# data[].attributes.body
Why

How

What

When

Who

# data[].attributes.body
http://elearningrepository.blogspot.com

http://medicaleducationelearning.blogspot.sg/2014/10/sif-program-colombo-sri-lanka-november.html?view=sidebar

# data[].attributes.attachment_link.description
Dr Goh Poh Sun. MBBS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht), FAMEE. Associate Professor and Senior Consultant, Department of Diagnostic Radiology, National University Hospital, Singapore. Over 25 years of experience in clinical radiology and over 20 years teaching. Special interest in Neuroradiology, Chest and Abdominal Radiology. Over 15 years of experience in technology enhanced learning.

# data[].attributes.headline
Social Media in Medical Education (MedEdWorld)

# data[].attributes.subject
Social Media in Medical Education (MedEdWorld)

# data[].attributes.body
http://www.mededworld.org/reflections/reflection-items/November-2014/A-Reflection-on-Social-Media-in-Medical-Education.aspx

# data[].attributes.attachment_link.readable_text
Summary: The AMEE E-Learning Committee reflects on the use of Social Media in Medical Education. This is aimed at both at novices and the more experienced. Description: A Reflection on Social Media in Medical Education

A great deal has been written on the use of social media in medical education. For both the novice and experienced user, there are so many different aspects to consider, and so many new media emerging, while others lose prominence, that the environment and how best to survive and thrive in it can be rather daunting.

This reflection encourages one to step back a little, and take an overview of some essentials when using social media in medical education. It is aimed mostly at the novice, but also at those who have used social media for a while, and are feeling a little overwhelmed.

1. Don't use everything
There is a temptation for people to want to use all the media. This is usually motivated by the fear of being left out, because everyone else seems to be using them, so you want to get in early, show that you're up to date with latest technology, that you're not uncool, and you wish to stake out your little piece of real-estate.

Using social media is not a competition to see who can paste their face on as many internet sites as possible. There are simply too many to use effectively, and if you try to use too many, you will end up not using any of them properly. And those that you use poorly will reflect poorly upon you. Rather do not use a site at all than use it badly.

2. Investigate a wide range
That said, investigate a wide range of tools. Beginning with the most popular is an obvious starting point. They are popular for a reason, and that reason may be relevant to you and your students. Currently, the most popular are Facebook, Twitter, and YouTube. (You will notice that we include YouTube in this list - some writers feel that YouTube does not qualify as social media. Don't get hung up on the theory and definitions - just look at it as an educator and make up your own mind).

Others that you can consider at this stage are LinkedIn, Pinterest, Tumblr and Instagram.

When you are looking at these, think about how you could use these in medical education - not only in direct teaching, but also your research and other facets of your academic life. Watch how other people are using the tool, especially if you know the people and can identify with their work.

3. Consider your needs
Make a wish-list of the sorts of things you need to do, and would like to do with social media. Try to prioritise them. If you have a good rapport with some of your students who are used to social media, you may want to sound them out. (If you're really fortunate, the best is when a student approaches you unsolicited, and suggests using a tool to assist in the teaching of something. Give that student credit for a great idea, and seriously consider using that tool).

One can mount a plausible argument to have this step come before Step 2 outlined above. After all, one should be strongly needs-driven rather than technology-driven. In reality, these two steps follow an iterative process: upon investigating the tools, you will gain ideas and possibilities; they will allow you to reconsider your needs and to expand upon those that you discounted because you thought them too extreme.

4. Make your selection based on needs
Once you have an idea of your needs and the characteristics of the different tools, make your selection based on
* the priorities of your needs
* the ease of use.

Begin by confining yourself to only three tools.

Ideally, only these needs should determine the choice. In reality, we are creatures that wish to balance long-term rewards with at least a little bit of low-hanging fruit, so choosing a lower priority need that is easier to match is good for your motivation, and will help to ease you into the concept of using social media in your professional life.

5. Look to integrate, not add-on
The social media you choose to use need to be integrated, and should not be add-ons. The reason for this is rather obvious: a large motivation in learning begins by answering the question: "Why should I learn this anyway?" With social media, the question is "Why should I use this anyway." If you are using the tool in your teaching, and wish for interaction with your students, the relevance and value of the tool to their studies must be obvious. Sometimes, especially if they know and trust you, they will take your word for it, and the initial "wow" factor will hold them, but for a short while only; don't rely on this too much - the benefits must soon be obvious; if not, you will lose them.

