# data[].attributes.headline
Who becomes responsible for the quality assurance of the individuals' device. (More relevant in clinical applications as opposed to educational, I suppose).

# data[].attributes.subject
Who becomes responsible for the quality assurance of the individuals' device. (More relevant in clinical applications as opposed to educational, I suppose).

# data[].attributes.body
You could perhaps use Google Forms to poll students in class - doesn't need the latest phone and accessible across all platforms

# data[].attributes.body
Might help with this, makes it pretty easy if half your library tables have wireless charging incorporated. Might takes some time before that becomes the norm

# data[].attributes.body
A lot of commercial apps are designed for very high specification models which won't run on cheap smartphones. It's a big problem for those who can't afford the high end phones.

# data[].attributes.body
Alleged Patient perceptions of mobile phone use being a barrier to clinical use. How can we change the perception of other colleagues (including managers/nurses), which is more often a barrier to use

# data[].attributes.headline
100% of graduates have stethescopes. cost - €50-90 for basic model - more expensive than basic smartphone

# data[].attributes.subject
100% of graduates have stethescopes. cost - €50-90 for basic model - more expensive than basic smartphone

# data[].attributes.body
In response to the clicker question we've seen voxvote in "action" in the conference so far. Probably works better in the classroom...

# data[].attributes.headline
at least the fool is properly equipped now

# data[].attributes.subject
at least the fool is properly equipped now

# data[].attributes.body
Medical informatics

# data[].attributes.body
the 8% need to get into the 21st century

# data[].attributes.headline
Are there any apps that can be used as a clicker system 

# data[].attributes.subject
Are there any apps that can be used as a clicker system 

# data[].attributes.headline
Agree with other comments, it would have been good if more practical examples were given.

# data[].attributes.subject
Agree with other comments, it would have been good if more practical examples were given.

# data[].attributes.headline
hmmm, does this not work with Safari?  My posts did not show up

# data[].attributes.subject
hmmm, does this not work with Safari?  My posts did not show up

# data[].attributes.body
its been an interesting session, but a bit surface scratching - whaet can you expect given the constraints. i guess a lot of us came along hoping to work out how we could start to use small screens as a key component of our curricula. i'm not sure we have got there. perhaps a timeline of how this might develop in your institution....

# data[].attributes.body
Quality control is important. Large scale elearning as exemplified by MindEd (www.minded.org.uk) has used users and experts to produce high quality sessions.

# data[].attributes.body
We ask our students to work through this resource when they are creating learning resource

# data[].attributes.attachment_link.description
For our first online tutorial we're going to look at copyright. As you work through the activities record your thoughts and reflections on your blog. We'll also discuss and review this topic in our next class. An important issue to be aware of as a digital teacher and when creating digital learning resources and sharing...

# data[].attributes.body
Are there evidences showing that students are learning from developing the apps? How is the content monitored?

# data[].attributes.headline
Copyright issue on the medical images, etc?

# data[].attributes.subject
Copyright issue on the medical images, etc?

# data[].attributes.headline
talking about usability - please design slides that we can read... thanx

# data[].attributes.subject
talking about usability - please design slides that we can read... thanx

# data[].attributes.body
If they were designing materials thst would be used to teach other students thst would make sense but the apps seemed to be single use assessments

# data[].attributes.body
At least making it a part of the regular curriculum seems to be overdoing it a bit..

# data[].attributes.body
The horse cant just drink water, he needs to try milk and juice and eat and run etc. If he spends too much time drinking water he's not doing the other things he needs to do

# data[].attributes.body
Making the horse thirsty is key. Motivation to learn. Then you sit back and watch them learn.

# data[].attributes.body
Big/small screen design is different but what is the need for students to know how to design for small screens?

# data[].attributes.headline
Using smartphobess in clinical environments, also practical issue of having a pocket to put it in with white coats now no longer in use

# data[].attributes.subject
Using smartphobess in clinical environments, also practical issue of having a pocket to put it in with white coats now no longer in use

# data[].attributes.body
If you are using this blog, you are not listening to the presenter.

# data[].attributes.body
Agree that big/small screen design is different :)

# data[].attributes.body
I agree that "app" is a bit of a buzzword, but it is helpful to design for the platform that will be used. Regardless of how it's built or hosted, design for small screens is quite different than for large.

