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It began when New York journalist and author Stephen J. Dubner went to Chicago to write about award-winning economist Steven D. Levitt for The New York Times Magazine. Dubner had been reluctant to take the assignment (he was in the middle of writing a book about the psychology of money). Levitt was reluctant to be shadowed by a journalist (but his mother loved the Times Magazine, so he gave in). The article came out, and led to an unexpected partnership. Levitt and Dubner wrote Freakonomics, a book about cheating teachers, bizarre baby names, self-dealing Realtors, and crack-selling mama's boys. They figured it would sell about 80 copies. Instead, it took up long-term residency on the Times best-seller list, and went on to sell more than 5 million copies in 40 languages. Then they wrote SuperFreakonomics. It too became a worldwide best-seller. Together, the books have sold 7 million copies worldwide. A lot of other stuff happened, too. A blog. A documentary film. Jon Stewart and Beauty and the Geek! Lectures. A pair of pants. A radio show. Not bad for a partnership born of such profound reluctance. In 2014, Levitt and Dubner published their third book, Think Like a Freak - a blueprint for an entirely new way to solve problems. Dubner and Levitt's latest book, When to Rob a Bank, is a curated collection of blog posts from Freakonomics.com, which has been called "the most readable economics blog in the universe" (which, frankly, isn't saying much).

The Authors

Steven D. Levitt is the William B. Ogden Distinguished Service Professor of Economics at the University of Chicago, where he directs the Becker Center on Chicago Price Theory. He is the 2003 John Bates Clark Medal winner, an award that recognizes the most outstanding economist in America under the age of 40. In 2006, he was named one of Time magazine's 100 People Who Shape Our World. Levitt received his B.A. from Harvard University in 1989, his Ph.D. from M.I.T. in 1994, and has taught at Chicago since 1997. In addition to his academic and Freakonomics pursuits, he is a founding partner of TGG Group consulting firm. He lives in Chicago with his wife Jeannette and their four children.

Stephen J. Dubner is an award-winning author, journalist, and TV and radio personality. In addition to Freakonomics, SuperFreakonomics, Think Like a Freak and When to Rob a Bank, his books include Turbulent Souls (Choosing My Religion), Confessions of a Hero-Worshiper, and the children's book The Boy With Two Belly Buttons. His journalism has been published in The New York Times, The New Yorker, and Time, and has been anthologized in The Best American Sports Writing, The Best American Crime Writing, and elsewhere. He has taught English at Columbia University (while receiving an M.F.A. there), played in a rock band (which started at Appalachian State University, where he was an undergrad, and was later signed to Arista Records), and, as a writer, was first published at the age of 11, in Highlights for Children. Dubner is also the host of the Freakonomics Radio podcast, which gets 8 million downloads a month. He lives in New York with his wife, the documentary photographer Ellen Binder, and their children.

The Team

The Authors
Dubner & Levitt: dubnerlevitt@freakonomics.com

Freakonomics.com
Editor: editor@freakonomics.com

Lecture Agent
The Harry Walker Agency Speakers Bureau: info@harrywalker.com
More information
(646) 227-4900

Book Publicity
Lauren Janiec: lauren.janiec@harpercollins.com
William Morrow/HarperCollins
(212) 207-7498

Literary Agent
Suzanne Gluck: sgluck@wmeentertainment.com
WME Entertainment
(212) 903-1169

FAQ

Q: What is "Freakonomics," anyway?
A: It's a book we wrote back in 2005. It exceeded our expectations by a factor of about 100, which is why we are still here, carrying on the conversation on our blog and elsewhere. It also spawned a variety of offspring - a second book, SuperFreakonomics; a radio show; a film; even a pair of pants.

Q: Besides the U.S., where has Freakonomics been published?
A: In a lot of countries and a lot of languages, including a Chinese version whose title, we are told, is Devil's Economics. Between Freakonomics and SuperFreakonomics, we've sold about 5 million copies.

Q: Did Freakonomics win any awards?
A: Yes, including these.

Q: Does everyone like your books?
A: Ha! Not by a long shot. Here is an early catalog of people who hated Freakonomics. In the U.S. alone, there are probably enough Freakonomics haters to fill up the Rose Bowl. Which is why you'll never find us walking past the Rose Bowl without an armed guard, at least not at night. Also, our global-warming chapter in SuperFreakonomics caused downright apoplexy among a certain quadrant of environmentalists.

Q: What did it feel like to have Freakonomics turned into a movie?
A: Mostly good, 100% weird. Watching oneself on screen in a movie theater isn't for the faint of heart. But the filmmakers - lead producer Chad Troutwine and an army of talent producers, directors, and others - did a great job turning the book into visual storytelling.

Q: What are you guys up to now?
A: Levitt still teaches at the University of Chicago, and has also founded a consulting firm called The Greatest Good. Dubner keeps busy with the Freakonomics Radio show and other writing projects. Also, they both have kids. And Levitt plays a lot of golf.

Q: How do I contact you guys, or your lecture agent, or the book publicist?
A: All that information can be found right here.

Q: Do you read all the e-mails that people send you?
A: Yes. But do we answer them all? Unfortunately, no, although we do the best we can. Sometimes we also post interesting correspondence on the blog.

Q: What's the story with the illustrated edition of SuperFreakonomics?
A: One of us is a numbers guy and the other is a word guy, but we both like pictures. By "pictures," we mean a lot of different things - photographs, illustrations, scientific or technical drawings, even panels of data. The idea was simply to add another dimension to the two-dimensional words and numbers we'd already put down on paper. The design firm Number 17 made it all come together.

Q: What other economics books should I read?
A: Here's a list we put together. It's not remotely definitive, but is still pretty worthwhile. Here are some other books we like. We regularly write about books and authors on our blog, and in the "Stuff We Weren't Paid to Endorse" sidebar on the blog.

Q: Do you have anything else to add?
A: Apparently not. But we are open to suggestions.

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It began when New York journalist and author Stephen J. Dubner went to Chicago to write about award-winning economist Steven D. Levitt for The New York Times Magazine. Dubner had been reluctant to take the assignment (he was in the middle of writing a book about the psychology of money).

