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Data useful to collect for a e-learning program: frequency and timing of logging into the e-learning resource, websites visited during access onto e-learning site, feedback (verbatim & structured scoring system), online assessment scores.

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Wonder if it is possible to monitor/ track the emotion (frustrated, enjoying, confusion) of users esp in a new eLearning module. 

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Wonder if it is possible to monitor/ track the emotion (frustrated, enjoying, confusion) of users esp in a new eLearning module. 

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hat kind of data should we collect? What is the purpose to collect data?

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A lot of effort is put into developing e module, so would be interested if learners found it useful. Would like to apply customer expereience journey approach to get that info, along with hit rates, frequencies etc

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data include results, complete all modules .

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data include results, complete all modules .

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engagement rate, completion rate, assessment results

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engagement rate, completion rate, assessment results

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Information needed is the rate of navigation through the module, presence of any choke points, abandonments, revisits

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hi.. i SY. important data that student has learned might be the post test 

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hi.. i SY. important data that student has learned might be the post test 

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1) Realisation that most of the data we collect for online e learning (e.g. click rate, log in rate etc. ) are small date
2) despite the above small data being important, I find it hard to see how these data translate to indication of some important outcomes like how deeply the student had assimilated the topic

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know the mobile usage habits for learner, then set up the e-learning according to the habits and preferences of the learners. Post e-learning, get the participation data by knowing how often the learning materials are viewed and how frequent the similar ideas emerged (eg. word cloud analysis).

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Apart from the quantitative data,  the type (and quality) of questions asked and  the interactions between participants would give insights if they students have learnt

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Useful to
1) track extent of student access/ involvement in online material
2) correlate extent of participation and outcome

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Eugene from NSC

1.  % of students who accessed the online teaching content, and the amount of teaching content that they accessed

2.  Assessment is essential for any curriculum - good to incorporate assessment into the online teaching, and track the results

3.  Ability to identify students who did not access the teaching materials / do poorly in the assessment

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When I set up an online e module, I initially thought to collect data like hit rates and frequency to get a gauge of utility. Now, having heard about customer experience journey, this might provide more useful information.
Ultimately, would like to use data to see if all the effort is worth it.

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Kelvin: I d not know at this juncture.  I assume what is important depends on what I define as learning which my students are expected to show.  In the context of e-learning, I find it hard to correlate the duration students access teaching material with learning.  One way to make learning tangible and visible in an e-learning journey is to ask questions that demand answers from students. These answers may reflect the level of understanding of the material accessed and read.

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Data collection from multivaried sources.Tracked time spent on modules

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- How many times the student has to repeat the learning module to pass the assessment --> useful for the teacher in assessing how to improve the presentation, or if this student is the odd one out, to provide follow-up support for this student.

Resources available which are able to do such analytics for testing of effectiveness of learning and teaching, before formalizing it for the organization's use, will be very useful.

JC

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1) material presented to students is easy to understand and relevant to their level
2) information learnt translates to correct actions when students graduate

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1) individual progress and growth of the trainees
2) Trainees feedback on the program and faculty

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CC from ktph. E leaning assessment scores, e learning resource log in frequency & patterns, online sites they visited while doing e learning. 

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CC from ktph. E leaning assessment scores, e learning resource log in frequency & patterns, online sites they visited while doing e learning. 

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1. Data which can be continuously reviewed, assessed back and forth i.e. no expiry date
2. Know which competency level which each individual learner stand today and where's the gap to achieve the ultimate skill/ outcome - defined for a basic physician (example undergrad)
3. Data for us to understand the learning trend from various students (different institutions, different training background).

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-Data on how much teaching is actually translated into learning.
-Feedback on the learner's experience

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Hi, this is Winnie. Using a different device. What data is important data to collect and how we know the students are coming along in their journey

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Hi, this is Winnie. Using a different device. What data is important data to collect and how we know the students are coming along in their journey

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Ans: Track the amount of time they spend on the reading material, the number of correct answer to the quiz and questions they post after the session.

In our discussion we were wondering how do we use data analytics to improve the teaching of skills eg clinical examination and soft skills eg communication. We can link the student to a video then test via OSCE but is there any data in the interim we can collect to ensure they are on the right track?

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1. the difference in practical performance between students who access and did not access the elearning materials
2. the timing (e.g. 3 months into a new rotation) at which a student access a particular material.