# data[].attributes.body
Agree with the notion of web apps/sites. Multi-platform should be a priority for any project. We started with a new form of education that only worked on iPads. When I got my hands on it I immediately turned it into  regular web based platform.
Everyone wants an 'app' because it sounds hip (and because they have no clue on what an app is), while the end product is just an informational website, in app form. In the end usuabilty and functionality should be a priority.

# data[].attributes.headline
Dont they spend a huge amount of time app developing as opposed to learningmedicine?

# data[].attributes.subject
Dont they spend a huge amount of time app developing as opposed to learningmedicine?

# data[].attributes.headline
Why is it called Big learning if you use chunks of 2 minutes? 

# data[].attributes.subject
Why is it called Big learning if you use chunks of 2 minutes? 

# data[].attributes.body
Like the idea that the apps are motivated by issues the students encounter in their family-- always important to be clear about the use prior to embarking on such projects

# data[].attributes.body
Doesn't seem doable as a mandatory course assessment if only 80% of students have the equipment. Wouldn't something like a wiki be better?

# data[].attributes.headline
Wouldnt Web-Applications be better? Run on every system.

# data[].attributes.subject
Wouldnt Web-Applications be better? Run on every system.

# data[].attributes.headline
How do get around problems with sustainability? I.e. OS Software updates etc?

# data[].attributes.subject
How do get around problems with sustainability? I.e. OS Software updates etc?

# data[].attributes.headline
Should specific time be given to medical students to develop these apps? Are resources available for this?

# data[].attributes.subject
Should specific time be given to medical students to develop these apps? Are resources available for this?

# data[].attributes.body
are these apps downloadable to the general public??

# data[].attributes.headline
Are these student created apps becoming open access to public? If do who is taking responsibility for ensuring content is accurate

# data[].attributes.subject
Are these student created apps becoming open access to public? If do who is taking responsibility for ensuring content is accurate

# data[].attributes.body
Is the student time spent on a single subject developing an app worth it? Fun, satisfying, but valuable?

# data[].attributes.headline
cases - try openlabyrinth to write and play complex branching cases

# data[].attributes.subject
cases - try openlabyrinth to write and play complex branching cases

# data[].attributes.headline
Turning point easily integrates with powerpoint allowing ease of use. @midyorksmesh

# data[].attributes.subject
Turning point easily integrates with powerpoint allowing ease of use. @midyorksmesh

# data[].attributes.body
That's a bit of a big question to answer here but a very easy option is to use a different screen for your voting and input the voting results manually. Voting systems can be integrated but it depends on the combination of programmes used

# data[].attributes.headline
Clinical reasoning: how do you link the PowerPoint, WordPress or articulate with the audience response system if doing in a big group

# data[].attributes.subject
Clinical reasoning: how do you link the PowerPoint, WordPress or articulate with the audience response system if doing in a big group

# data[].attributes.body
Tons of programmes can be used, a simple case can easily be built in a basic web page cms system, think WordPress etc. articulate storyline also has interesting options (though isn't always user friendly).

# data[].attributes.body
Yes, PowerPoint is great for simple clinical cases. It's not scalable but good for one or two cases.

# data[].attributes.headline
Was the survey done on mobile devices? :)

# data[].attributes.subject
Was the survey done on mobile devices? :)

# data[].attributes.body
PowerPoint can be used to create clinical cases.

# data[].attributes.headline
Turning point is a good voting tool both for feedback and user friendly @midyorksmesh

# data[].attributes.subject
Turning point is a good voting tool both for feedback and user friendly @midyorksmesh

# data[].attributes.headline
Using a clinical case with steps etc - what programme do you use for this?

# data[].attributes.subject
Using a clinical case with steps etc - what programme do you use for this?

# data[].attributes.headline
Examples of apps you can use for polling students

# data[].attributes.subject
Examples of apps you can use for polling students

# data[].attributes.body
This blog has a helpful overview of different apps that are available

# data[].attributes.attachment_link.readable_text
I love the fact that the iPad can be used to assess student understanding instantly. I think these Quiz and Poll apps actually give the students the power to direct lessons as opposed to teachers making assumptions about where their kids are at in their learning. Below is a list of apps that allow teachers to create and hold a quiz or poll in their class. A great way to start a lesson to ensure you pitch the lesson at the right level or even to use as a exit poll. Find one that suits you and your students.