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The internationally recognized NMC Horizon Report series and regional NMC Technology Outlooks are part of the NMC Horizon Project, a comprehensive research venture established in 2002 that identifies and describes key trends, significant challenges, and emerging technologies likely to have a large impact over the coming five years in education around the globe. This volume, the NMC Horizon Report > 2014 K-12 Edition will examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry within the environment of pre-college education. The NMC Horizon Report > 2014 K-12 Edition is the sixth in the K-12 series of reports and is produced by the NMC in collaboration with the Consortium for School Networking (CoSN), and made possible via the support of HP.

> Download the NMC Horizon Report > 2014 K-12 Edition (PDF)
> Download the Chinese Translation PDF (courtesy of Beijing Open University)
> Download the German Translation PDF (courtesy of Siemens Stiftung)
> Download the Preview (PDF)

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The internationally recognized NMC Horizon Report series and regional NMC Technology Outlooks are part of the NMC Horizon Project, a comprehensive research venture established in 2002 that identifies and describes key trends, significant challenges, and emerging technologies likely to have a large impact over the coming five years in education around the globe.

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The NMC Horizon Report > 2014 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI), an EDUCAUSE Program. This eleventh edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six emerging technologies are identified across three adoption horizons over the next one to five years, giving campus leaders and practitioners a valuable guide for strategic technology planning. The format of the report is new this year, providing these leaders with more in-depth insight into how the trends and challenges are accelerating and impeding the adoption of educational technology, along with their implications for policy, leadership and practice. View the work that produced the report at www.horizon.wiki.nmc.org.

> Download the NMC Horizon Report > 2014 HiEd Edition PDF (English)
> Download the Chinese Translation PDF (via Beijing Open University)
> Download the German PDF (via Multimedia Kontor Hamburg)
> Download the Japanese PDF (via Open University of Japan)
> Download the Spanish PDF (via Universidad Internacional de La Rioja - UNIR)
> Download the Preview PDF

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NMC Horizon Report > 2014 Higher Education Edition

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The NMC Horizon Report > 2014 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI), an EDUCAUSE Program. This eleventh edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.

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Nowadays, you don't have to be a tech wiz in order to build a website. In fact, you don't even have to be tech-savvy. Website building is no longer reserved for the technology experts who know the ins and outs of computers and can write code. There are easy to use website builders such as IM Creator with ready made templates. With drag and drop editors, and endless choices of templates and functions, anyone can create a professional and great-looking website within minutes. If you can fill out a form, you can build your own beautiful and functional website exactly to your taste!

In the past, professionals and individuals looking to create a website have been forced to hire expensive professional graphic designers and computer programmers to do all of the work for them. Not any more! Building your own site is simple, and will save you tons of money. You won't even have to install any programs onto your computer, because most website building companies are accessible via web browser.

The basic premise of these website builders is easy-use for the average Joe. These companies have recognized that more and more people without the skill to build sites are interested in doing so, and they've provided the solution. These new site builders are as simple as the word processor that you use at home. They make use of pre-set templates that you can choose, which immediately give you a general outline for your desired website. You can start with a basic template and then just follow the simple instructions to customize the design of your site to your taste. You control everything, including the backgrounds, colors as well as interesting textures. A simple site can literally be done in a matter of minutes! Here's the:
Simple Step-By-Step Process:
It's really that easy. These easy to use website builders will provide you with all of the technological advancements and options that an expensive professional would charge you a small fortune for. And that is not all! Nowadays it is estimated that people spend up to 40% of their Internet time on their mobile devices. The leading Website building company IM Creator even gives you the ability to make your site mobile compatible, giving you the best of all worlds. That's certainly not a market you want to miss out on and a feature that professional site builders will charge extra for.

So what are you waiting for? Don't be intimidated. Head over to IM Creator and find out for yourself how easy and simple building your dream website can be!

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How To Easily Build Your Own Website (Even If You Are Not Techy)!

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Nowadays, you don't have to be a tech wiz in order to build a website. In fact, you don't even have to be tech-savvy. Website building is no longer reserved for the technology experts who know the ins and outs of computers and can write code.

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Google's new moonshot project: The human body

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Google's new moonshot project: The human body

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Google Inc. has embarked on what may be its most ambitious and difficult science project ever: a quest inside the human body.

Called Baseline Study, the project will collect anonymous genetic and molecular information from 175 people-and later thousands more-to create what the company hopes will be the fullest picture of what a healthy human being should be.

The...

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Google's New Moonshot Project: the Human Body

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Google Inc. has embarked on what may be its most ambitious and difficult science project ever: a quest inside the human body. Called Baseline Study, the project will collect anonymous genetic and molecular information from 175 people-and later thousands more-to create what the company hopes will be the fullest picture of what a healthy human being should be.

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Flickr/Paul Mayne
You've heard all about Millennials or Generation Y, the tech-savvy youngsters who were born in the 1980s and came of age around the turn of the millenium.

And retail strategists are already paying attention to Generation Z, the post-1990s generation that doesn't remember a world before the tech boom.

But what comes after Z? Clearly someone didn't think this through, but now an answer is emerging.

Futurist, demographer, and TEDx speaker Mark McCrindle is leading the campaign to call anyone born after 2010 a part of Generation Alpha.

Alpha kids will grow up with iPads in hand and never live without a smartphone and the ability to transfer a thought online in seconds. These massive technological changes, among others, make Generation Alpha the most transformative generation ever, according to McCrindle.

"In the past, the individual had no power, really," McCrindle says. "Now, the individual has great control of their lives through being able to leverage this world. Technology, in a sense, transformed the expectations of our interactions."

Coining "Generation Alpha"

It all started when McCrindle and his team started wondering what comes after Z.

In 2005, McCrindle's group ran a national survey in Australia asking respondents to think up potential names themselves. "Alpha" emerged and seemed like a natural fit, considering science disciplines, such as meteorology, often move to the Greek alphabet after exhausting the Roman alphabet or Arabic numerals.

While possibilities like Gen Tech, Digital Natives, and Net Gen have been posed, many have unofficially dubbed the group "Generation Alpha." McCrindle, for one, hopes it sticks.

Everyone under the age of 5 falls into the Alpha category, as does anyone born in the next 15 years, what McCrindle considers the usual span of a generation. Unlike previous generations, which have used technology, Alphas will spend the bulk of their formative years completely immersed in it.

