
2. Approaches to consider in line with purpose in order to formulate teaching format
3. Evaluate and refinement of teaching/tools/resources always necessary

# data[].attributes.body
1.  Listen to what the learners really want? What are their learning styles
2. Tools, approaches, ADDIE
3. Flipped learning and blended learning

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1) various teaching tools
2) the knowledge, pedagogy and content framework
3) listen to your students aka know your learners

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1. Know "why" before 'What"
2. Technology is effective if you really need it, otherwise it doesn't help with the situation
3. Creativity creativity creativity

# data[].attributes.headline
have learnt diff materials  of e learning , diff approaches and varieties of resources for teaching  and learning 

# data[].attributes.subject
have learnt diff materials  of e learning , diff approaches and varieties of resources for teaching  and learning 

# data[].attributes.body
improve the tech knowledge for trainers
identify how to evaluate the outcome and process

# data[].attributes.body
1.

# data[].attributes.body
- Always remember to listen to your target audiences. carter to their teaching needs and style as much as possible.
- Old is not bad. But we can always consider using new technology to spice up our teaching.
- teaching and preparation is a on going process with constant change and improvement

# data[].attributes.body
Always know what your learners want.
Use the Technology to the best applicable manner in relevance to the topic.
Blending Teaching(lectures) and technology to create engaging teaching styles.

# data[].attributes.body
1. there are tools available out there that are useful, e.g. polleverywhere, camstasia
2. Using ADDIE to do a learning gap analysis. The need to understand the perspective of both the teachers and learners.
3. the importance of evaluating both the process and the outcome. Adding tech is not just about the hype but that it should one that adds value to what we are doing.

# data[].attributes.body
Integrating technology into teaching and learning to enhance learners' experience

Approaches
- Flipped classroom, Blended classroom

Tools
- Videos, Polls, Powerpoint

ADDIE
- To plan and structure teaching

# data[].attributes.headline
e learning hexagonal model to evaluate modern training systems

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e learning hexagonal model to evaluate modern training systems

# data[].attributes.body
https://www.semanticscholar.org/paper/Multi-dimensional-students%27-evaluation-of-systems-Özkan-Koseler/38f537ee7b3dc62522297d9f7f26c5e7c656d843/figure/0

# data[].attributes.headline
Listen to our users : What do our learners want? what % of the content/resources that they are taught are being used practically?

# data[].attributes.subject
Listen to our users : What do our learners want? what % of the content/resources that they are taught are being used practically?

# data[].attributes.body
Posted by Poh Sun

# data[].attributes.body
Posted by Poh Sun

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Caroline | Posted on April 26, 2018 in , |

It's not much of a stretch to argue that an eLearning professional is only as good as their best eLearning tools. As well as learning management systems, there are now all kinds of nifty online apps that can help you to organize your work, research trends, create course content, network with peers, and communicate with learners.

The team at LearnUpon organizes eLearning projects and helps customers with course content every day. So we asked members of our development, customer support and design teams to recommend the top eLearning tools they can't work without. Whatever your role, you'll find something here that's sure to make your training a little smoother and more polished.

What are the eLearning tools you need

Best productivity tools for eLearning

Tool: Trello

As well as offering a freemium package, we love Trello because it's so easy to use. Teams across the company organize everything from big logistical moves to the testing and release of new features.

Trello's method is based on the Kanban technique, which uses a clear visual order to manage the production processes. That makes it nice to look at too!

Why it's a great eLearning tool: eLearning projects usually need input from a range of stakeholders. The many levels of project management that Trello offers - including cards, lists, and boards - makes it easy to coordinate input and track the status of different tasks. It makes for a great eLearning development tool.

It works particularly well with different instructional design methodologies including ADDIE . Additionally, color-coding projects make it easy to see how ongoing work is ordered. Relevant team members are effortlessly added to cards. And only those involved in a particular part of a project receive notifications.

As soon as something is updated, everyone included on a card receives an email. All of these features make it simple to contribute to and oversee eLearning projects that involve everyone from training managers to instructional designers and subject-matter experts.

Tool: Google Drive

What it does: Google Drive is our favorite form of cloud storage at LearnUpon. With teams working in diverse locations across the world, Google Drive provides a safe and central location where all team members can access the files they need at any time.

Why it's a great eLearning tool: Like LearnUpon, many eLearning teams have members that work remotely or travel frequently. Google Drive is useful for ensuring that team members have instant access to the most recent version of a file, avoiding the delay and potential confusion of email chains. Because files aren't located on individual desktops, you can be confident you're using the most recent version.

At LearnUpon, we find Google Drive a great location for storing the brochures and educational documents account managers may need to access from eLearning conferences and other remote locations. It's also a convenient place to store logos and branding materials that team members can access without needing to reach colleagues in different time zones.

Tool: IFTTT

What it does: IFTTT stands for "If This Then That". And that's a clue for what IFTTT does. It makes connections between apps, like Gmail, Facebook, Instagram, and Reddit. If something important happens in one app - your company name is tweeted, for example - it triggers a related action - like the tweet to be emailed to you. IFTTT calls these commands "recipes".

Why it's great for eLearning: There are countless ways that eLearning professionals can use recipes in their work. In winter, instructors could create weather recipes to notify learners via social media that a class has been canceled or postponed. IFTTT can also be used to keep learners, or your team, up-to-date about relevant real-world events.

You can create a recipe that sends an email if a specific hashtag - maybe about a conference or an important company - is tweeted. IFTTT can also help you to boost your networking efforts by automatically sending a thank you tweet to new followers. And you can give learners more ways to consume course content by automatically converting files to Kindle format.

IFTTT also makes it possible to keep track of what learners are reading. Students can create a recipe that adds every eLearning article they read in Pocket to a Google Drive spreadsheet.

Tool: Momentum

What it does: Momentum is a to-do list extension that can be used with the Google Chrome browser. Its main strength is that it's so easy to use.

To access your to-do list, simply open a new tab. When you first install the Momentum plugin, you'll be asked for your name, location, and a focus for the day, which will be used to personalize your to-do list later.

Why it's a great eLearning tool: Every eLearning professional needs an online to do list. Beauty and ease of use make Momentum our favorite. Instead of hunting out a bookmark, simply pop open a new tab - one of the simplest actions we take every day.