Socrative: FREE
Socrative brings smart clickers and student response to a whole new level. Engage the classroom with exercises and games while capturing student results in real-time. Interact with the data to further student understanding in the moment, and review the reports to prepare for future classes.

https://itunes.apple.com/au/app/teacher-socrative/id477620120?mt=8

eClicker: FREE
eClicker is a personal response system that allows teachers to poll their class during a lesson. It provides teachers with the real-time feedback they need to be sure their messages are being received. eClicker leverages the hardware already in the hands of many students providing a polling solution for the classroom.

https://itunes.apple.com/au/app/eclicker-client/id329200145?mt=8

An ideal tool for your flipped or blended classroom. The interactives provide six different ways to take a snapshot of student understanding in the classroom. Draw feature allows students to draw their answer or annotate on a customisable template such as an axis or graph paper or your own custom graphics.

https://itunes.apple.com/us/app/tapit-free/id556899510?mt=8

Show of Hands: FREE
Show of Hands is an easy-to-use real-time polling tool. Use the powerful SOH engine to ask your own questions. With it, you can get anonymous answers and have instant discussions with your own work teams, friends, fellow hobbyists or fans, classmates, family members, customers.

https://itunes.apple.com/au/app/show-of-hands/id336442597?mt=8

Polltogo: FREE
Create a quick poll or quiz on the go. Each polltogo poll has a unique short URL and QR code that you can share with your students, audience, readers, etc., for instant feedback on any topic or question. Voting/Participation in polls you create can done using ANY mobile device, tablet or desktop browser.

https://itunes.apple.com/au/app/polltogo/id438765274?mt=8

PollDaddy: FREE
Engage your survey respondents with Polldaddy for iOS -they'll enjoy the intuitive interface for responding to your questions and the speed of the application. Checkboxes, dropdown menus and text fields have all been optimized for your iPad or iPhone's touchscreen.

https://itunes.apple.com/au/app/polldaddy/id376413866?mt=8

Vote Kiosk: FREE
Vote Kiosk improves every stage of the voting process in a classroom. This mobile app streamlines the voting process by improving voting organization, encouraging student participation, and enhancing data management. Vote Kiosk ensures reliable, fast, and convenient voting/survey activities.

https://itunes.apple.com/au/app/vote-kiosk/id439495202?mt=8

iResponse: $0.99 AU
The iResponse is an intuitive and easy to use classroom responder system that allows for in-the-moment student-teacher interaction. Works with a stand-alone network router. iResponse provides teachers with the ability to integrate the iDevice into their class sessions, creating an interactive learning experience.

https://itunes.apple.com/au/app/iresponse-responder/id341824089?mt=8

Poll Runner: FREE
PollRunner lets you instantly create, serve and manage polls from your iPad. This is an app for running pop-quizzes in classrooms or asking for feedback at different touch-points. Simply create your poll and invite participants. Respondents submit their votes online through any modern web browser.

https://itunes.apple.com/au/app/instant-polls/id576722784?mt=8

Polar: FREE
Polar is a super-fast and fun way to collect and share opinions on just about anything -- no matter where you are. Quickly create great looking polls and let anyone vote or share them privately in chat. Use your own photos or search the Web for the perfect image. You can instantly see new votes and comments on your polls.

https://itunes.apple.com/au/app/polar/id563322683?mt=3D4

TapPoll: $2.99 AU
TapPoll is a quiz and polling app for iDevices. It can be used for studying or even polling in the classroom. Polls are for live, instant feedback. The results of a poll are graphed instantly on TapPoll.com as responses are being made on the devices. This is great for classroom feedback.

# data[].attributes.attachment_link.title
Creating a Quiz or taking a Poll on the iPad

# data[].attributes.attachment_link.description
I love the fact that the iPad can be used to assess student understanding instantly. I think these Quiz and Poll apps actually give the students the power to direct lessons as opposed to teachers making assumptions about where their kids are at in their learning.

# data[].attributes.body
the challenge is developing something that is much better than asking the group to stick up their hands. and also use texting to the presenter's phone.