Pang Hao

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1. Ease of use and accessibility of learning resources

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1. Ease of use and accessibility of learning resources

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2. Perceived utility of learning resources
3. Real learning outcomes that ensue

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Data important to me as an NE (prior to running a programme):
1. Learner's prior knowledge/experience/attitudes pertaining to subject
2. Learner's expectations from the programme
3. Learner's working context including issues and challenges encountered there which are relevant to the subject
4. If e-learning is used in the programme, learner's experience with that
5. Learner's preferred learning style

What data informs my learner is successfully navigating ...?
1. Verbal feedback (learner, peers, supervisors)
2. Assessment data (clinical & classroom)
3. Classroom activities (engagement and participation levels, appropriateness of responses)
4. E-learning platform data (participation rates, quiz scores, etc.)

Learning outcomes
1. Assessments (theory tests / competency assessments / observable behavior)
2. Ability to practice independently, competently, safely (compliments, complaints, contributions...)
3. Observation from third party (peers, supervisors)
4. Self-reflective journals (feelings, progresses, motivations, disappointments, learning for future use, etc.)

What informs teaching & learning?
1. Evidence based practices
2. Literature (reliable sources)
3. Learning needs / issues that need addressing by training (audit findings etc)
4. Relevance (to job/problem solving)
5. Relatability (contextual, personal)
5. Continuing education (keeping updated)

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I am Joyce from TTSH. Data analytic is a new topic to  me

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I am Joyce from TTSH. Data analytic is a new topic to  me

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I am waimin from medical device industry.  working on meded projects.

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I am waimin from medical device industry.  working on meded projects.

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ML from NUH. Keen to know how data can be analyzed in a manner which is informative and useful for personal learning and for teaching others ( eg medical student, junior staff, lab staff).

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ML from NUH. Keen to know how data can be analyzed in a manner which is informative and useful for personal learning and for teaching others ( eg medical student, junior staff, lab staff).

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Li Hoon here.
I would like to know the language/technical terms i need to communicate with IT to get useful data.

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In the lead up to the workshop, at 1330hrs today ..... please review all of the Padlet postings (of your fellow workshop participants), add to your original Padlet post; and ... for the remaining 13 out of 35 registered participants, please start posting on Padlet (see blog instructions). We will use this platform to continue our discussions during, and after the workshop. Over the 2 days leading up to the main conference symposium on Saturday afternoon.

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In the lead up to the workshop, at 1330hrs today ..... please review all of the Padlet postings (of your fellow workshop participants), add to your original Padlet post; and ... for the remaining 13 out of 35 registered participants, please start posting on Padlet (see blog instructions). We will use this platform to continue our discussions during, and after the workshop. Over the 2 days leading up to the main conference symposium on Saturday afternoon.

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1. Zong Jie, surgical resident from NUH. To learn about the application of analytics to undergrad and post-grad education with a particular interest in surgical education
2. Use of analytics to improve continuous assessments and feedback, which I feel are lacking in the traditional system, via enhanced ability for longitudinal learning and follow-up as opposed to touch and go

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Am interested to learn to use data analytics to tailor learning for students and staff, as well make learning more engaging and fruitful through demonstration of data. 

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Am interested to learn to use data analytics to tailor learning for students and staff, as well make learning more engaging and fruitful through demonstration of data. 

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JC from NUP

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Hi, I am LL from NHG. I am interested in data analytics in general and would like to know how to make better use of it to improve learning within the workplace.

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Hi, I am LL from NHG. I am interested in data analytics in general and would like to know how to make better use of it to improve learning within the workplace.

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I have a particular interest in the article 'How small data became bigger than big data'.  Based on what I have read, Coralogix turns millions of log records into meaningful and useful patterns that can help to detect and solve problems quickly, rather than just simply indexing and collecting the information. I am wondering how this is being done and the difference in time and effort taken as compared to using big data.

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Thank you to the 19 workshop participants who have posted on Padlet so far (out of now 35 workshop registrants - we are capping workshop numbers at 40 participants). Please let Sergio, Wee Khee and myself know if there is any particular area of interest you might have, and any specific question you might have from your pre-workshop preparation. Please post this as a continuation of your earlier Padlet post. As a pre-workshop exercise, please share (on Padlet, as a continuation of your original post) what specific data you feel are, or might be important to you to inform you that a student/trainee is successfully navigating a learning and training path, in your learning and training context. What data informs learning and teaching? What are your learning and training outcomes? In your particular context?

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Thank you to the 19 workshop participants who have posted on Padlet so far (out of now 35 workshop registrants - we are capping workshop numbers at 40 participants). Please let Sergio, Wee Khee and myself know if there is any particular area of interest you might have, and any specific question you might have from your pre-workshop preparation. Please post this as a continuation of your earlier Padlet post. As a pre-workshop exercise, please share (on Padlet, as a continuation of your original post) what specific data you feel are, or might be important to you to inform you that a student/trainee is successfully navigating a learning and training path, in your learning and training context. What data informs learning and teaching? What are your learning and training outcomes? In your particular context?