"Even new technologies have been transformed," McCrindle says. "It's not just email - it's instant messaging. It's not just sharing a document online - it's a Prezzi or a YouTube video."

A Demographic Shift

Shifts in global population will also affect Generation Alpha's experience. For example, as early as 2028, India could surpass China as the most populous country in the world, according to United Nation's recent data.

"Generational labeling has been a Western phenomenon," McCrindle says. Consider Baby Boomers, named for those born in the U.S. during the post-World War II "baby boom." And "teenager," a term coined in the mid-20th century.

Such labels are a much newer concept in developing countries, which may lag behind in both population and technology, creating less variety between generations.

In Generation Alpha's time, however, "India and China will become the center of gravity," McCrindle notes. Countries who have experienced less development until recently will naturally experience a more pronounced generation gap with Alpha.

With better technology and more people to fuel its growth, children in these countries will trade some of their traditional, Eastern values for more tech-savvy and global ideas, McCrindle explains.

The Biggest Leap Ever

This new climate of connectivity makes the leap from Gen Z to Alpha the largest in history, according to McCrindle - even bigger than than from Baby Boomers to Gen X, who experienced the invention of computers.

For Baby Boomers, the newest computers were still mechanical and manual. They required effort and knowledge of programs to use. "But what we have with social media is a shift from the auditory and visual to the kinesthetic process," McCrindle explains. "The platform may stay the same, but it's gone from a computer with a keyboard to one with a touchscreen."

Alphas will also interact for the first time with these technologies at much younger ages than any other generation. Now, many teenagers don't wear watches because they use their cell phones for telling time, McCrindle notes. Imagine what Alphas will or won't wear or do because of their attachment to tech.

"They don't think about these technologies as tools," McCrindle says. "They integrate them singularly into their lives."

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Generation Alpha Is Coming And It Will Change The World Forever

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You've heard all about Millennials or Generation Y, the tech-savvy youngsters who were born in the 1980s and came of age around the turn of the millenium. And retail strategists are already paying attention to Generation Z, the post-1990s generation that doesn't remember a world before the tech boom.

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Qualitative analysis of eLearning workshop posts (see bottom of digital wall)

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Qualitative analysis of eLearning workshop posts (see bottom of digital wall)

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Exploration on feedback of the E-learning course

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Cisco's acquisition strategy. How does this apply in other contexts? (analogy)

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Cisco's acquisition strategy. How does this apply in other contexts? (analogy)

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http://www.businessinsider.sg/cisco-john-chambers-acquisition-strategy-2014-7/#.U9ASb4CSzJE

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Cisco is a huge $48 billion company and one big reason is acquisitions. Instead of an R&D budget, Cisco buys the tech it needs to grow and expand into new markets.

It often buys 10 or more companies a year, most of them small deals, but it will spend billions, too. For instance, it bought security company Sourcefire for $2.7 billion in 2013.

CEO John Chambers fully admits that he's bet wrong a few times, too. He'll likely never live down shutting down Flip in 2011, two years after spending $590 million to acquire it. In 2013, he dumped another consumer acquisition home networking unit, Linksys.

Earlier this month, he told attendees of the Fortune Brainstorm conference in Aspen, Colorado, that he won't pursue consumer businesses at all anymore.

"The window was open for us to play in the consumer as data, voice, video came together. This is where you have to have the courage to take good business risks, because if you don't, you never win," he said on stage.

In an interview with Business Insider, Chambers explained his acquisition strategy in more detail.

Most acquisitions fail, he says. "If we're going to acquire, what are we going to do differently? We came up with six rules of thumb," he told us. "Whenever I've violated two of them, I usually get into trouble."

They six rules are:

1. Share a vision. "Do you have the same vision of where industry is going as the target of your acquisition? If visions differ, you might get together economically for a while, but then you are going to have problems," he explains.

2. Corporate cultures have to match. "You know at the beginning. You listen to them: if [they] mention customers, if they share the success of the company with their employees, or just a couple of people at the top make all the money," he says.

Plus he looks for "a healthy paranoia," explaining, "That's what Silicon Valley is about. We all know we can get unseated very quickly - as quickly as two years."

3. Know what you are really buying, the people and the tech. "Understand what you are acquiring and protect it at all costs," he says. "You are acquiring people and next-generation products. You are making an investment that together you can grow faster, make more profits, and take more market share."

If key people won't join Cisco, and the cultures are not similar enough to keep most of the employees, he won't buy.

4. The acquisition should be "strategic." He's looking for "a minimum target of 40% market share" and companies that have what he calls "sustainable differentiation" - meaning they have a unique technology not easily copied. And it also has to be profitable, "good industry-average margins."

5. The closer the location to Cisco the more successful the acquisition will be. "Geographic proximity is very important. Once you get out of the country, odds go down even more."

That's particularly interesting because at one point, Chambers threatened to stop buying U.S. companies mostly for the tax implications. He doesn't want to have to important off-shore cash for the transaction and pay taxes on that cash.

So is he looking for offshore companies to buy. "Still am," he tells us. "But it makes it harder. You just go with your eyes wide open. You also don't also go with a company that doesn't have 'sustainable differentiation' or with a culture that's different."

6. Listen to your existing customers. "If you listen to them the right way, they'll tell you who to acquire, they'll tell you want you are doing right and wrong. They'll tell you what your challenges are in the future" he says.

Even if he does all of that right, he says 1 out of 3 acquisitions will still fail, as in people will leave Cisco, or revenue targets won't grow, or the product will flop completely.

"If Cisco is world class (as many people say we are) with acquisitions, we're going to [do well] with 2 out of 3. That means we're still going to miss on 1 out of 3," he says.

Get the latest Cisco stock price here.

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Cisco's John Chambers: What I Look For Before We Buy A Startup

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Cisco is a huge $48 billion company and one big reason is acquisitions. Instead of an R&D budget, Cisco buys the tech it needs to grow and expand into new markets. It often buys 10 or more companies a year, most of them small deals, but it will spend billions, too.