6. Online ethics - yours and your students'
Medical ethics has been taught for many years, but the online world has brought its own complexities into the arena. Ethics in social media falls under Medical Informatics Ethics, and you need to bring yourself and your students up to speed on the pertinent issues. An open access chapter on the background and ethics in the online world is available at: http://tinyurl.com/MedInfEthics6thEd

More specifically, your own institution and country may have rules or laws governing online behavior - ensure that you know what those are.

7. Use it
"If you build it, they will come" might work for baseball fields of dreams, but it doesn't work for social media.

Once your presence has been established, and the students see the need for use, make sure that you use it. And it needs to be used repeatedly.

8. Beware of being a space-invader and the "creepy treehouse effect"
Your students already use social media. But they use it primarily for its intended purpose - to be sociable, to mix with friends. Now that you have decided to use it to teach, you run the risk of being perceived as a space-invader, or the creep who builds the tree-house and invites little children to play. To see more about this, see the Chronicle's short article on it at: http://chronicle.com/blogs/profhacker/the-creepy-treehouse-problem/23027
See also the discussion in point 3 above about needs and involving your students.

9. Don't over-commit
Just as you wish to have a narrow selection of tools, so you need to have a specific and attainable commitment to using those tools. Yes, the tool must be integrated, yes it will require a lot of thoughtful participation from you, yes you wish to interact as much as possible, but don't over commit yourself to the point that you are trying to reply to every point and every idea. If the social media are being used properly by the students, you simply will not have the time to respond to everything, and, if you try to respond to everything, you will eventually resent having it as it intrudes on every moment of your time.

10. Keep you information and usage current
Just as one revisits the curriculum, lesson plans, teaching materials, so one should re-visit the material posted into social media, and update it as required. Just because something worked once does not mean it will work again - it may have worked because it was new and innovative; over-use will make it boring and stale.

If something was a good idea, but failed, try to re-engineer it. But there may come a time when you realize it wasn't actually a good idea at all, and needs to be thrown out. In spite of the hard work you put into it, be prepared to throw it out.

11. Have a backup plan
While integration is essential, it will, of necessity, lead to reliance. The danger is that, when it fails, you need a backup plan that will rescue any work you are trying to do. Your backup plan may mean another tool, or another way of presenting.

This is standard in any technology-enhanced learning. With social media, however, there is the added complication: you are your own tech support. (See next point).

12. Know that you are on your own
At your institution, you are probably used to having some degree of technical support. When the Learning Management System (LMS) goes down, or behaves unexpectedly, you expect somebody to work on it and get it working properly as quickly as possible.

Social media are external to the organisation. This has several implications:
* If your connection is lost, or if it behaves unexpectedly, you have to deal with it yourself. You will find that those who recommended it to you are not available to assist you in any way.
* The media may change: The layout, the functionality, the rules of usage - all of these are subject to change without notice, and you will have to be on your toes and adapt to the changes.
* Your use of it may not be recognised by your institution for performance reviews and promotion. In a worst-case scenario, telling an administrator that you use Twitter and Facebook in your teaching, when that administrator equates these with time-wasting rather than productive work, might even be counter-productive.

To use it effectively, and to receive due recognition, you might wish to find out a little more about the institutional attitudes towards social media usage before investing your time and effort into it. In addition, ask other staff for assistance, but do not over-burden them (See the next point). You might wish to rather join online discussion areas where questions and problems can be addressed as people have time.

13. Others are on their own, and you might be the boffin
Conversely to point 12, after you have used the social media for some time, other staff who wish to use it may look to you for advice. Sharing your experiences and knowledge is part of your job. Be careful, however, that you do not suddenly find yourself to be the Facebook helpdesk at your institution with people flooding your mailbox with questions.

14. Get the personal vs. professional balance right
The bad news is that you will not get the balance between online personal and professional perfect all the time. This can be daunting to the point that some back out of social media entirely.

Getting this balance right is often based upon individual circumstances such as your own personality, the level and type of course you teach, the institutional and class culture.

Some people may prefer to have two different accounts, one personal, one professional; some might prefer only a professional. Others find juggling in a mixture fairly easy. Feel your way, but know that it is difficult.

15. Use social media for more than teaching
Use social media for more than merely teaching, so that you can be a role model to your students for using the media professionally in a range of areas. Again, however, ensure that you are using them correctly. Begin by checking your user profiles, ensuring that they are accurate and current.

The integrated use of these social media tools across all your professional activities promotes scholarly teaching, and is a starting point for educational scholarship (making public, dissemination, allowing for peer review and critique, self-reflection, allowing others to build upon by citing and providing feedback and commentary, etc.)