# data[].attributes.headline
Would really love to hear a real-life example of how lecture on demand is used

# data[].attributes.subject
Would really love to hear a real-life example of how lecture on demand is used

# data[].attributes.headline
Any examples of programs/does we can use for this?

# data[].attributes.subject
Any examples of programs/does we can use for this?

# data[].attributes.body
Would be Nice to have some live examples instead of only frontal presentation

# data[].attributes.body
We experienced that people did not vote because they were busy taking pictures of slides. How to handle this?

# data[].attributes.headline
Can we remove the whiteboard from the stage please.

# data[].attributes.subject
Can we remove the whiteboard from the stage please.

# data[].attributes.body
Thank you Poh Sun!

# data[].attributes.body
Does anyone have a link to the presentation for us down at the side of the wall? :)

# data[].attributes.body
What to do with people who don't have a smartphone?

# data[].attributes.body
https://www.google.es/edu/expeditions

# data[].attributes.body
anyone know where i can find this museum? is it still in the 'virtual' concept phase?

# data[].attributes.headline
It Selma tuhat teachers should Alpo ne Alpo to write apps fo

# data[].attributes.subject
It Selma tuhat teachers should Alpo ne Alpo to write apps fo

# data[].attributes.body
I find it very distracting to have two screens working at the san

# data[].attributes.body
You can find Poh Sun's slides on the blog linked below

# data[].attributes.attachment_link.readable_text
Big Learning from Small Screens: Using Mobile Technology in Medical Education
eLearning symposium at AMEE 2016

"Welcome to Symposium 3C at AMEE 2016.

The topic of this symposium is "Big learning from small screens: Using mobile technology in medical education"

This blog has been created to not only support my presentation at the symposium, but also to host a Padlet or web enabled "graffiti" or "online writing wall", embedded within the blog below, which you can also access via the weblink https://padlet.com/dnrgohps/MobileLearningMedEd
In addition to a Twitter discussion on this topic which Natalie and my colleagues from the AMEE eLearning committee will be moderating, may I invite symposium participants, and interested AMEE members to write a short reflection on this topic "Big learning from small screens: Using mobile technology in medical education" on this Padlet wall by clicking on the red + circle on the Padlet link, or within the embedded Padlet wall in the blog. Please share with us what "learning from small screens" or mobile learning means to you. And please add your first name, or initials, and the country you come from. This Padlet wall is an internet accessible (but not searchable) space, and you can continue to write/edit/delete your post as long as you use the same mobile or internet enabled device/tablet/laptop/computer. I have organised the Padlet wall so that each latest post will always be at the top, which will enable you to find your original post. I will moderate this Padlet wall in real time during the rest of the symposium after my initial presentation. We encourage you to take this opportunity to participate in an online discussion / share your thoughts online which we hope will add to the "live" discussion during the symposium at AMEE.
(As you write and post on the Padlet wall, please be mindful that similar to this workshop blog, content on the Padlet wall is viewable on the internet. We remind participants to be professional, and both follow and respect confidentiality, privacy and intellectual property best practices and guidelines)."

https://padlet.com/dnrgohps/MobileLearningMedEd

The intention of my short presentation and this supporting interactive blog is to present empirical experience and best practices from the literature/online sources to promote and support "Big Learning from Small Screens", by optimising the use of mobile technology in medical education. I will be presenting entirely from this blog, which also contains additional information and links to reference material / and websites for further reading.

Four interconnecting ideas to consider are:

The following are some questions that educators can consider:

What do we intend to teach?

What learning do we as instructors want to facilitate?

Who are our students? Their background? Learning requirements? What are their time and resource constraints?

What is/are the learning setting(s)?

What is their primary digital device and platform used for mobile learning?

What content can be best viewed on the available screen size?

What are the type of interaction(s) most feasible?

What is the best method to provide just in time information, or performance support?

How can we facilitate, as instructors, the conditions for sustained engagement with the material for long term deep (as opposed to surface) learning?