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If you follow developments and the literature in a field, you will know who are the "experts" in that field (an analogy)

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If you follow developments and the literature in a field, you will know who are the "experts" in that field (an analogy)

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http://blogs.wsj.com/indiarealtime/2014/07/23/tendulkar-defends-sharapovas-comments-about-tendulkar/?mod=WSJ_hp_Asia_EditorsPicks

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Indian cricket superstar Sachin Tendulkar has come to the defense of Russian tennis sensation Maria Sharapova for not being cricket-savvy.

Earlier this month, thousands of Tendulkar's fans went after Sharapova on social media after she admitted not knowing about the master blaster.

"If Sharapova doesn't follow cricket, she doesn't follow cricket. How is she supposed to know?" Tendulkar said in an interview on NDTV, an Indian television station. Noting that he personally doesn't follow basketball, he said, "If I don't know someone, it is not disrespecting that individual because I don't follow that sport."

At a Wimbledon news conference in June, Sharapova was asked if she knew of Tendulkar, who was attending the tennis tournament. She said she didn't.

Soon enough, #whoismariasharapova started trending on Twitter. Fans of Tendulkar lashed out at her for not being well versed in matters of cricket.

Sharapova's Facebook page was swamped by Tendulkar fans. On July 2, soon after her comment started making the rounds, there were 53,409 comments on a single post on her official page. Many berated her, with comments such as, "U r a big zero."

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Tendulkar Defends Sharapova's Comments About Tendulkar

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Indian cricket superstar Sachin Tendulkar has come to the defense of Russian tennis sensation Maria Sharapova for not being cricket-savvy. Earlier this month, thousands of Tendulkar's fans went after Sharapova on social media after she admitted not knowing about the master blaster. "If Sharapova doesn't follow cricket, she doesn't follow cricket.

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Application of big data analytics in healthcare 

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Application of big data analytics in healthcare 

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Pilot project, MOH, Singapore

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Question

What are the best methods to compare the similarity of two medical images?

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eLearning wall @ 0315hrs on July 24, 2014

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eLearning wall @ 0315hrs on July 24, 2014

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What the internet can see from you cat pictures (privacy and metadata)

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What the internet can see from you cat pictures (privacy and metadata)

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Your cat may never give up your secrets. But your cat photos might.

Using cat pictures - that essential building block of the Internet - and a supercomputer, a Florida State University professor has built a site that shows the locations of the cats (at least at some point in time, given their nature) and, presumably, of their owners.

Owen Mundy, an assistant professor of art who studies the relationship between data and the public, created "I Know Where Your Cat Lives" as a way of demonstrating "the status quo of personal data usage by startups and international megacorps who are riding the wave of decreased privacy for all," Mr. Mundy wrote in a post about the site.

Using images of cats uploaded to photosharing services, including Flickr, Twitpic and Instagram, Mr. Mundy extracted latitude and longitude coordinates that many modern cameras, especially those in smartphones, attach to each image. His site displays random images from a sample of one million of the many millions of pictures tagged with the word "cat" online.

The images are displayed on a map using satellite imagery, with nearby cat photos also visible. Specific street addresses are not displayed, but the geographic information can leave few details to the imagination in rural areas.

Not all of the images are of cats; some are of a picture of a picture of a cat, a cat owner or even a brochure for a production of "Alice in Wonderland" with the Cheshire cat's smile. They come from around the world, although images from the United States, Russia, Britain and Brazil top the list of locations.

The owners of cats captured by the site might ask: What can I do to remove my cat's picture from it? Although such an action seemingly goes against the very nature of the Internet itself, the answer is pretty simple, according to the site: "The way you would go about doing so is by increasing the privacy settings of the photos of your furry feline friends. Then within 30 days your photos will be gone from our site."

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What the Internet Can See From Your Cat Pictures

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Your cat may never give up your secrets. But your cat photos might. Using cat pictures - that essential building block of the Internet - and a supercomputer, a Florida State University professor has built a site that shows the locations of the cats (at least at some point in time, given their nature) and, presumably, of their owners.

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Continuing Professional Development for Pharmacists

OBJECTIVES

- Ensure that pharmacists are kept up to date with the latest drugs, latest technologies & guidelines in medicine

- Encourage adherence to lecture attendance & monthly readings, with reminders

- Provide platform for sharing interesting information & forum to encourage discussions

- Sharing of schedule for upcoming lectures, symposiums & workshops

COMPONENTS

- Overview of Topics included in self- directed learning materials (eg. Oncology updates, Infectious diseases, chronic diseases management etc)

- Links to videos

- Links to references where pharmacists can access articles for CE points (Eg. Medscape)

- Links to download lecture slides from previous in-house lectures

- Forum for discussion & feedback

- Quizzes to test understanding

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I learn from the worksop: E - learning in NUS is well developed; Educator can apply many methods in teaching.

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Found out how difficult it was to use a "wall"

Also realised it was about time I learnt.

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 Eric Khoo:   

Its great to know that I can curate and attribute work that
is available online.

I intend to explore a platform whereby I can start by
posting relevant clinical material (links) and separately start indexing the
available library of presentations.

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 Eric Khoo:   

Its great to know that I can curate and attribute work that
is available online.

I intend to explore a platform whereby I can start by
posting relevant clinical material (links) and separately start indexing the
available library of presentations.

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This is what i wanted to do. Which platform will be most suitable for this purpose?

This course is indeed an eyeopener for me.

I learnt that this takes a lot of committment and creativity

Moving on i hope design a platform for 3rd and 5th year undergraduates posted to our department.

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1. eLearning can be use to enhance teaching. Face-to-face teaching is equally important.

2. eLearning wall is also a useful tool to engage the participants and it is interactive. Enable everyone to have a choice to voice their opinions and thinking without feeling threatened.

This course enable to think about my teaching methods and challenge me to think creatively the different ways I can tailor my teachings.

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Through the course today, it made me realised the importance of having the need of protected time for people to have interactions with the online materials although online materials can be accessed at any point in time.

At the same time, having a mixture of face to face teaching with e-learning platform could provide a better mode of teaching.

With the learnings from the course today, I hoped to incorporate it into the lessons/courses that we are conducting in our department to have an interactive learning environment.

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1. In eLearning, we have a role in curating the information and giving structure and context to the content to make it relevant to our learners.

2. Assessment drives learning! But I will also try to engage residents online and in person to reinforce the content taught

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I learnt to blend digital E learning with face-to-face methods.