That simplicity makes it all the more likely you'll add and track tasks, putting your to-do list to the best use. Momentum's backdrops are also gorgeous. The inclusion of a daily inspiring quote and update about local weather conditions makes it a great blend of the pretty and the useful.

Tool: Google Calendar

What it does: Google Calendar is our favorite eLearning tools for staying on top of team meetings and keeping up with customers and partners. With lots of great features, like the ability to add notes, send text notifications and schedule recurring reminders, Google Calendar makes sure we're on time and in the right meeting room at LearnUpon.

Why it's great for eLearning: From classes to client briefings, eLearning professionals must have their day fully organized. A big benefit of Google Calendar is it's widely used, so you won't need to worry about compatibility across devices and organizations. Recurring events are also great for eLearning, where training sessions can be scheduled weekly or semi-annually.

Best eLearning content creation tools

Tool: Camtasia

What it does: Camtasia is a screen recording and editing software suite that makes it easy to capture what's happening on your computer.

During the editing process, you can add "hotspots" to the video that make any element on screen clickable.

Why it's a great eLearning tool: There are lots of ways that Camtasia can be used for eLearning. Instructors will find it useful for recording videos that learners can watch at their convenience. Instructional designers can use it to train new team members on how to use tools like Adobe Captivate or Articulate Storyline. You can easily create SCORM courses in Camtasia too.

At LearnUpon, customer support reps use Camtasia to help customers solve common problems. And account managers use it to show prospective customers how LMS features work. Camtasia's animations and quizzes also help to make video course content highly engaging.

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Tool: Elucidat

What it does: There are more than a few eLearning authoring tools on the market. We find Elucidat particularly strong at creating responsive online and mobile course content that's compatible with HTML5. Elucidat's cloud technology is also great for helping remote eLearning teams to collaborate.

Why it's a great eLearning tool: We think about the decline of Flash and the rise of HTML5 a lot at LearnUpon. And so do our customers.

Luckily, Elucidat makes it easy for course developers and instructional designers to develop online learning content that loads quickly and runs on a huge range of browsers and devices. That's really important in the current training landscape where " learning happens everywhere." As well as being cloud-based, Elucidat's built-in review and commenting features are useful for communicating feedback and edits between multiple team members.

Tool: Articulate Storyline

What it does: Articulate's Storyline eLearning authoring tool is great at creating interactive course content. An interface similar to PowerPoint makes it easy to import existing presentations and make them more engaging by adding features like triggers, variables, and layers.

Why it's a great eLearning tool: Storyline's similarity to Powerpoint makes it particularly useful for designers and developers who are new to eLearning authoring tools.

Today, almost all eLearning professionals appreciate the importance of engaging learners. Once you import PowerPoint content to , the effects you add will help to ensure that a learner has absorbed important information before progressing.

Tool: YouTube

What it does: YouTube hosts a huge repository of video content. Users can upload videos or create playlists to curate content in a way that suits their interests.

Why it's a great eLearning tool: Video content is a big trend in eLearning. Advocates claim that including video content makes eLearning courses more interactive and fun. YouTube allows instructors to add videos that learners can access when they need them. There are also millions of existing videos on YouTube that can be used to create playlists for a relevant topic. Videos uploaded to YouTube can be easily embedded into most eLearning course content.
CTO Des Anderson says:

Complicated subjects can be hard to explain with text or images alone. YouTube videos can help to illustrate those complicated ideas. Videos can walk learners or prospective customers through a process or a feature. Many LearnUpon customers tell us that video content helps their learners to retain information as it's more engaging than using text and image-based content.

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Tool: Microsoft Office Suite

What it does: No list of eLearning tools would be complete without Microsoft Office, the popular package of productivity software programs. PowerPoint, Word, and Excel are used in organizations across the world to create documents and presentations and manage reporting processes.

Why it's a great eLearning tool: The Microsoft Office Suite has lots of major applications in eLearning. PowerPoint and Word form the basis of many training programs. And learning management systems like LearnUpon can export training reports to Excel and email them to your team automatically. The ability to integrate easily with many learning platforms makes Microsoft Office an essential tool in your eLearning arsenal.
Customer Support Rep Brendan Cregan says:

With Powerpoint the foundation of so much eLearning course content, and Excel so central to reporting, no eLearning professional can afford to overlook Microsoft Office.

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Tool: Adobe Captivate

What it does: As a rapid eLearning authoring tool, the main benefits of Adobe Captivate 9 are responsive design at an affordable monthly fee. Adobe Captivate's library of over 25,000 templates and assets are also popular with course developers and instructional designers.

Why it's a great eLearning tool: Many eLearning authoring tools specialize in importing content and then adding interactions. Captivate offers a different environment, in which developers and designers work projects through from storyboarding to exporting a completely responsive course.

Master courses created in Captivate can adapt to fit the screen size and resolution of a huge range of devices. And the many games, layouts, interactions, and cutouts included in the library can speed up the creation of highly engaging course content. We also have a handy guide showing you how to publish SCORM content in Captivate .

Tool: Google Docs

What it does: Many eLearning professionals use Google Docs as an alternative to Microsoft Office. The main advantage is that the suite of eLearning tools is free. As spreadsheets, presentations and slides are created and stored online, it's really great for collaborating across teams and organizations.

Why it's a great eLearning tool: At LearnUpon, we find Google Docs most useful for allowing multiple team members to collaborate on the creation and editing of shared documents. With all files stored in the cloud, team members can give feedback and make edits in real-time. And it's easy to locate the most recent draft without starting an email chain or hunting through local folders.

Tool: Wistia

What it does: Wistia is an incredibly handy video hosting platform. It provides businesses with a customizable video player that fits their needs. Videos can be shared securely and they are easily managed and tracked too.

Why it's a great eLearning tool: Wistia is a perfect tool to hosting your training content. You can create onboarding videos for new hires in your organization or product tutorials for your customers. Videos can be personalized for groups or even individuals. It has impressive analytics so you know if your audiences are watching your videos. We're big fans of their Soapbox tool too as you can make videos quickly and easily for your training.

What it does: There are lots of amazing design tools but if you're a design newbie or looking for a quick way to make an infographic, header or slide then is the perfect tool for you. It's fuss-free, smooth to use and excellent for your speedy design needs.