- Small screens ≠ small learning, in fact small screens can support situationally relevant learning and deliberate practice paradigms

- Small screens (currently) suggest small form factor / portable devices, which would be the internet connected device our students and teachers currently have "on hand", on their person and always available

On hand and on person make these devices (with small screens) → (strengths)

- Ideal for just-in-time performance support, to look up something, to ask for advice/information, to connect with a learning network/community

- Ideal to record reflections in the field

- Ideal to complete on-site assessments, and learning tasks linked to environmental demands / triggers, including QR codes

- An even bigger role for content curation, linking content with mobile enabled simplified search screens

- Need for specific attention to be paid to content and task design, as well as design of online forms viewed on "small screens"

- Teachers must have clear idea of what learning they are trying to support, and encourage; sound understanding of educational pedagogy and instructional design for this setting

Must consider weaknesses also

- Small screen / with limited real-estate (layout and design of mobile pages even more important)

- Variability of screen size, and mobile platforms

- Do we recommend mobile enabled websites (eg. making use of commercially optimised mobile websites) or develop mobile Apps (for at least 2 platforms, Android and iOS)

- What about feature phone users (not smartphone) and specific platforms for these devices

Mobile devices have overtaken desktop devices to access the internet ... with smartphones one of the main methods of accessing the internet

Practice tips from Google search

Tips
-Mobile devices "come in all shapes and sizes, and have varying levels of quality and resolution"
-Consider the device ... and type of inputs
-Be mindful of user experience ... minimise scrolling, keep course size small, quizzes short and concise, with small number of options
-Optimise imagery ... relevant images, not too large, maximise use of icons and graphics to represent content instead of text
-Fonts ... default font at least 14pt, use standard fonts, don't use text in images (fuzzy with compression)
-Buttons and input fields ... use large, bright and bold buttons, separate buttons far from each other (submit and cancel), use clear simple action verbs for buttons, keep input fields to minimum (use large checkboxes or radio buttons)
from

In "Traxler's conceptualization of mLearning, he outlines a number of user associations including such words as 'personal,' 'spontaneous,' 'opportunistic,' 'informal,' 'pervasive,' 'situated,' 'private,' 'context-aware,' 'bite-sized,' and 'portable.' This is contrasted with words from the literature of conventional e-Learning such as 'structured,' 'media-rich,' 'broadband,' 'interactive,' 'intelligent,' and 'usable.' These two lists are highly indicative of the learner's inherent expectations of a mobile learning experience, and as such, allow us to make a blurred distinction between mobile learning and e-Learning."
from Defining Mobile Learning by John Traxler, quoted below
mLearning ... learning "on the move", not static or tied in place, learning in context

content should load quickly ... mobile devices are used throughout the day for short periods ... interface should be simple and easy to navigate ... on small screens ... simple clear layout .... reduce amount of content per screen.. reduce cognitive overload ... optimise the learning experience for touch ... take advantage of native mobile capabilities ... to communicate, transmit voice, text, images, video ... to geolocate ... to connect with others
from

"Mobile technologies (including handheld and wearable devices) have the potential to enhance learning activities from basic medical undergraduate education through residency and beyond. In order to use these technologies successfully, medical educators need to be aware of the underpinning socio-theoretical concepts that influence their usage, the pre-clinical and clinical educational environment in which the educational activities occur, and the practical possibilities and limitations of their usage. This Guide builds upon the previous AMEE Guide to e-Learning in medical education by providing medical teachers with conceptual
frameworks and practical examples of using mobile technologies in medical education. The goal is to help medical teachers to use these concepts and technologies at all levels of medical education to improve the education of medical and healthcare personnel, and ultimately contribute to improved patient healthcare. This Guide begins by reviewing some of the technological changes that have occurred in recent years, and then examines the theoretical basis (both social and educational) for understanding mobile technology usage. From there, the Guide progresses through a hierarchy of institutional, teacher and learner needs, identifying issues, problems and solutions for the effective use of mobile technology in medical education. This Guide ends with a brief look to the future."
Above abstract from
Masters K, Ellaway RH, Topps D, Archibald D, Hogue RJ. Mobile technologies in
medical education: AMEE Guide No. 105. Med Teach. 2016 Jun;38(6):537-49. Epub 2016 Mar 24.