E learning does not mean just IT stuff, but also creative methods using a variety of other methods.

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I was pleasantly surprised that e learning is not such an alien concept to me after all.

Curating and having resources organised is worthy of time spent. Committing a small amount of time to this on a regular basis will pay off in the long run.

The concept of giving students the material and trying to then engage them first was discussed by a number of people who all mentioned that invariably not all students will have taken the time to go through the material. Poh Sun explained that people like the face to face encounter (as I do) and hence just providing material alone may not be sufficient for richer deeper learning but the prior experience of having gone through the material also adds another dimension to the learning by then giving the students a chance to clarify and crystallize concepts. The flipped classroom concept....( just because the students may not have watched the video or read the material, I should not lose heart and give up doing this). Linking assessment to the teaching activity will encourage the learning.

Going forward, spending time planning how to make the teaching more engaging and less didactic. Increasing the complexity of the cases to engage the learner on a graduated basis.

Having the time and space today was helpful in understanding the concepts of elearning,

I am glad I came. Thank you

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Implement e-learning as adjunct to the current lectures + readings, as well as serving as a platform for constructive discussions

Need to understand the needs of my target audience

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1. Learnt - Focus on content and ensure protected time.

2. Action - think of carrots/ways to get protected time into eLearning processes.

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From this workshop, i got the idea to use e-learning interactive wall for one of the alternative e-learning methods in my faculty. At the end, i hope all that i already get in this workshop can make better improvement for my e-Learning methods in my place.

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From this workshop, i got the idea to use e-learning interactive wall for one of the alternative e-learning methods in my faculty. At the end, i hope all that i already get in this workshop can make better improvement for my e-Learning methods in my place.

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Thank You.

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Pham Bich Diep (From Vietnam). 1.  What did I learn from the workshop? e-learning in NUS is well developed; Educators can apply many different digital methods in teaching. Know the digital wall that all people in the class can write, post and read information at the same time ( it is interesting). 2 What is my plan for future teaching? Think about suitable digital method for engaging in teaching my subject.

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Pham Bich Diep (From Vietnam). 1.  What did I learn from the workshop? e-learning in NUS is well developed; Educators can apply many different digital methods in teaching. Know the digital wall that all people in the class can write, post and read information at the same time ( it is interesting). 2 What is my plan for future teaching? Think about suitable digital method for engaging in teaching my subject.

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1. Think out of the box when doing teaching

2. Use of technology to enhance your teaching instead of replace it.

Plan - experiment with technology in my teaching

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What I learned from this course:
1. Today's equivalents of traditional methods of learning and sharing information
2. Organising content - currating available information and creating robust case repository is one of the first steps to e-Learning

What I will do:

1. Organise (past) presentation slides into themes

2. Build hyperlinks repository of peer recommended articles or good case studies

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Take home msg - learnt some basic knowledge using of multi media in medical education.

Plan - to make training videos for junior drs joining the Polyclinics.

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The main take away from this workshop is that it is the content that matters. the analogy of using the old practice in contrast with the current helps allay anxiety of the tsunami of technology. The experience is similar, only the mechanism used is different. This workshop reiterated the it is possible to design e-learning programme, but to start small will help.

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1. Take home message:

Outcome of e-learning is very much depends on the content; hence a solution is needed to encourage/drive our content experts towards current trend of evidence-based learning/teaching methodologies.

2,  Action plan:

" Rome is not built overnight" Nevertheless, will do the very best i can to make it work.

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Purpose: To understand the different type of learning objects commonly used in Medicial field.

Follow up: Google more. Look out for resource and if possible, re-share and credit the original works. Idenfity the most suitable enagement method for users

Plus Point: Know how to use a eLearning Wall ?

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E-learning is probably the way to go. However, one need to have assessment tools in place to ensure learning has occurred and the objective met. Some sessions for face-to-face interaction would still be needed.

Plans? To make the current e-learning platform of article & MCQs more interesting by introducing videos, interactive wall, etc.

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Chang Chai mei

The take away is that for learning to be effective is to combine e learning with traditional teaching. I had also learn how to do e learning.

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A platform that I can use to have realtime discussion with the participants, especially if I need the participants to show me their input real time & all of us in the class can learn from it.

I'll be able to use this to teach Adminstration of IV medication, where I can get the participants to work on how they derife on the dilution /calculation from the formula that was taught earlier.  Able to assess the understanding and application of knowledge.  With this the trainer able to pick up the weak participants and work with them more.

Thank you.

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-ideas to combine e-learning with traditional didactic teaching

-ways to ensure participants' compliance in e-learning

-I would be able to tap on the above ideas when conducting in-house training. Slides/ Videos could be given to the participants prior to actual training day. Effectiveness of the training can be enhanced when participants have prior background knowledge thrugh e-learning.

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Educators should be encouraged to build up a repository of teaching materials that are granular and reusable. These materials can then be extracted and put together into e-learning according to the curriculum.

Digital resources (e.g. videos, online text/documents) and physical resources (textbooks) have their own strengths that should be utilized where appropriate.

Pay attention to privacy and copyright matters when creating the content.

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Take home points / action plan

focus on content and use technology to aid delivery .

create repository of teaching materials

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Before

To learn what is eLearning

After

1.I have learnt how others are doing/preparing elearning.

2. To create an elearning platform for my senior residents

-To upload

-interactive case discussions

-Radiology images

-Ethical dilemma cases

-Previous presentations/cases/topics

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CMDL

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what I learnt and what I would do

Effective eLearning needs time, dedication and commitment to develop and organise the content.

Dedicate appropriate time and be committed to the elearning cause.

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I have learned the importance of moving forward from classroom teaching to elearning

I would like to change some of my training sessions to e-learning.

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Resident Teaching in Ophthalmology - Chemical Injury

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Resident Teaching in Ophthalmology - Chemical Injury

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The scenario: repeating the same lecture every year, and residents of varying levels and experience

Idea :

- videos of the lecture online

- handouts online for download

- 1 hour CME time : 10-20 mins spent to recap the 5-7 learning points, then split the residents into groups to work on case studies

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1. How to motivate students to view the elearning materials

2. Assess students

3. Info on wiki - how to organize/ continous update the info, tools for educators

e.g., share the content,

3. Usability of technology

4. deliberate practice/mastery learning

5. Credit the source of existing info

6. How to motivate students: peer pressure

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A community nursing programme for UG students

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Prep course for nurses going for the advanced practitioner nurse programme

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eLearning workshop 23072014 group activity

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BCG Administration for RNs

Content of the teaching as elearning

Upload video of BCG administration as elearning

class room skill practice

Assessment of the knowledge

Evaluation

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1. Workgroup to brainstorm re-organisation, collate resources.

