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I'm Aiwen, a pharmacist at SGH. Both sessions were very fruitful (W2A4 - Making Sense of Research on Using Technology to Enhance Teaching and Learning; and Symposium 6 - Developing Scholarship in Using Technology to Enhance Teaching and Learning).

Through both sessions, it was reinforced that education interventions are complex social processes. Current research should elaborate on some of the finer points to allow readers to assess the context of the success (as well as failure) of various educational interventions.

Usability: Technology has changed how we can deliver content, but has inadequacies in adaptability (unlike face-to-face interactions). But a notable strength is in that it can increase accessibility of the content to a larger audience, which depending on the context may be still useful. Small scale testing is important before we proceed to large scale events to identify and resolve issues that may arise.

Getting to hear opinions from the experts and fellow peers were very useful to drive thought into the evaluation on current educational research and also to help us as educators to improve on the design our own training programs and research.

Thank you.

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I'm Detajin, a clinician from Bangkok, Thailand. I found useful points in this workshop.

1. Usability - The usability of the technology in medical education is very important and can result in the success of the learning methods. The usability testing can be cut-shorted by using the existing commercial technology already popular.
2. Context and details - It is very important to define the hypothesis how the intervention will work and what might influence with that, otherwise the research might not be able to be apply effectively in real-life.
3. The importance of finding why things DON'T work - We usually overlook the group that the intervention didn't work, actually this is the group that will probably need most concerns.

I'm still in the beginning of learning how to do medical educational research and this would be a good lesson for me in the future.

Thank you.

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I'm Pei Lin, family physician. My learning points from this workshop: define the desired outcomes in specific manner; state how exactly an intervention would achieve these outcomes. Important to have the right ouctome measures too. Usability and accessibility of interventions are really important too. The point made about making use of existing free mobile apps is something practical and I hope to incorporate that into my teaching.

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I am Angelia , family physician , core faculty member for family medicine residency

Certainly , it had clarified the strengths of e-learning

Very important to define clearly the intended outcomes

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Technology enhanced learning & its coherence with concepts in health informatics: 

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Technology enhanced learning & its coherence with concepts in health informatics: 

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I have found through the workshop that using technology to enhance teaching and learning is much similar to concepts in health informatics on how you would use technology to enhance clinical practice and health care. Specifically, there is no best technology in the world. It's just how the technology is used in a specific context and whether that works best (plus why or why not). So whether it's teaching or education research, look for the context, setting, population of learners, technology intervention, and other circumstances around the teaching and learning as well (as in the "Program Theory"). Also, the concepts I learned today on transferability, acceptability, and scalability are a lot similar to IT adoption theories such as the diffusion of innovations theory, with various people adopting the technology differently and at some point the technology doesn't scale or get accepted by a larger population. We need to think about this if we hope to use technology at the real settings to enhance teaching (as well as patient care).

Given the similarities between technology-enhanced learning and health informatics, I plan to study more about technology-enhanced learning and hopefully I will continue to use what I learn from both fields to help improve how medical education is delivered in my setting.

I also wish that the speakers would write some articles on what they've covered during the workshop so those new to the area will learn and do better technology-enhanced education research.

Nawanan Theera-Ampornpunt, M.D., Ph.D. Faculty of Medicine Ramathibodi Hospital, Mahidol University, Bangkok, Thailand

nawanan.the@mahidol.ac.th

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Skip the abstract, skip the methods, ignore the conclusions. Read the one useful paragraph in the discussion 

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Skip the abstract, skip the methods, ignore the conclusions. Read the one useful paragraph in the discussion 

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If you only have 5 minutes to read a paper on technology in education

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I am Sally, family physician.

I learnt to distinguish more critically evaluation vs research. Evaluation is useful but research adds new knowledge. It is necessary to tease out the components of complex interventions and measure the influence of different components. Usability testing is critical.

I intend to review the usability of our online learning portal.

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Intellectual value- Turning evaluation into research:  tools for evaluating and developing research ideas to add value, rigor and publishability.  Inparticular, considering the complex systems and analysing them using the tools provided, the PPP model (Kirkpatrick), the scalability, applicability and transferability.  

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Intellectual value- Turning evaluation into research:  tools for evaluating and developing research ideas to add value, rigor and publishability.  Inparticular, considering the complex systems and analysing them using the tools provided, the PPP model (Kirkpatrick), the scalability, applicability and transferability.  