Start with something simple: For your next conference presentation, don't think of the presentation as the entire product. Think of it merely as a single node in a network of delivery, and your social media activities are other nodes in that network. So, some activities may include:
* Closer to the conference, tweet, using the conference hashtag, about your presentation, using a question or important catch to interest people.
* Raise the topic in a blog or personal website. This will ensure this will ensure that topic is fresh in the minds of the delegates, so that your name and issue mentioned in the title of your presentation will be recognised. Here are examples from Goh Poh Sun at http://designingeffectivelearning.blogspot.sg/ and http://telroundtable2014.blogspot.sg/
* If you don't have a personal blog or webpage, try to find other areas. For example, for the AMEE conferences, you can use the MedEdWorld forums or the MedEdWorld Reflections. See the MedEdWorld forums at: http://www.mededworld.org/Forums.aspx and reflections at http://www.mededworld.org/reflections.aspx
* After the conference, use these areas to continue the conversation.

16. Use some of the management tools to assist you
If the usage takes off, you might find the management of the media is a little over-burdening. There are many tools that can be used to manage and track usage and responses. While you should guard against being caught up in the tech and the data, these can generally prove valuable.

A useful list is found at:
http://blog.sumall.com/journal/15-best-free-social-media-dashboards-tools.html

17. Explore other possibilities
Once you have got to grips with the basic sites, you might wish to expand slowly into other areas. For example, if you are feeling brave, take a look at Reddit. A warning, though: Reddit is very diverse and reflects most of the world's population (though not in the same proportions). Just as humans are diverse, you can expect the unexpected (sometimes not entirely pleasant) on Reddit.

18. Be strong
You will make mistakes, you will mess up from time to time. Take stock, limit the damage if you can, and try again. Education has never been for the faint-hearted; using social media in medical education adds pressure. The benefits, however, can be extremely rewarding.

Where to from here?
This Reflection should serve as a useful overall guide. There is far more to explore, and the next useful jumping-off point is the AMEE Method of the Month for November 2014 document.

# data[].attributes.attachment_link.title
MedEdWorld - A Reflection on Social Media in Medical Education

# data[].attributes.attachment_link.description
Summary: The AMEE E-Learning Committee reflects on the use of Social Media in Medical Education. This is aimed at both at novices and the more experienced. Description: A Reflection on Social Media in Medical Education A great deal has been written on the use of social media in medical education.

# data[].attributes.headline
Workshop on Technology Enhanced Learning, Colombo, 2013

# data[].attributes.subject
Workshop on Technology Enhanced Learning, Colombo, 2013

# data[].attributes.body
http://medicaleducationelearning.blogspot.sg/2013/12/singapore-international.html?view=sidebar

# data[].attributes.attachment_link.readable_text
Workshop on Technology Enhanced Learning

Resource person:

Dr Goh Poh Sun
MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor, Department of Diagnostic Radiology
Associate Member, Medical Education Unit (MEU)
Yong Loo Lin School of Medicine
National University of Singapore
National University Health System, Singapore

Contact details:
email - dnrgohps@nus.edu.sg
LinkedIn - http://www.linkedin.com/pub/poh-sun-goh/22/45b/b16

Program:

Pre - workshop background reading and assignment below:

This will require about 4 to 5 hours of work, and will both complement the workshop, as well as provide discussion points, and most importantly form the foundation for post workshop "takeaway points" and your personal Technology Enhanced Learning projects and initiatives.

Please write down the following, and email your thoughts to me by 1pm, Wednesday, Dec 11, 2013 latest at email address below:

dnrgohps@nus.edu.sg

As you review the following material, some key questions to ask might be -

A. What are the key ideas regarding eLearning?

B. How would you apply this in your setting? OR How are you currently applying these ideas in your setting?

C. What would you like to do with eLearning/Technology Enhanced Learning? OR What is your greatest educational/teaching challenge that you hope to address using eLearning/Technology Enhanced Learning?

also

please email me some information about your educational background/setting

D. What is / are the educational setting(s) you teach in? (for example, large group - how many?, in what setting?, what learning technology do you and your students/postgraduate students have access to? hardware? software? what type of internet access? speed?)

E. How familiar are you with educational technology/eLearning/Technology Enhanced Learning? (on a scale from 1 to 10)

1 - not at all, total novice

5 - some familiarity, use powerpoint, email to distribute online material, upload videos of my presentations

10 - feel very comfortable using technology to support and augment teaching and learning, use learning management systems, archive and distribute material using online repositories, use social media regularly

Pre-workshop background reading

eLearning: where to start?