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On the reads - loved the McKinsey piece. May be some discussion on the journey to rewire organisational culture to data centric - will be kool! See you all ! and Happy journeys! :)

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Hi! I’m Smruti working as Senior Product Manager with Elsevier - traditionally a global publisher and now an information analytics organisation. My expectations out of the workshop are - 1) How to set product goals , OKRs, KPIs ( relevant and linked to end user needs/ experience) 2) What kind of data/ derivation/ actionable intelligence really matters to undergrad medical educators and students? 3) How does the user expectation vary with varied medical education methodologies (PBL, Competency based learning, Integrated learning, clinical exposure, simulations, Skills outcomes) that a solution focus on? 4)how to create brilliant user centric dashboards both for internal team and external customers (b2b and b2c) 5) from raw data how can a generalist like me derive user relevant and business relevant conclusions/ actionable intelligence?

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They indicate the wealth of information that could be gathered from learners as they progress through the technology enabled learning module and its potential to reveal  aspects of the learning that has taken place in terms of quality and quantity. Particularly well demonstrated was the importance of evaluating the learning journey rather than on the traditional "touchpoints"

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Roy, clinical ethicist and neonatologist, involved in developing effectiveness and effciency matrices for a new blended educational programme enabling healthcare professionals to lay a  foundation in medcial ethics and to build on it a practice that meets ethical and professional standards. The initial cohort has about 2000 learners.

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Rachel, physiotherapist, TTSH. I do not have experience with data analytics and would like to acquire a basic understanding on how these can be applied to both workplace-based teaching and assessment; and undergraduate teaching, to enable teaching to be more productive and engaging for our new generation of learners.

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I am CYS. The recommended pre-conference workshop readings have reinforced the need to reflect on the overall students' learning journey (including the processes), the importance of being aware of how effective I was/ am as a teacher and making learning visible.  Looking forward to the pre-conference workshop. Thank you 

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I am CYS. The recommended pre-conference workshop readings have reinforced the need to reflect on the overall students' learning journey (including the processes), the importance of being aware of how effective I was/ am as a teacher and making learning visible.  Looking forward to the pre-conference workshop. Thank you 

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I am Chan Yah Shih (CYS) from ALCNS. I aim to increase my knowledge & skills in developing and optiminsing the use of online learning activities for my undergraduate students as we move towards 100% e-learning (in the weekly lecture time slots). Interested to explore on the use of data analytics to measure possible outcomes of what I have initiated thus far. Thank you

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I am Chan Yah Shih (CYS) from ALCNS. I aim to increase my knowledge & skills in developing and optiminsing the use of online learning activities for my undergraduate students as we move towards 100% e-learning (in the weekly lecture time slots). Interested to explore on the use of data analytics to measure possible outcomes of what I have initiated thus far. Thank you

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I am chee chew from, KTPH. I hope to learn more about analytics to improve medical student and resident teaching; and patient education. Hopefully, the principles and format of it can be applied outside medical education to new patient care initiatives. Thanks.

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Articles stimulate more questions than answers

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To learn about data analytics

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I am Winnie, a Family Physician, NHGP, I am interested to learn how to use data analytics to improve my teaching. The readings helped me to understand the breadth to which data analytics could be used ranging from customer service to improving clinical service and teaching.

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I am Winnie, a Family Physician, NHGP, I am interested to learn how to use data analytics to improve my teaching. The readings helped me to understand the breadth to which data analytics could be used ranging from customer service to improving clinical service and teaching.

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KC, respiratory physician & intensivist, NUH. Coming to workshop to learn how to implement data analytics to e-teaching & e-learning, so that I can improve learner-outcomes. The reading assignments give an overview of how analytics can help.

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KC, respiratory physician & intensivist, NUH. Coming to workshop to learn how to implement data analytics to e-teaching & e-learning, so that I can improve learner-outcomes. The reading assignments give an overview of how analytics can help.

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Thank you to the 19 workshop participants who have posted on Padlet so far. Happy 2018 to all! Please let Sergio, Wee Khee and myself know if there is any particular area of interest you might have, and any specific question you might have from your pre-workshop preparation. Please post this as a continuation of your earlier Padlet post. 

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Thank you to the 19 workshop participants who have posted on Padlet so far. Happy 2018 to all! Please let Sergio, Wee Khee and myself know if there is any particular area of interest you might have, and any specific question you might have from your pre-workshop preparation. Please post this as a continuation of your earlier Padlet post. 

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Sample Padlet post for the workshop (posted by GPS)

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Sample Padlet post for the workshop (posted by GPS)

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#1 who you are (educational and practice background), why you are coming to this workshop, name (you can choose to use initials, as this blog while not searchable online, is accessible if you know URL address)
#2 your reaction to reading assignment, what message(s) resonate with you and why