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Emotional value - the reinforcement of the value of action research and accaeptance of the difficulty of analysing complex systems in a medical school where clear data and statistcally relevant outcomes are the norm.

Practical value - I will revise my powerpoint presentation for tomorrow using some of the ideas.

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I am Choon Sheong - a colorectal surgeon from NTFGH 

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I am Choon Sheong - a colorectal surgeon from NTFGH 

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I have enjoyed the workshop despite having work related sleep deprivation last night. The metaphors & points used were interesting.

I have learned that to succeed in using technology in medical education, it's good to have business skills & knowledge.

Learning is a complex process with multiple factors. Good research or evaluation requires thinking, asking important questions & careful planning.

From now on, seeking feedback & behaviour modifications from the learners will be an important part of my learning towards a better educator.

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I'm Andrew. A Family Physician from Singapore. I have learnt that the use of technology as a tool for teaching requires careful planning of your learning outcomes as well as the usability and effectiveness of that technology in meeting the outcomes which you planned for.

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Hi, I am Aravind Kumar. I am an orthopaedics surgeon from Singapore. I am here to learn how to teach students essential things that they cannot really see the immediate application of.

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During the workshop, may we request each participant post the following on this Padlet wall (please start by briefly describing your background ... and name if you are comfortable with the idea of posting on a "public" blog) - the purpose of this exercise is the following: one key personal objective for attending any educational or training session is to take something away from the session (to change and deepen thinking, to learn), which can be facilitated by making a record of key ideas, and useful ones, and outlining a plan for future action. Sharing these online is a public way of participating in an ongoing discussion, and leaving something tangible for you to come back to, and work on further after the workshop. You can also learn from each other, and be inspired and have your thoughts provoked by other participants. Each post is a record of what you have learnt, and taken away from the session.

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During the workshop, may we request each participant post the following on this Padlet wall (please start by briefly describing your background ... and name if you are comfortable with the idea of posting on a "public" blog) - the purpose of this exercise is the following: one key personal objective for attending any educational or training session is to take something away from the session (to change and deepen thinking, to learn), which can be facilitated by making a record of key ideas, and useful ones, and outlining a plan for future action. Sharing these online is a public way of participating in an ongoing discussion, and leaving something tangible for you to come back to, and work on further after the workshop. You can also learn from each other, and be inspired and have your thoughts provoked by other participants. Each post is a record of what you have learnt, and taken away from the session.

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1. Key ideas which you found useful presented in the workshop, or which occured to you from your own experience, reading or educational practice while participating in the workshop

2. How you intend to apply these ideas in your practice

3. You are invited after the workshop to write a follow up post, as well as edit and refine your original post at any time, ideally continuing from what you wrote during the workshop, which you can do if you use your original mobile WiFi enabled device - to share your experience applying ideas discussed during the workshop (alternatively if you are using a different device, as a follow up post)

If necessary, you can email me to modify or delete any previous post at any time in the future as I am the administrator of this site

(this workshop exercise posted by Poh Sun @ 0650hrs, on Thursday, 14 January 2016)

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As a follow up exercise, analyse and reflect on the components of the following eLearning module "eLearning in Clinical Teaching"

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As a follow up exercise, analyse and reflect on the components of the following eLearning module "eLearning in Clinical Teaching"

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http://www.faculty.londondeanery.ac.uk/e-learning/elearning-in-clinical-teaching/elearning-in-clinical-teaching

(exercise posted by Poh Sun @ 1045hrs, on Wednesday, 13 January, 2016)

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Analyse the curriculum of selected Coursera Course "Learning to Teach Online"

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Analyse the curriculum of selected Coursera Course "Learning to Teach Online"

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https://www.coursera.org/course/ltto

(exercise posted by Poh Sun @ 2242hrs, on Saturday, 9 January, 2016)

for workshop participants, have a look at the Course description and course curriculum - what examples of good teaching and instructional practices are reflected in the course design?

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UNSW Australia (The University of New South Wales)

UNSW Sydney, based in Sydney Australia, was established in 1949 and is one of Australia's leading research and teaching universities with more than 50,000 students from over 120 countries. UNSW Sydney aspires to provide students with an outstanding educational experience, which both reflects our strong traditions of excellence, innovation and social justice, and builds on our strengths in scientific, technological and professional disciplines.

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Learning to Teach Online from UNSW Australia (The University of New South Wales). Are you an educator? Have you ever wanted to understand more about how to design your class to make better use of educational technology - whether fully online or ...