Why it's a great eLearning tool: Canva has lots of templates for a wide variety of content types that can be customized and added to your eLearning content fast! It enables you to make your course material more visual for learners with minimal effort.

Tool: Grammarly

What it does: At its core, is your own personal grammar police. It's a tool that ensures you have tiptop grammar by pointing out if you've used 'Your' instead of 'You're' or forgotten a dreaded Oxford comma!

Why it's a great eLearning tool: Having correct grammar in your eLearning course ensures that your learner is clear about what you'd like them to achieve. It also helps you avoid looking sloppy and having your courses undermined!

Best eLearning research tools

Tool: Reddit

What it does: Reddit is home to the busiest forums on the internet, known as subreddits. A huge volume of memes and stories break on Reddit, which users then vote up or down. That's one reason why Reddit is often called the front page of the internet.

Why it's a great eLearning tool: There are multiple eLearning-related subreddits where professionals from across the industry share and discuss links. These include r/Training, r/Instructionaldesign, and r/elearning.

Visiting these subreddits will help you to keep up with industry news, share valuable content, and ask questions of industry experts. You must create an account to subscribe to subreddits. New posts will then appear on your homepage whenever you log in.

Tool: Quora

What it does: Quora allows users to ask questions that are answered by a wide-ranging community of over 1.5 million monthly visitors. Submitted answers are up and downvoted, making it easy to understand the community's consensus.

Why it's a great eLearning tool: Quora can be used in three main ways for eLearning. The most obvious is for research. By following relevant topics, like Training or Learning Management Systems, you'll receive email updates about new questions. If you need advice on a topic, ask the community to submit their best answer. And finally, Quora can be used for networking. If you have expertise on a topic, submitting answers will help to build your reputation among knowledgeable peers.

Tool: Scoop.it

What it does: Scoop.it is a tool used by professionals and companies to find, curate and share content.

Why it's a great eLearning tool: There's so much eLearning content on the internet, it can be overwhelming. Scoop.it is useful for searching, curating and sharing the most relevant content with learners and colleagues. The latest news on your chosen eLearning keywords will be delivered to you to re-share with your network

Tool: Feedly

What it does: Feedly is a free tool that helps you to source and collect content from your favorite websites, blogs, RSS feeds, and YouTube channels. Your Feedly stream provides a single location where you can read and store news on whatever topics you choose.

Why it's a great eLearning tool: Once you add topics or publications to Feedly's RSS feed, you'll get a list of news that's updated every few hours. Feedly's clear and attractive layout makes it easy to flick through everything while quickly picking out the bits of most interest to you.

Best networking tools for eLearning

Tool: LinkedIn

What it does: LinkedIn is the leading social network for professionals. With member profiles, specialist groups, and a news stream, LinkedIn is used by a growing number of employers and professionals to network, promote services, and find jobs.

Why it's a great eLearning tool: LinkedIn has many applications for eLearning pros. On a basic level, it's become all but essential for professionals to have a LinkedIn profile to support their reputation. LinkedIn also provides a platform to network with peers and thought leaders and to stay in touch with real-world connections. LinkedIn's many eLearning-related groups are useful for staying up-to-date with industry news and asking questions for industry experts to answer.

What it does: Twitter is a social network built around conversations. It's the place to get real-time updates on what some of the most important people in your industry are thinking, reading and watching.

Why it's a great eLearning tool: Twitter provides less formal networking opportunities than LinkedIn. You can follow eLearning thought leaders and engage with them easily. Twitter is also essential for keeping up with and contributing to major eLearning conferences. By following a hashtag, you'll get a blow-by-blow account of discussions as they develop. Twitter can also be useful for communicating with learners and marketing courses, particularly if it's easy to integrate with your LMS, as it is with LearnUpon.
Marketing Manager, Caroline says:

Twitter makes it really easy to get access to all of the latest eLearning trends as they're being discussed by industry thought leaders. Hashtags are great for following discussions on specific topics and you can also use them to manage your own topic-specific discussions with your team or indeed your learners.

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Best communication tools for eLearning

Tool: Slack

What it does: Slack has become something of a phenomenon in the workplace. Often viewed as an alternative to long email threads, Slack delivers real-time messaging across teams and devices.

Why it's great for eLearning: Slack is great for correlating inputs and communications between diverse eLearning project teams. As well as listing all of the individuals you're connected to, Slack makes it easy to group teams around the channels you need. You can also use Slack to share files and make free VoIP calls. Slack is our favorite way to stay in touch with all of our remote teams at LearnUpon and we use it constantly. Its huge range of emoticons and funny Slackbots make work communication unusually fun.

Tool: Tiny Letter

What it does: TinyLetter makes it easy for anyone to create a personal newsletter. Created by the team behind MailChimp, it's a free way to share content by email.

Why it's a great eLearning tool: TinyLetter is ideal if you don't need a professional email service but would like to share updates with learners or networks. Simply create a signup form and share it with your community to begin. You can embed a form on your website or ask Twitter followers to subscribe. And then you have an easy way to send your best eLearning content to your audience's inboxes. As well as sharing what you're reading, watching and listening to, you can use emails to update learners on courses and projects or share new work you've created.

Tool: Paper.li

What it does: Paper.li is one of the easiest ways to curate content by email. The app gathers articles, videos, and photos from Twitter, Google+ and RSS feeds on the keywords you choose to create a newspaper-like publication to share with your community.

Why it's a great eLearning tool: Paper.li is useful for networking and building thought leadership. When your newspaper is shared on Twitter, the accounts whose content you've collected will receive a mention. You can also share your personalized newspaper on Facebook and LinkedIn, or email it to your contacts.

Tool: LearnUpon

What it does: LearnUpon's cloud-based learning management system helps businesses train their employees, partners, and customers.

It helps you deliver a better training experience while being simple for you and your learners to use. With powerful features, you can save time, automate and manage your training at scale with a system that grows with you. The platform is also backed up by an exceptional support team providing you with the knowledge and experience you need to engage your audience and achieve training success.

Why it's a great eLearning tool: LearnUpon has a robust list of features that meet your training needs.

You save time with an LMS that makes it simple to deliver, manage and track training in one system. You can improve your learners' training experience with a modern, easy to use platform that works on any device, at any time. It's quick to upload and create course content without needing technical expertise. You can also track training performance with reporting so you get the best return on investment.