2. Creating a system for curating, indexing and updating resource.

3. Calendar of events for learners/residents

4. Learning for educators - tools

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practical summary of the 2014 amercan stroke guidelines

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Welcome to ONE Teaching clinical neurology to undergraduates and postgraduates. Explore this wiki...for neurology learning material.....browse through the various topics,references and links below.

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TEACHING ACTIVITY: EBM In Clinical Practice

OBJECTIVE: Evidence-based Management of Dog BIte Wounds in Family Practice

At the end of the session, family physicians should know the best practices in management of dog bite wounds and be able to cite the evidence to defend their practice.

TARGET AUDIENCE: doctors in training

METHODOLOGY:

(1) Pre-reading assessment: Case scenerio with MCQs (upload pics of wounds)

(2) Reading - attached reveiw papers (automated marking)

(3) Post-reading evaluation (automatedmarking)

(4) Discussion - interactive wall

Possible add-on teaching modules:

(1) T&S procedure (video)

(2) Wound care & dressing (articles & videos)

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Augustine Tee, Chief Respiratory & Critical Care, Changi General Hospital

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Augustine Tee, Chief Respiratory & Critical Care, Changi General Hospital

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We need to give non-full time medical educators the ease and skills to engage learners at all levels and at many non-traditional situations.

My learning point from this workshop:

1. We need professional help to startup and maintain eLearning.

2. Padlet looks like an easy & useful platform. I will try it with my students.

A Gen X teaching the Gen Y...

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Please see it.

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123 Sonography is the #1 provider of online echocardiography training. Thousands of physicians and sonographers have learned echo from us. Register for our free course!

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- Rufus Daniel

An attempt to convey the urgency of real Code Blue events, and the difficulty of achieving a seamless, rapid response required of teams that do not work together often.

In non hospital healthcare settings:

Creating a sustainable solution in such settings may benefit from the use of visual aids and memory cards that responders can refer to within the seconds prior to a Code Blue event.

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Chris Solomons Sudden Cardiac Arrest Rescue

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Surveillance cameras capture lifesaving team effort

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SALEM, Ore. - April 17, 2012 - John Juras, 61, of Salem, is a true fighter and survivor. "If it wasn't for this team at Salem Hospital, I'd be dead," he said. His girlfriend drove him to Salem Hospital on April 4 after he felt chest pains.

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Kelvin Chin - Sharing of Individual Project

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Kelvin Chin - Sharing of Individual Project

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Currently we are working on some video production for certain procedural skill

Before we move on, we will be doing the following

- Explore the various platform and options

-Understand our users’ needs and requirement

- Map out the project plan and works out the feasible study

- Enagage the suitable agents / vendors

-Map the expected result with the desired outcome

These video will be taken and done in modules e.g. like a procedural skill step instead of a long hour video. We understand that there is a lot of existing procedure skills video available online but we wanted to create video that belong to our organization with a local taste dated. Having the video in modules will allow us to reuse / rearrange / link / index / deploying the video to various platforms e.g. mobile, learning management system, video library.

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Education Project : ACP advocates training

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Education Project : ACP advocates training

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(Geraldine Foo, Tan Pei Yi, Tan Lee Ling, Janelle Chan

Aim: To train healthcare worker as advance care planning advocates. Advocates should be able to introduce and explain the importance  about Advance care planning to patients and to refer interested patients to advance care planning facilitators.

How you intend to use eLearning:

- To make use of eLearning to provide background information of Advance care planning to participants before actual training.

Create ePortal where participants may view videos and to do evaluation test before the actual training. Hyperlink for the slides and videos could be uploaded to ePortal.

Video permission from:

http://www.advancecareplanning.ca/

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Learning to disassemble the AMBU resuscitator

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Learning to disassemble the AMBU resuscitator

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I plan to post a video on disassembly of the AMBU manual resuscitator on the BlackBoard for eLearning of the nurses.

We will be using the new resuscitator from the current one we had and are required to train all the nurses (about 1600).

I've manage to obtain a video by the company on the youtube but it is like a silence movie.  I plan to include or tag the name of the parts and explain the steps along the video.

I've attached the video that I plan to use.

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1. Workgroup to brainstorm re-organisation, collate resources.

2. Curating and indexing - future updating

3. Add calendar of events for residents/learners

4. Learning for educators -  eg. basic elearning resources to tap on

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practical summary of the 2014 amercan stroke guidelines

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Welcome to ONE Teaching clinical neurology to undergraduates and postgraduates. Explore this wiki...for neurology learning material.....browse through the various topics,references and links below.

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Hi,

I have plan to make short videos to teach my junior drs on counseling of patients with chronic medical conditions managed at primary care level.

Management of elderly patients with chronic medical conditions at a Polyclinics levels is a challenge for our MOPEX and junior drs due to their lack of experience in managing such group of patients. The expectations of the patients are also quite varied. I plan to focus on issues pertaining to our local population.

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Pham Bich Diep

I have working at Health Education Department, Institute of Preventive Medicine, Hanoi Medical University, Vietnam.

One of my teaching subjects is Health education. In this subject, I used some mixed teaching methods including traditional lectures with PowerPoint presentation, using Q&A method, discussion with case study and role playing with observation check list.

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Please, see it

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Phòng Công nghệ thông tin - Đại học Y Hà Nội

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Copyright © 2013 - Phòng Công nghệ thông tin - Trường Đại học Y Hà Nội Địa chỉ: Số 01 Tôn Thất Tùng, Đống Đa, Hà Nội Điện thoại: (+84-4) 38523798 - Fax: (+84-4) 38525115 - E-mail: cntt@hmu.edu.vn

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GERIATRIC TEACING TO MEDICAL YEAR 5 STUDENTS on CARE TRANSITION.