Flipped classroom

Evolution of education technology (Why does this presentation have so many views compared with other similar presentations?)

eLearning in clinical teaching (eLearning module for faculty development, London Deanery)

http://www.faculty.londondeanery.ac.uk/e-learning

eLearning (first part of this presentation gives short overview of theory and some case studies)

This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used (2013 article)

E-Learning in medical education in the United Kingdom (2011 article, see hyperlinked references)

JMIR (Journal of Medical Internet Research): eCollection on theme eLearning and Medical Education

Learning Technology; MedEdWorld (hyperlinked index)

http://elearninginfographics.com/how-to-start-an-online-program-infographic/

http://elearninginfographics.com/how-we-learn-infographic/

http://elearninginfographics.com/teachers-instructional-strategies-infographic/

Focus on systems, not goals: "goals are good for planning your progress and systems are good for actually making progress" (goals --> planning, and systems --> making progress)

Perspective and gratitude: You don't "have" to, you "get" to. Just change one word.

Workshop Program (see above notice, 0900 to 1300hrs; Friday 13th December 2013; Venue New Building Lecture Theatre and Virtual Learning Centre, University of Colombo)

Introduction

Background of participants - (from pre - workshop online survey, open from Dec 6, 2013)

Discussion of individual projects - (feedback and interactive discussion, from pre - workshop online survey, open from Dec 6, 2013)

Individual/Group work on educational IT projects - (continuation of initial submitted assignments as part of pre - workshop preparation)

Tea break

Further discussion and group/individual feedback

Planning post - workshop further work on individual assignments; and use of online discussion forum to continue our peer to peer feedback, group discussion, and support

End of workshop

Some of the participant's notes from the workshop

# data[].attributes.attachment_link.title
Singapore International Foundation/Temasek Foundation/MEU Workshop for Health Professions Educators, Colombo, Sri Lanka; Friday, December 13, 2013

# data[].attributes.attachment_link.description
Workshop on Technology Enhanced Learning Resource person: Dr Goh Poh Sun MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht) Associate Professor, Department of Diagnostic Radiology Associate Member, Medical Education Unit (MEU) Yong Loo Lin School of Medicine National University of Singapore National University Health System, Singapore Contact details: email - dnrgohps@nus.edu.sg LinkedIn - http://www.linkedin.com/pub/poh-sun-goh/22/45b/b16

# data[].attributes.body
http://www.cdtl.nus.edu.sg/tlhe/announcement.htm

# data[].attributes.headline
Imaging of Respiratory Disorders, Year 2 MBBS Chest XR Pathology Correlation Lecture/eLecture

# data[].attributes.subject
Imaging of Respiratory Disorders, Year 2 MBBS Chest XR Pathology Correlation Lecture/eLecture

# data[].attributes.body
http://learningchestradiology.blogspot.sg/2013/11/imaging-of-respiratory-disorders-m2.html

# data[].attributes.body
http://alternativeto.net/software/padlet/

http://www.similarsitesearch.com/alternatives-to/padlet.com
http://www.freetech4teachers.com/2013/02/wallwisher-is-now-padlet.html#.VFKtSFOUduQ
http://www.freetech4teachers.com/2013/01/a-teachers-guide-to-classroom.html#.VFKtcVOUduQ http://ilearntechnology.com/?tag=padlet
http://techingtheclassroom.blogspot.sg/2013/03/padletwallwisher-easy-collaboration-for.html

# data[].attributes.attachment_link.readable_text
About 6 years ago, a web 2.0 tool came along called 'Wallwisher' which everyone raved about and it really was the belle of the edtech ball. It was very popular indeed, but over time, it became more unpredictable and thus unreliable. As time rolled on so less and less teachers used it in the classroom.

Move forward to 2013 and Wallwisher got a rebrand. Padlet is a web based means of collating ideas and collaborating online.

Why would you want to use it?

to brainstorm ideas from a class

to collate research on a topic

to gauge understanding on a topic

to test student knowledge

to curate website links

to share information to an audience

How to use Padlet?

If you have a Google account, then good news, you can use your Google account for SSO (single sign-on) so you can be logged on quickly without having to create a brand new account (again).

Once loaded up you have a variety of options but you're going to want to choose to 'Build a wall'.

Once you've done that you're wall is ready straight away. Before you go live to the world with it however you're going to want to configure it a bit first.