It enables you to put time back into your day by assigning and automating training tasks. And you can rely on a scalable and secure LMS that provides award-winning 24/7 support to every customer. Get your free trial and demo today !

What are the eLearning tools do you recommend?

That is the list of our favorite eLearning tools. We think each one is useful and we suggest you give them a try. Did we miss anything from this eLearning tools list? Let us know your preferred eLearning tools in the comments below.

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25 eLearning Tools You Need Now | 2018 Update - LearnUpon

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Caroline | Posted on April 26, 2018 in , | It's not much of a stretch to argue that an eLearning professional is only as good as their best eLearning tools. As well as learning management systems, there are now all kinds of nifty online apps that can help you to organize your work, research trends, create course content, network with peers, and communicate with learners.

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Robert Gagne, an instructional theorist, surmised that there was a nine-step process for creating good instruction. In his book The Conditions of Learning first published in 1965, Gagne outlined the Nine Events of Instruction. These nine events are widely used as a foundation upon which to structure an online course.

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Cognitive load theory - bite size information to learners

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Cognitive load theory - bite size information to learners

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ELearning, on the other hand, can be accessed easily at any suitable place or time. The hyperlinks created can also be easily shared and re-use at convenience. However, it is time consuming in designing the materials. 
 
I look forward to attending the workshop. I hope I will be able to translate my learning into my workplace practice by understanding the “How” and “What” (to use). I would also love to explore how to incorporate the teaching/assessment of attitudes into eLearning besides the usual sharing of medical/nursing knowledge and skills.  
 
 
2.      My teaching experience begins as a preceptor to new nurses 6 years ago. I am currently a clinical instructor and my teaching responsibilities involve orientating and precepting the student nurses posted to my unit from the diploma, undergraduate and advanced diploma programme. I am also involved in the teaching of some of my unit’s in-house training programmes.
 
 
3.      I have yet to think of a research proposal to be implemented in my teaching setting. 
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Anonymous 1d
(from Poh Sun) if you are feeling overwhelmed, start with the first section of material (first sentence from schedule of activities in workshop program at beginning of blog, and first three hyperlinked resources - reread these a few times if necessary).


Add comment
Pre course assignment

Anonymous
2d
Pre course assignment 
My personal reaction after reading most of the pre- reading assignments it that technology eLearning has such a wide spectrum of resources which I am not aware of till today. Honestly, I'm currently still feeling overwhelmed from all the reading and rather confused. With that being said, I'm definitely looking forward to the course on the 23rd May to learn as much as possible and hope to clear the confusion. Then be able to bring these skill/ teaching technology back to work to better improve our teaching environment and skills. 

My current teaching responsibilities are largely pertaining to students allocated to my team for their attachment for their final year. Other teaching opportunities would be inter professional teaching of skills among the allied health.
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Anonymous 2d
(by Poh Sun) Don't worry about the wide spectrum of resources. Focus on why, before how and what (to use). i.e. focus first on your teaching pedagogy (intention), and learning outcomes, only then look for a technological tool / platform which has the qualities you require.


Add comment

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Approaches:
- Outcome dependent (quiz required?)
- Preparation of learner

Tools:
- Must be congrugent with the approaches
- Ideally be free, simple to use, and can integrate multiple activities

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some tools are useful for not only education and but also in research

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some tools are useful for not only education and but also in research

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Approaches-  We like "control" flipped classroom approach-
These are the conditions
1) the instructions MUST BE CLEAR
2) give ONE and ONLY ONE topic/paper to share or pre-read
3) must have EMPATHY towards the learner (eg. if we(the facilitator) can only spend 30 mins, don't give more than that)
4) must be able to CAPTURE THE ATTENTION of the audience
(Btw, stating 3 hours or so to do pre-reading in the email, is a BIG TURN-OFF!)

Tools- Simple to use; sure will explore further, then SDT.

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outcomes, only then look for a technological tool / platform which has the qualities you require.


Add comment

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Sharing the experience of using smart phones to take videos

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Sharing the experience of using smart phones to take videos

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Shuh Shing was mentioning that rain can affect audio. One was is to clear the noise by editing off the audio in window movie maker. and do a voice over the original video without the audio. This way there is no need to reshoot.

In this site, I have linked a youtube video that was shot using only iPhone X
https://sites.google.com/view/videosusingsmartphones/home

The video below was shot using Samsung S8 in 1 hr and edited in S8 using Adobe Clip all within 15mins, during an inhouse course at TTSH.
Resolution was poor here as the original file was converted from 100 MB to 10 MB to be posted on Padlet.

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- Padlet
- nearpod
- polleverywhere
- Google sites (for blog)
- Window Movie Maker (free- limited features)
- Camtasia (free for NUS)
- Panopto
- https://www.learnupon.com/blog/25-elearning-tools-need/
(repost)
- Gagne Nine Events of Instruction
https://www.coursearc.com/gagnes-nine-events-of-instruction/
- 12 Richard Mayer's Principles of Multimedia
https://www.cenmedscholar.nus.edu.sg/learning-object-details.aspx?referer=1&id=1293&AspxAutoDetectCookieSupport=1
Hexagonal model

Check out my first blog!! Yippppeeeee!!
https://sites.google.com/view/nothing-but-awesomeness/home

INFORMATION
- Narrow cast: To personalize what you wanna share with someone
- Flipped Classroom: Learners to be ready to share during class so as not to waste time. Resources are given before hand. (Do before class, during class & after class). Offloading the time used to teach.
If students are not motivated to read before class, we can use Team Based Learning (TBL) approach.
1. Give the resources to the students.
2. When in class, they will be tested individually first (usually the essential information are tested).
3. Then tested as a group.
- Blended Learning: Synchronizing and using all the available resources such as technology, papers etc.
Use the analogy of Food & Travel
- Food recipe: how to cook food (Skills)
- Travel: how to go to one place (Knowledge)

Part-size/Bite-size modular:
What is the one thing that you want the students to learn?

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Questions
1) What I found useful from this workshop?
Learning is at a centre and technology is used to interactive and enhanced Learning.

2) What I intend to use it?
Different modalities to add in variation in class to prevent boredom or monotonic nature of conducting lesson.