- flipped classroom

- material online

- videos of short instructions  and geriatric medicine information (material)

- video/ ppt of the case  ( a reattendance - reflect on why pt might have come )

- eg NOF# -hyperlinks to ortho and rehab guidelines etc

-Assignment:  Discharge planning assignment and accordingly the discharge advice to patient and family

- Face -to - face session to discuss the assignment and clear up doubts, consolidate the case management.

- Feedback collection from students at end of Face to face session.

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Teaching Activity: EBM in clinical practice

Objective: Evidenced-based Management of Dog Bite Wound

At the end of the session, you should be able to know what is the best practice in management of dog bite wound

Methology:

Pre-reading

EMB articles

Case study with MCQs

EMB articles

Discussion

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Teaching Program for Senior Residents (AIM)

1. Clinical ( problem based learning)

2. Communication Skills (eg Family conference video) however we need to consider how to protect patients & families data ???

3. To discuss Interesting & Difficult Radiology Imgaes/ECGs

4.To discuss/update new Guidelines/new information

5.To discuss & learn cases with ethical dilemma

6.Patients safety issues ( what went wrong) - can ieven nclude complain cases

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1. Quality of the digital information: peer review, legal review

2. Patient privacy protection: un-identifiable pt info, legal guidelines by MOH, MOE, international guidelines

3. Technology supports learning outside of classroom, informal learning,

4. Pedagogy of learning: evidence-based

5. Learning theories: cognitive theory of learning, social constructivism, behaviorism

* prior knowledge: to activate prior knowledge or to clarify misconceptions

* working memory capacity: cognitive overloading

* pattern recognition: goal

6. Value of technology in education:

individualized, interaction among peers & teachers, mass audience,

7. Technology is secondary. Content is the first most important concern when deciding to use technology.

8. eBooks vs. hard-copy books

9. How to get students to use the eLearning materials: test whether students view the materials, self-assessment

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There are some medical skills you can't teach online. Students need to see,feel,

touch & talk to patients.

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I have a few queries on:

1. How often do you need to update/ review/ respond/ maintain the material?

2. How do you source for funding for this?

3. If this is potentially part of a larger curricula, should you plan this now? What are the basic things/ foundations to establish now? How much do you need to plan/ scope out.

4. How do you track/ attribute all this work to justify the FTE, headcounts/ resources and budget?

5. What are the avenues to sustain these activities?

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we have used PPT with hyperlink to e-book context. However, the students feedback that they find it stressful and troublesome and they prefer to have all the required learning prepared for them in the PPT. How do you encourage them to overcome that?

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we have used PPT with hyperlink to e-book context. However, the students feedback that they find it stressful and troublesome and they prefer to have all the required learning prepared for them in the PPT. How do you encourage them to overcome that?

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Technology

- Cross platform: Mac, PC, laptop,tablet,smart phone

- Large number of users simultaneously

- Where to get help: CIT, CDTL,

- Platforms might become obsolete

- PowerPoint is not the ONLY option

- Online archival: NEJM Knowledge+

Teacher

- Purpose of using technology in medical education:

* knowledge repository

* multiple formats of presentation

* interaction among users

- Where to get help: CIT, CDTL,

- Required skills, commitment

- Evidence-based/ best practice

- Content is the key

- How much tech skills should I have

Potential Users/Students

- How are this generation students different from us?

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Take home -

1) E-Learning should come with a face to face interactive session to consolidate the learning, clear doubts etc,

2) It doesn't matter what platform is used, low or high "fidelity", its the content that matters the most,.

Action points-

1) Improve choice of multimedia for CME activities ( one that includes some form of feedback and replying to querries.

(Using blackboard's discussion board, blog, whatsapp , twitter etc)

2) Use online resources that already exist instead of making new slides where possible and use peer-reviewed videos from NEJM and other such websites rather than YouTube.

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My name is Wee Tiong, Cardiology Consultant with National University Heart Centre Singapore.

I am a practicing Cardiologist and electrophysiologist with an interest in medical education.

I do not have any experience in developing e learning programs.

My main barrier would be that I am not particularly Tech savvy.

I am hoping to start a small learning platform to educate doctors on how to remove a pacemaker from a deceased person.

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Chaoyan Dong

I work at Medical Education Unit. I got my PhD in Educational Communications & Technology - how to use technology to help people learn. Afterward I have been working in medical education, 6 years at New York University SOM and 1 year at YLL. Hope to learn more about everybody. Look for possible collaboration in using technology in medical education.

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by Goh Poh Sun

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eLearning wall @ 0230hrs on July 23, 2014

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eLearning wall @ 0230hrs on July 23, 2014

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Tan Lee Ling -  Medical Social Worker from SGH

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Tan Lee Ling -  Medical Social Worker from SGH

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Hi, I am Lee Ling, MSW from SGH.  I have five years of experience in medical social work.

This is the first time I am attending a course on e-learning.

I hoped I could learn more about e-learning as another mode of teaching/learning, so that we could make learning interesting :)

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by Dong Chaoyan

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I am currently the IT Manager of the Hanoi Medical University's, and also serves as a consultant for development projects of health human resource (eLearning Component). Elearning challenges in attracting and policy deployment elearning courses in the health sector. I hope the participants will learn how to implement appropriate elearning in the health sector in Vietnam. Elearning projects that I am involved in the elearning applications continuous medical education being in Vietnam.

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Currently an Endocrinologist at NUH.

I have been involved in the medical school undergraduate education, in particular the phase II exams.

I am keen to learn about using new ways and platforms to deliver systematic and effective education to patients and clinicians. I would also like to know ways on how to sustain and maintain interests of the learner.

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Hi I am Marabelle from SGH Podiatry. I have been practicing for 6 years. I am currently pursuing a Masters by Research in common flatfoot related problems.

I feel that e-Learning is probably the way to go for this day and age and this generation. However I do feel that I am not very tech savvy myself (in fact I am a little technophobic).

There are only less than 80podiatrists in Singapore and I feel that it may not be possible always to gather everyone or have a minimum number to conduct CPD and such learning session so the most convenient is to have an online learning platform. (I also serve in the Podiatry Association and we are always looking for ways to keep our professional learning and interaction going)

So i hope to be able to gather some idea sparks and pick up some know-how on how to bring this idea forward.