First up, give your wall a title and a description and an icon to associate with the wall - there are a number of these to choose from. Next up, using the second icon down, choose 'Wallpaper'. Here you can choose a background image for your Padlet. You can add your own or there are a number of high resolution images to choose from.

Next up is your layout. The layout option is important in a classroom environment as if you have it freeform, it means that the posts on there go everywhere.

There is an option however to have the Padlet wall have streaming posts such as in the embedded example below where posts are placed one below the other:

If you look at the notifications section too you'll see that, should you wish, you can receive a daily email notification if someone posts something on your wall. For a classroom activity, you probably wouldn't want that, but there are times when that would be useful for example if you have set a Padlet up to record homework answers or links to homeworks or if you are crowdsourcing ideas such as in the example above.

Other options you might want to consider are that for sharing and you can do that via the 'Address' option. You can easily create your own vanity address for your wall which will make it easier for sharing.

This will make it much easier than sharing a wall with an address such as http://padlet.com/hydDvs34.

More configuration options in terms of visibility ensure that you can have complete control over your Padlet too...

There are lots of sharing options for Padlet as you'll see below. One of my favourite options though are the export functions. CSV and Excel formats are helpful, but the PDF option is golden. This means that you can quite easily, once completed, close the Padlet down to public addition / change. Save it as a PDF and then keep / share that document as a record of the activity on that wall. So, imagine if you're in a lesson where students have access to mobile devices.....

1. Learning activity in lesson involving Padlet

2. Save Padlet as PDF

3. Upload to Dropbox

4. Get share link - convert to QR code in QR code app / site

5. Students download PDF to their mobile device for revision / future reference

And finally, speaking of QR codes, if you're just looking to get your Padlet shared at the beginning of the lesson, it auto generates a QR code for you (as you'll see below) for you to share with your class.

So, in review, why would you use it? More importantly... why wouldn't you use it?!

# data[].attributes.attachment_link.description
About 6 years ago, a web 2.0 tool came along called 'Wallwisher' which everyone raved about and it really was the belle of the edtech ball. It was very popular indeed, but over time, it...

# data[].attributes.attachment_link.readable_text
HP

HP just announced its newest all-in-one desktop computer, the Sprout, and it's unlike anything we've ever seen before.

Instead of a keyboard and mouse, the Sprout features a touch mat with a capacitive touch screen.

The most eye-catching feature of the Sprout, however, is the "Sprout Illuminator," which is attached to the top of the Sprout's display and extends out and over the touch mat.

The Sprout Illuminator contains multiple devices designed to capture and project things onto the touch mat. Inside the Sprout Illuminator resides a scanner, depth sensor, high-resolution camera, and a projector.

While it all looks a bit wild, the Sprout combines these various technologies to create a fully touch-based system that is supposed to make the creative process easy for the user.

At its heart, the Sprout is designed to blur the lines between real-world objects and those inside the computer, and the entire apparatus makes it easy to capture, scan, import, and manipulate both physical and virtual objects.

Here's how it works:

Say you were designing a poster and wanted to include something that exists physically, like an origami crane.

By placing it on the touch mat, the Sprout can scan and capture both 2D and 3D objects.

Those objects are then free to be altered and manipulated using either the touchscreen display or the touch mat, which acts as both a second screen and an input device.

For those times when you need to use a keyboard, the Sprout will project a keyboard onto the touch mat, and the Sprout's 23-inch touchscreen display is designed so you'll never need a mouse.

HP is also announcing a collection of apps designed to play nicely with the Sprout, but since the Sprout runs Windows 8.1, it will always act like a full-featured PC.

The Sprout's specs are fairly standard when it comes to desktop PCs. Inside you'll find an Intel Core i7 processor, 1TB of storage, 8GB of RAM, and an Nvidia GeForce GT 745A graphics card.

Inside the Sprout Illuminator housing you'll find a DLP projector, a 14.6-megapixel camera, a RealSense 3D camera, and an LCD lamp for illuminating the touch mat.

The HP Sprout is certainly a unique device with some promising potential for artists and designers; it starts at $1,899.

To get a better sense of what the Sprout is capable of, you can watch the launch video below.

# data[].attributes.attachment_link.title
HP's Crazy New 'Sprout' Computer Ditches The Keyboard And Mouse

# data[].attributes.attachment_link.description
HP just announced its newest all-in-one desktop computer, the Sprout, and it's unlike anything we've ever seen before. Instead of a keyboard and mouse, the Sprout features a touch mat with a capacitive touch screen. The most eye-catching feature of the Sprout, however, is the "Sprout Illuminator," which is attached to the top of the Sprout's display and extends out and over the touch mat.