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Enhancing with tech: it does not have to be a grand overhaul of teaching delivery, even with small changes this can still enhance your teaching
It is important to adopt change if it is necessary. there are many tech available but you just have to use the ones that are the most appropriate and something you are most comfortable with. The key is still to know your audience and needs.

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The importance of getting someone’s attention. One way is by getting them to be involved with polls, questions with online tools. If the technology is to complex, it may cause the attention to wane. Ease of use and understanding is key.

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I want to experiment with my next resident / trainee teaching.  Using technology to facilitate flipped classroom approach, to promote a more interactive session and to reinforce with a blog or similar post.

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What resonates with me for today's workshop

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What resonates with me for today's workshop

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Good to know that there are more free content technology tools that I could use.
Technology can be used to enhance the learning process - need to be creative to use it to capture the attention of audience and how content owners can use these tools find out how much learning has taken place.

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The list of tools are useful, but I guess what is more important is having the creativity in capturing the attention of the audience and how interesting the content is going to be presented.

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enhance both undergraduate and postgraduate e learning teaching and improve individual technological skill

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enhance both undergraduate and postgraduate e learning teaching and improve individual technological skill

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- Redesigning current teaching methods and maximizing the resources and opportunities available to integrate technology into learning (using whatever resources that are available - need not be very high tech)
-  New tools that can captivate and involve the teaching audience

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What resonates with  from today's session ......

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What resonates with  from today's session ......

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It's Mid day, thus far I have learnt various ideas and thoughts from the three speakers whom have evidently shared their knowledge and experience of the tech world and integrating it to teaching according to our learners needs.

I personally feel Shuh Shing's list of websites to use would definitely benefit me but I have yet to explore them. Making do with what facilities and software is available to us is key.

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I what have i learnt so far...

Personally, its been a start to an enlightenment journey on how to integrate tech with teaching. To make learn an more interactive experiences.

Gonna go try our nearpod next time !

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Integrate Technology into learning- how to do it, illustrate with a few examples, pedagogy -  eg;- design  an interactive teaching session and implement it.
Make teaching more enjoyable and worthwhile  to both the facilitator and participants by using the methods learnt today.
Like that slide about content knowledge /pedagogy/technology
what I am going to do
1.Apply SAMR model depending on the target audience, resources available.
2. Try Nearpod- looks useful
Tools and approaches
Approach- Flipped classroom/Blended
Tools
3 things Iearnt today
1. the interaction between content, pedagogy and technology
2. tools and approaches used for teaching, pros and cons
3. ADDIE model for designing a teaching/learning module

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What's going on in tech world.. thanks for the list of tools

What I am going to do:
Try nearpod.

My mood ( bonus answer)

What's going on

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would be inter professional teaching of skills among the allied health.
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(by Poh Sun) Don't worry about the wide spectrum of resources. Focus on why, before how and what (to use). i.e. focus first on your teaching pedagogy (intention), and learning outcomes, only then look for a technological tool / platform which has the qualities you require.


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(by Poh Sun) Don't worry about the wide spectrum of resources. Focus on why, before how and what (to use). i.e. focus first on your teaching pedagogy (intention), and learning outcomes, only then look for a technological tool / platform which has the qualities you require.


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(by Poh Sun) Don't worry about the wide spectrum of resources. Focus on why, before how and what (to use). i.e. focus first on your teaching pedagogy (intention), and learning outcomes, only then look for a technological tool / platform which has the qualities you require.


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There was a lot to absorb when I was going through the pre-readings. Effective use of

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i) personal reaction: there's a lot of different resources and studies regarding using technology for teaching. It is a lot to take in with interesting resources that I have not been exposed to before
ii) do not really have much teaching experience - only just started out in this career and the teaching done more similar to caregiver training than actual clinical instructor or lecturing
iii

Takeaway: to use available tools to achieve purpose. To do: modify existing tools/resources to enhance teaching i.e. Does not have to be a major overhaul of teaching materials or trying to add in technology that may not be necessary. Thinking process: 1) what is the purpose for teaching xx 2) what tools are available to enhance learning/ teaching for this purpose

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1)personal reaction: as someone with not alot of tech savvy the pre-readings are indeed, as many have described rightly overwhelming.  for starters, my teaching is done is in basic presentation (powerpoint) form, therefore the pre-reading guide points on how to to do up a presentation tailored to a particular audience is already quite useful for me   2)Teaching experience:  as a clinician, I have and will be taking students, teaching junior staff and deliver frequent presentations throughout the year. I also carry out content heavy workshops for patients and clients.  3)In a clinical setting where the workload is high, time set aside for regular teaching is precious. I hope I can learn to  use tech to engage learning, and help to deliver the the objectives more succinctly. We want to build a folder of resources for our staff, for their learning and ease of our teaching, perhaps this course can allow us to fashion a platform where resources  and info is laid out in a more useful format

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1)personal reaction: as someone with not alot of tech savvy the pre-readings are indeed, as many have described rightly overwhelming.  for starters, my teaching is done is in basic presentation (powerpoint) form, therefore the pre-reading guide points on how to to do up a presentation tailored to a particular audience is already quite useful for me   2)Teaching experience:  as a clinician, I have and will be taking students, teaching junior staff and deliver frequent presentations throughout the year. I also carry out content heavy workshops for patients and clients.  3)In a clinical setting where the workload is high, time set aside for regular teaching is precious. I hope I can learn to  use tech to engage learning, and help to deliver the the objectives more succinctly. We want to build a folder of resources for our staff, for their learning and ease of our teaching, perhaps this course can allow us to fashion a platform where resources  and info is laid out in a more useful format

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3 things I learnt
1) we dont have to every tech tool available to deliver the msg well. depends on context and audience. even if you dont use does not mean the teaching is subpar
2)Addie guide is useful
3) to use flip classroom and blended learning a little more

https://sites.google.com/view/

telshasha

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Technology Enhanced Learning Pre-workshop Write up 

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Technology Enhanced Learning Pre-workshop Write up 

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i) Personal Reaction
There were many pre-readings to be covered for this workshop. Going through the pre-readings enabled me to discover many more ways of enhancing teaching through different ways of utilizing technology. What was evident in the pre-reading materials was the way they were organized in line with several principles illustrated in the pre-readings (i.e. use of hyperlinks, e-learning platform to maximize contact time with students)

ii) Teaching Experience and Teaching Responsibilities
I have been a preceptor for new graduate nurses / nursing students for 2 years and clinical instructor for nursing students for 1 year. I am required to guide and facilitate their learning in terms of theoretical knowledge and nursing skills. As a preceptor, I will be guiding my preceptee on an one-one basis, while as a clinical instructor, I am often required to guide and facilitate a group of nursing students (about 10-12).

iii) Use of Qualitative Research Methods in My Teaching Setting

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I'm a pharmacist currently in charge of training for new staff. Because we have increasing number of trainees coming at different time points, I am hoping that with technology enhanced learning, it can give us more time with hands-on practice and encourage more participation in trainees towards their own learning.