Below is an online CPD platform that Australian podiatrists use for elearning. A "vision" page for me!

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Welcome to the APodC CPD System | Australasian Podiatry Council Continuing Professional Development (CPD) System

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This site provides access to continuing professional development (CPD) and educational activities that meet Podiatry Board Australia's (PBA) guidelines, and also of the Accredited Podiatrist Program.

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I am working in Nurses development unit at KKH as Nurse Clinician. I am very new to this topic and would like to learn more about e learning.

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Utility of a hyperlinked index knowledge repository

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Utility of a hyperlinked index knowledge repository

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http://casebasedlearning.blogspot.sg/

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eLearning wall on July 22, 2014 @ 0500hrs

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eLearning wall on July 22, 2014 @ 0500hrs

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Hi, I am Lydia Lau, a senior lecturer from Alice Lee Centre for Nursing studies. I have been teaching nursing students for a number of years, and used various e-learning materials. However, have not really developed one from scratch, I must admit I am not so techno savvy...

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Hi, I am Lydia Lau, a senior lecturer from Alice Lee Centre for Nursing studies. I have been teaching nursing students for a number of years, and used various e-learning materials. However, have not really developed one from scratch, I must admit I am not so techno savvy...

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I am interested to develop e-portfolio for students in clinical practice and use it for students to develop clinical competency.

I hope I can make use of what I learn from the workshop for academic teaching, then extending it to clinical eventually.

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Hi, I'm Raja.

I'm a Family Physician at NHG Polyclinics since the year 2007. I'm working at Woodlands polyclinic.

I have passed my MBBS from JIPMER, Pondicherry University, India in the year 1997. I have been practicing Family Medicine for past 10 years after after completing my tenure in the Indian Army in the year 2005.

I'm the Key Trainer of my polyclinic, involved in training of new drs, GDFM candidates and MMed (FM) candidates.

I'm also in-charge of Woodlands Regional Minor Procedure Centre. I'm involved in training of drs in Minor Surgical Procedures in Primary Care.

I don't have a formal training in e learning. I have been trying to pick up knowlegde and skills as I move on. My e learning is limited to doing on-line MCQs during my training and reading articles in internet.

The challenge I face in integrating technology into teaching is due lack my own knowlegde and experience in IT. Hope to overcome in gradually in future by more exposure to IT modules.

I want to use e learning in my next Minor Procedure Training course in NHGP, which I will be conducting in Oct- Nov 2014.

I hope this course will be helpful for me for my teaching.

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Hi

I am involved in teaching  geriatrics to Phase II ( as part of Aging module ) and also to Phase V SIPs.

As a novice to the area of  use of technology in education, I would like to find out more about the various ways of engaging larger groups of students through the use of technology

I am keen to  optimize my teaching to the Gen Y and Gen I s and make it an enjoyable  without loosing the focus of  educational  objectives.

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Hi Terry, I am watching you write on the eLearning workshop digital wall in "real time" right now ... keep going!!  And see you on Wednesday !  Cheers, Poh Sun @ 2043hrs, Monday evening, July 21st, 2014 ... by the way, you can resize your post and move it around the digital wall .......  notice what I am doing in real-time ..... matching what you are doing .... as an instructor ... you can reflect on how you might moderate a group of 10 residents in real time !!! ... am moving my post downwards to give you more room ... OK ... signing off now ... happy posting ... and reflection ..... @ 2051hrs .... and yes ... I can correct your work ...  as I have editorial overview as the instructor ..... will do this in real time during the workshop .... enjoy your evening ... and reading the articles, as well as exploring some of the resources on this digital wall ... top row .... and along the left .......      

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Hi Terry, I am watching you write on the eLearning workshop digital wall in "real time" right now ... keep going!!  And see you on Wednesday !  Cheers, Poh Sun @ 2043hrs, Monday evening, July 21st, 2014 ... by the way, you can resize your post and move it around the digital wall .......  notice what I am doing in real-time ..... matching what you are doing .... as an instructor ... you can reflect on how you might moderate a group of 10 residents in real time !!! ... am moving my post downwards to give you more room ... OK ... signing off now ... happy posting ... and reflection ..... @ 2051hrs .... and yes ... I can correct your work ...  as I have editorial overview as the instructor ..... will do this in real time during the workshop .... enjoy your evening ... and reading the articles, as well as exploring some of the resources on this digital wall ... top row .... and along the left .......      

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from Anaesthesia at NUHS. I have an interest in medical education, especially the use of simulation in medical teaching. I have just started finding out more about elearning and find it to be a refreshing way of engaging and teaching the students. I hope to learn more about current best methods and practices to integrate latest technology into medical teaching, undergraduate and postgraduate. I also would like to know more about the latest technology available for elearning - for instance, this Padlet is quite cool! (how do I use this with the students?) Looking forward to the course! Cheers.

"Wow... Thanks for the real time encouragement :)"

"Hmmm... for a moment there I thought I lost my entry.... anyway, hope it is still on the wall :)

yes I see you matching my resizing...

that's pretty cool.... if I can moderate 10 students at the same time, while allowing each one his or her own time to reflect on what has been written...

Can you correct my work? as in can you correct my post? YOU CAN SEE I HAVE JUST ADDED A COMMENT ON YOUR POST (Poh Sun @ 2055hrs, July 21st, 2014)

oh ok... will talk more on Wednesday! looking forward to it. Thanks very much. Have a good night. Cheers. @2053 21072014 ... ok thanks! will get to them...

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Hi, I'm Anita Lim from Rheumatology in NUHS.  

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Hi, I'm Anita Lim from Rheumatology in NUHS.  

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One of my colleagues had to drop out of a course offered by MEU and asked me to take her place so I looked around and saw this course. I decided I would challenge my fears and inhibitions ( with regard to IT) and sign up for this ! So, here goes :) See if I can be converted to embrace IT.

My other hat apart from rheumatology is in hospital administration - in MAHR but that's another story !

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I am a medical social worker, and have been working in SGH for 4 years. I have no experience wth eLearning and hope get more insights from this course. I am not very IT savy and is concerned havings with setting-up elearning programme, etc. I am not sure how to even start such a programme. I am the trainer for Advance care planning (ACP) programme in my hospital and hope to implement eLearning for the ACP training.