"We propose the need for a specific educational scholarship when using e-learning in medical education. Effective e-learning has additional factors that require specific critical attention, including the design and delivery of e-learning. An important aspect is the recognition that e-learning is a complex intervention, with several interconnecting components that have to be aligned. This alignment requires an essential iterative development process with usability testing. Effectiveness of e-learning in one context may not be fully realised in another context unless there is further consideration of applicability and scalability. We recommend a participatory approach for an educational scholarship for using e-learning in medical education, such as by action research or design-based research."

Above abstract from
Sandars, J and Goh, PS. Is there a need for a specific educational scholarship for using e-learning in medical education? Med Teach. 2016 Apr 19:1-2 [Epub ahead of print]

http://www.ncbi.nlm.nih.gov/pubmed/27010681 http://www.ncbi.nlm.nih.gov/pubmed/27093587

see also reading and reference material on the following blogs, the first to support a pre-conference workshop at AMEE 2016 on "Blended eLearning" post workshop activity

and final day AMEE 2016 Pecha Kucha session on topic "Technology enhanced learning in Medical Education: What's new, what's useful, & some important considerations"

# data[].attributes.attachment_link.title
Big Learning from Small Screens: Using Mobile Technology in Medical Education

# data[].attributes.attachment_link.description
Big Learning from Small Screens: Using Mobile Technology in Medical Education eLearning symposium at AMEE 2016 "Welcome to Symposium 3C at AMEE 2016.

# data[].attributes.body
The use is to illustrate and clarify these deeper concepts/learning

# data[].attributes.headline
Link to the Google Study on Multi-Screen World 

# data[].attributes.subject
Link to the Google Study on Multi-Screen World 

# data[].attributes.attachment_link.description
From smartphones and tablets to laptops and television, 90% of all media interactions today are screen-based. Read the study.

# data[].attributes.body
I wish the slides used bigger font... I cannot read them on my small screen. 😀

Overall I am impressed at how well the blog and wall are working. Strong work!

# data[].attributes.body
It would be good to have examples that follow all the tips

# data[].attributes.body
What is the utility of this when deeper concepts and learning are needed?

# data[].attributes.body
As well as the smallest screens remember those who don't have the best phones and design for the most basic spec devices

# data[].attributes.body
Maybe they're taking photos of him

# data[].attributes.body
No reason to take photos of PohSun's slides ... They are all online

# data[].attributes.body
No worries if it seems we are distracted by our handphones, we are listening. haha!

# data[].attributes.body
Agree with the notion of multitasking skills and short attention spans:)

# data[].attributes.body
this session is ideal for those with good multitasking skills and short attention spans!

# data[].attributes.headline
Do you think it's actually possible to multi screen effectively 

# data[].attributes.subject
Do you think it's actually possible to multi screen effectively 

# data[].attributes.headline
Can you enlarge the text on the left screen?

# data[].attributes.subject
Can you enlarge the text on the left screen?

# data[].attributes.headline
I think this is a really interesting concept. Have you experienced any difficulties with this teaching method? And, if yes, how did you solve these difficulties

# data[].attributes.subject
I think this is a really interesting concept. Have you experienced any difficulties with this teaching method? And, if yes, how did you solve these difficulties

# data[].attributes.body
Looking forward to this

# data[].attributes.headline
Posted by Poh Sun on Wednesday, 17 August 2016 at 8pm from Singapore

# data[].attributes.subject
Posted by Poh Sun on Wednesday, 17 August 2016 at 8pm from Singapore

# data[].attributes.body
In addition to a Twitter discussion on the symposium topic which Natalie and my colleagues from the AMEE eLearning committee will be moderating, may I invite symposium participants, and interested AMEE members to write a short reflection on the topic "Big learning from small screens: Using mobile technology in medical education" on this Padlet wall by clicking on the red + circle on the Padlet link / online writing surface, or within the embedded Padlet wall in the blog. Please share with us what "learning from small screens" or mobile learning means to you. And please add your first name, or initials, and the country you come from. This Padlet wall is an internet freely accessible space, and you can continue to write/edit/delete your post as long as you use the same mobile or internet enabled device/tablet/laptop/computer. I have organised the Padlet wall so that each latest post will always be at the top, which will enable you to find your original post. I will moderate this Padlet wall in real time during the rest of the symposium after my initial presentation. We encourage you to take this opportunity to participate in an online discussion / share your thoughts online on this Padlet wall which we hope will add to the "live" discussion during the symposium at AMEE.