Personal reaction (before course):
I agree that the readings were overwhelming and constructing a good and effective elearning seems a lot of effort. I'm hoping that after this workshop it'll help me understand more about the different resources out there and how to change our teaching method to incorporate elearning.

My take home message is:
- Always know your learners' needs in order to bridge the gap between them and your training
- Good TEL depends on the design, so spend time to analyze and design your curriculum and materials. ADDIE
- Always prepare your learners on how you're going to run your lesson, and be aware of the time they have to to pre-course preparations as well.

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Personal Reaction

I was overwhelmed too by the several orange “hyperlinks” that stood out, think that will take me more than 3 hours to absorb. Glad that I browsed through the padlet to look at the comments which helped me to know what to focus on first. However, I still find that I have to re-read the articles several times to try to understand them.

I see the benefits of technology enhanced learning, especially when it provides a reusable, consistent platform for learning. I see the importance of giving staff/ students the ownership of learning but also blending it with face to face or clinical learning. However, there is definitely daunting aspects about elearning. First is the technicality of constructing the digital platform. For instance, setting up the online site, creating hyperlinks, editing and uploading of videos, which is worrisome for someone who is not that IT savvy.

Second, is the shear amount of work and the time needed to create, collect and curate useful, usable, quality training material in digital form.

Third, is the consideration that one may not have sufficient pedagogy knowledge, the technical know how, apply educational theory and instructional design principles.

There is also the question lurking at the back of my mind, how do we motivate staff/ students to engage in E-learning.

The Practical guide has been useful as a primary guide to follow. Through this course I hope to find solutions to reduce the daunting factors and find tools to be able to embark on successful and sustainable TeL.

Teaching Experience

Mostly doing clinical teaching, precepting junior & new staff. Evaluating staff with miniCex, training preceptors with mini-Cex, calibration of preceptors. Using mostly usual power point style and videos. Has done a little teaching overseas in Yunnan, China, trying to introduce the flip classroom as well as problem based learning. Nothing techy.

Currently main duties are more service and administration as have been seconded to Alexandra Hospital to set up the section, not so much of teaching responsibilities. After 1 year, I may return to NUH and resume clinical and education responsibilities

Use of qualitative research methods in teaching setting

If I do introduce the use of new technology during clinical precepts or SIT student placements, then perhaps I would consider qualitative research in comparing the old vs the new learning system. This would mean getting feedback on the experience, from the preceptors as well as the preceptees/ students, through surveys.

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I am an Occupational Therapist working in Tan Tock Seng Hospital, in the Rehab Department.

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I am an Occupational Therapist working in Tan Tock Seng Hospital, in the Rehab Department.

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I sometimes have to teach students on clinical placements, do sharing with fellow colleagues, which includes doctors, nurses and allied health professionals. I also have to teach patients and their caregivers.
I hope to learn to use technology in teaching to help increase the efficiency of delivering content in the most engaging way

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Getting used to this

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I am a family physician teaching in a family medicine residency programme, which is a 3-year postgraduate training course leading to the Masters degree in FM. I specifically teach residents on long-term care ie complex medical care delivered in the setting of nursing homes.I currently use a ‘flipped classroom’ version:1. One month prior to a tutorial, I email residents a list of pre-reading journal articles and some questions for discussion, that they must prepare the answers too. 2. During the tutorial, I give a powerpoint presentation whereby I teach on the topic of focus, and concurrently discuss the questions for discussion, which requires their active participation.3. After discussion, we proceed to the wards for bedside clinical teaching.What I hope to take away from tomorrow’s workshop:1. Besides reading journal articles, what else can I give them as pre-tutorial homework (concise, doable homework), taking into consideration that these are young doctors with significant time constraint, very busy working as well as building their young families.2. Besides powerpoint presentations and face-to-face discussions, how else can I conduct the theory segment of my tutorials, taking into consideration that I only have 1.5 hours for this theory segment, and the remaining 2 hours are spent by the bedside, which I do not want to cut into?I have just read many of the suggested articles and understand the importance of technology-enhanced learning and the vast potential that TeL can play in optimising learning and ultimately improving patient care, and agree that TeL is the way to go. I hope to take away both inspiration and solid ideas from tomorrow’s workshop, to improve my teaching.

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I am a family physician teaching in a family medicine residency programme, which is a 3-year postgraduate training course leading to the Masters degree in FM. I specifically teach residents on long-term care ie complex medical care delivered in the setting of nursing homes.I currently use a ‘flipped classroom’ version:1. One month prior to a tutorial, I email residents a list of pre-reading journal articles and some questions for discussion, that they must prepare the answers too. 2. During the tutorial, I give a powerpoint presentation whereby I teach on the topic of focus, and concurrently discuss the questions for discussion, which requires their active participation.3. After discussion, we proceed to the wards for bedside clinical teaching.What I hope to take away from tomorrow’s workshop:1. Besides reading journal articles, what else can I give them as pre-tutorial homework (concise, doable homework), taking into consideration that these are young doctors with significant time constraint, very busy working as well as building their young families.2. Besides powerpoint presentations and face-to-face discussions, how else can I conduct the theory segment of my tutorials, taking into consideration that I only have 1.5 hours for this theory segment, and the remaining 2 hours are spent by the bedside, which I do not want to cut into?I have just read many of the suggested articles and understand the importance of technology-enhanced learning and the vast potential that TeL can play in optimising learning and ultimately improving patient care, and agree that TeL is the way to go. I hope to take away both inspiration and solid ideas from tomorrow’s workshop, to improve my teaching.

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My take-home messages at this point:
1. Pedagological knowledge + content knowledge + technological knowledge, used in context = teaching
2. A teacher should use whatever measures/methods/ means that is available to the teacher and his/her setting. The teacher needs to be creative and adaptable.
3. The various tools of technology available: video, classroom response system, collaborative learning, learning management systems, presentation eg powerpoint & Office mix.

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Introduction about myself:
I am a clinical instructor who enjoy teaching and learning with my students. To me, everyone is my teacher. I always have (in my head) of being a better facilitator. I use some technology in my facilitation such as WA (if it's considered as one :), Kahoot, Powtoons, Simulations in my teaching.

1. Why you want to use eLearning or Technology enhanced learning as an instructor?
With the enhancement and advancement of technologies such as smartphones, laptops and tablets, learning and teaching are now easily accessible and can be done "on the go". Thus, educators/ facilitators must take advantage of these facilities/modalities to so as to be inline with the way the current generation's learn. We've got to make the  learning interesting, fun and available for all meanwhile considering their different learning styles, pace and needs.

2. What your learning objectives for a specific teaching session?
I would admit that it took me more than 3 hours to go through the materials shared and that also couldn't cover all of them. I'm not a "reading" person, thus some lengthy materials were just skimmed thru. Whatever it is, my objectives at end of the session are to be able to:
1. utilize the knowledge and skills learned here such as blended learning & flipped classroom effectively.
2. create, edit and upload 2 to maximum 5 minutes videos for learning purpose.
3. utilize ADDIE model to create new e-learning teaching for orientation program in my workplace.

0932hr:
I really want to create an interesting, interactive and fun e-learning for my students who are coming for their attachment by 15th June, 2018. This is a looooooonggggg overdue course that need to be created which I have been sitting on it :(

0954hr:
We can choose the technology tool once we know what we're going to do. So, this should be easy.

0958hr:
Technology is just an enhancer, thus it is not a "must" to use as it depends on what we're teaching/learning.

1004hr:
"We start with our intention" (A/P Poh-Sun)

1104hr:
So many ways to find out information about the learners' needs (WA, paper & pen, poll, etc). Then can customise the needs accordingly.

1106hr:
Now I realised the reason why A/P Poh-Sun post ALL of his "buffet spread" (hyperlinks)  for us to do the pre-reading is because HE'S JUST VERY GENEROUS and wanna share what he had put in (heart, soul, gut, bone marrow.. ;p) many years and see the value of it when we "get it"!
Take home point: Book-World Class e-learning (by ?????)
"SEE-DO-TEACH" by doing it then we can get deep understanding about that subject matter.

1111hr:
Tasks- 10 min reflection
"What I found useful"
With the sharing of all the three speakers, what resonate with me is that as a facilitator, we are to be flexible in our facilitation whether or not using technologies. We should not be bothered about "what if we don't......" instead, ask ourselves these question, "what do we have? and how to fully utilise whatever there is?" I really like the way A/P Poh-Sun demonstrates his answers to the questions being posted. I guessed that many of us, including myself, make a lot of meaning to what was being said and asked; for an e.g. the question, "Have we successfully use technology in our teaching?"- I find that we read a lot in between in the lines. The question is NOT

"Have we successfully use ALL technology in our teaching?" so, the answer is just YES or NO.
And I agree with "SEE-DO-TEACH" from my own experience, the more I do and teach, the better I got in that subject matter.
Aiyah, so long winded lah- me..

"What do I intend to do?"
SDT- See-Do-Teach.
Plonk in whatever ideas that I have for my project, prep the content, then see what Tech can do!

1233hr:
PS: Just know what are available that is free.

1252hr:
Created my first blog :) Yippppeeeeee!!!
https://sites.google.com/view/nothing-but-awesomeness/home

1314hr:
PS: Using a free website/app, we have the control.

1338hr:
PS: Never, never, never, never, never, never, never use something just because it's fashionable. (eg: using Flipped classroom or traditional one)

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i. a short 250 word maximum personal reaction.

Pre reading was overwhelming. at the same time was able to create an awareness of different types of tool available, role of teachers. Information available is used by students and teachers , advantages of technology in education. Looking forward for an interactive, hands on and fun filled workshop.

ii. a brief description of your teaching experience, current teaching responsibilities.
Used common few tools which are used by an educators - PPT, GIF images, short videos to summarize at the end of the class. Kahoot for quizzes  or QR code scanner for surveys.

I do teach big cohort and need to repeat the same content for a few times in a day to manage few tutorial groups in a day. Sometimes over 2 days. For initial few sessions it’s doable however the drawback like setting in of a fatigue, boredom of repetition sets in and to maintain the same tempo is not possible.

Looking forward to use technology where important concepts are shared in a way , to maintain consistency across the cohort and students will get same knowledge. Students should not be able to discriminate educators methodology used and understanding of the concept based on the time of the class. So learing is FUN for all day along. With equal participation from students.

iii. a short 250 word maximum proposal of how you intend to use qualitative research methods in your teaching setting.

I am not yet into research so not able to discuss it here.

Questions
1) What I found useful from this workshop?
Learning is at a centre and technology is used to interactive and enhanced Learning.

2) What I intend to use it?
Different modalities to add in variation in class to prevent boredom or monotonic nature of conducting lesson.

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I have come to the inevitable conclusion that there is much to learn with regards to the technology available, and then its utility, in enhancing curricula. I hope to be enlightened about some of these tomorrow.

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I have come to the inevitable conclusion that there is much to learn with regards to the technology available, and then its utility, in enhancing curricula. I hope to be enlightened about some of these tomorrow.

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The purpose of me attending this workshop is to be able to contemporize my teaching product. My teaching is very much 'old-school' - white boards and power-points and I would love to add something new and innovative to this armamentatrium to make my talks more visually stimulating. Also, I do believe in expanding the 'classroom' and do so now using whatsapp. Again, it would be nice to explore other platforms and methods of achieving this end.

Whilst Im a life-long educator, I am severely technologically challenged and would be happy to pick up any tips that I can from the faculty and fellow participants.
I look forward to meeting you all soon.

Some of my Teaching endeavours:

1. UG ED DIRECTOR & Associate Dean NTFGH & JH Campus: actively involved in teaching medical students from YLLSOM. This includes mainly Phase 4 EMED students.

2. OTHER KEY TEACHING:

- DEPARTMENTAL (Tutorials)

A) MO teaching in ED Curriculum - Upper Limb Emergencies, Hand Emergencies, X-rays, Common Presenting Emergencies

- INSTITUTIONAL (Simulation/Tutorial blend)

B) Institutional CRM - Trainer of Core Tutors and basic provider.

C) ACLS - Chief Instructor of institutional Program (JH Campus)

D) High Stakes Interactions – Module A : Core Tutor for Institution

E) PGY1 program - ADRs and Approach to the pulseless Patient + CEP (Surgical, Medical & Open Disclosure simulation training)

- NATIONAL (Tutorial/ Simulation blend)

F) ATLS - TTSH Program – National

- INTERNATIONAL (predominantly simulation based)

Invited speaker to give annual CRM workshops at SLEMCON, Sri Lanka -

2016/ 2017/2018

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I am exceedingly lucky to be enabled to participate in the Technology-Enhanced Learning workshop, scheduled for 23 May 2018. My responses (in red and within parenthesis) to the pre-workshop survey are as follows”1.           Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used. (No, I have no previous experience, other than making my own slides using Powerpoint)2.                  Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so? (Novice level, at most. I would like to learn from all of you and hope that I would not try your patience.)3.                  Tell us what you hope to learn from this workshop. (I would like to learn from my tutors how they have used different technology platforms to enhance their teaching and increase the interactive participation of the students in the audience; how to enliven dry topics with inherent complexity and how to improve myself so I can serve my students better as a tutor.) I have been teaching M1, M2 and M3 and M4 medical students in different modules at different time periods of my 33 years’ service to NUS/NUH. I try my best to make the students understand my lessons, but I suspect that I am not being v effective, due to my limitations of using only ppt slides. My teaching is heavily molecular pathology-based, and I illustrate how to use the molecular diagnostic tests available at NUH laboratories to confirm or exclude a provisional diagnosis, to provide proper prognostication and to guide therapy for patients.  I do not know how to include videos, how to gauge whether the class is benefitting from my teaching and how to better involve the students, other than to know my materials v well and to articulate my ideas as cohesively as I can manage to. As my NUS career approaches its final chapter, I would be grateful if the tutors can tolerate my novice level of proficiency in any form of technology (other than teaching with powerpoint slides). I will try not to disrupt the workshop by my lack of technology proficiency but hope that the tutors will just humour me and allow me to experience how they utilise technology in their teaching.  I do not own an i-PAD, and work solely with the desktop computer. Please advise what I can and should do in the remaining one week, to “catch-up” with them and the other participants.

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I am exceedingly lucky to be enabled to participate in the Technology-Enhanced Learning workshop, scheduled for 23 May 2018. My responses (in red and within parenthesis) to the pre-workshop survey are as follows”1.           Do you have any experience in using technology in your teaching? If yes, please elaborate the technology you have used. (No, I have no previous experience, other than making my own slides using Powerpoint)2.                  Indicate your level of proficiency for this workshop (Novice, Intermediate, Advance). Why do you say so? (Novice level, at most. I would like to learn from all of you and hope that I would not try your patience.)3.                  Tell us what you hope to learn from this workshop. (I would like to learn from my tutors how they have used different technology platforms to enhance their teaching and increase the interactive participation of the students in the audience; how to enliven dry topics with inherent complexity and how to improve myself so I can serve my students better as a tutor.) I have been teaching M1, M2 and M3 and M4 medical students in different modules at different time periods of my 33 years’ service to NUS/NUH. I try my best to make the students understand my lessons, but I suspect that I am not being v effective, due to my limitations of using only ppt slides. My teaching is heavily molecular pathology-based, and I illustrate how to use the molecular diagnostic tests available at NUH laboratories to confirm or exclude a provisional diagnosis, to provide proper prognostication and to guide therapy for patients.  I do not know how to include videos, how to gauge whether the class is benefitting from my teaching and how to better involve the students, other than to know my materials v well and to articulate my ideas as cohesively as I can manage to. As my NUS career approaches its final chapter, I would be grateful if the tutors can tolerate my novice level of proficiency in any form of technology (other than teaching with powerpoint slides). I will try not to disrupt the workshop by my lack of technology proficiency but hope that the tutors will just humour me and allow me to experience how they utilise technology in their teaching.  I do not own an i-PAD, and work solely with the desktop computer. Please advise what I can and should do in the remaining one week, to “catch-up” with them and the other participants.

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1.      The buffet of pre-reading materials have left me feeling overwhelmed. I also felt a little lost trying to navigate through the various hyperlinks that were posted on the blog. Nevertheless, this process has provoked my thoughts on the use of eLearning and technology in the design of training curriculum.

As reflected in some of the pre-reading materials that I managed to go through, traditional classroom lectures tend to be seen as too one-sided and the pace may not allow sufficient time for reflection and internalisation of information. ELearning, on the other hand, can be accessed easily at any suitable place or time. The hyperlinks created can also be easily shared and re-use at convenience. However, it is time consuming in designing the materials.

I look forward to attending the workshop. I hope I will be able to translate my learning into my workplace practice by understanding the “How” and “What” (to use). I would also love to explore how to incorporate the teaching/assessment of attitudes into eLearning besides the usual sharing of medical/nursing knowledge and skills.

2.      My teaching experience begins as a preceptor to new nurses 6 years ago. I am currently a clinical instructor and my teaching responsibilities involve orientating and precepting the student nurses posted to my unit from the diploma, undergraduate and advanced diploma programme. I am also involved in the teaching of some of my unit’s in-house training programmes.

3.      I have yet to think of a research proposal to be implemented in my teaching setting.

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My personal reaction after reading most of the pre- reading assignments it that technology eLearning has such a wide spectrum of resources which I am not aware of till today. Honestly, I'm currently still feeling overwhelmed from all the reading and rather confused. With that being said, I'm definitely looking forward to the course on the 23rd May to learn as much as possible and hope to clear the confusion. Then be able to bring these skill/ teaching technology back to work to better improve our teaching environment and skills.

My current teaching responsibilities are largely pertaining to students allocated to my team for their attachment for their final year. Other teaching opportunities would be inter professional teaching of skills among the allied health.