# data[].attributes.body
by John Shank

http://jds308.wix.com/ioerhandbook#!book-preview/c18ju

# data[].attributes.attachment_link.provider_name
The Handbook for Interactive Open Educational Resources

# data[].attributes.attachment_link.title
The Handbook for Interactive Open Educational Resources

# data[].attributes.attachment_link.description
This is the book site to learn more about the JB and ACRL book on finding, choosing, and using interactive open educational resources (OERs)

# data[].attributes.headline
How Learning Objects & OERs Position the Library to Enhance Student Success

# data[].attributes.subject
How Learning Objects & OERs Position the Library to Enhance Student Success

# data[].attributes.attachment_link.title
How Learning Objects & OERs Position the Library to Enhance Student Success

# data[].attributes.attachment_link.description
Open Educational Resources (OERs) and Learning Objects can be leveraged by libraries to enhance their own instructional efforts as well as build their learning...

# data[].attributes.body
http://www.slideshare.net/amcunningham/digital-curation-how-and-why

# data[].attributes.attachment_link.title
Digital curation : how and why (workshop at #icre2014)

# data[].attributes.attachment_link.description
DIGITAL CURATION: HOW AND WHY Dr Anne Marie Cunningham Academic Lead for eLearning Institute of Medical Education, Cardiff University @amcunningham

# data[].attributes.body
http://medicaleducationelearning.blogspot.sg/2014/05/elearning-workshop-on-wednesday-23rd.html?view=sidebar

# data[].attributes.attachment_link.readable_text
---------------------

"Message to workshop participants -

Thank you for signing up for this workshop. My presentations on the topics for the workshop will be based on the material on this website. The pre-reading for the workshop, and presentations will be given entirely from the website below.

http://padlet.com/dnrgohps/eLearningWall

The overview of the program for this workshop is displayed graphically below.

Please explore the content, and reflect on the engagement process as well.

May I invite you to post comments, and questions on the "add your comments" section in this blog below. Please also post in the comments section how you currently use; or are thinking of using eLearning or Technology Enhanced Learning in your own teaching.

Alternatively, I have also set up a "digital wall" for all workshop participants, and faculty to record and share their thoughts (see website/link below). You all have permission/digital rights to post and modify your contributions at any time. Please make use of this digital wall - and please title your contribution, include your name; then share your thoughts; pose questions; share documents, videos, links, or any other contribution you feel would add to the discussion.

http://padlet.com/dnrgohps/eLearningWall

All you need to do is to double click on any clear space on the digital wall on the website above. You do not need to log-in or sign up. And you can modify your post, add to, or delete the post at any time.

_________________

As a specific pre-workshop task, please answer the following questions about yourself, by making a post on the digital wall http://padlet.com/dnrgohps/eLearningWall BEFORE the workshop (by Friday, the week before the workshop please).

1. Tell us a little about yourself (please also identify yourself/give name)

a. background - current clinical, educational or administrative practice, number of years active, practice setting
b. experience and training in eLearning/technology enhanced learning - e.g. pick up as you go along, workshops, courses, formal training (Masters)
c. What barriers/challenges are you currently facing/have you encountered in integrating technology into teaching?

and

2. Share an educational project you intend to use eLearning for (current or planned/upcoming)

a. aim
b. how you intend or hope to use eLearning

___________________

For those of you who prefer traditional literature reviews and articles, please review the following before the workshop.

1. AMEE Guide 32: e-Learning in medical education
Part 1: Learning, teaching and assessment
http://informahealthcare.com/doi/abs/10.1080/01421590802108331
Rachel Ellaway & Ken Masters, Medical Teacher, 2008, 30: 455-473.

2. eLearning in clinical teaching
http://www.faculty.londondeanery.ac.uk/other-resources/files/BJHM_article%2012_%20e-learning.pdf
Ian Doherty, Judy McKimm
British Journal of Hospital Medicine, January 2010, Vol 71, No 1

3. What do we mean by web‐based learning? A systematic review of the variability of interventions
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&citation_for_view=RbXpT6kAAAAJ:IWHjjKOFINEC
DA Cook, S Garside, AJ Levinson, DM Dupras, VM Montori
Medical education 44 (8), 765-774
2010

4. Instructional methods and cognitive and learning styles in web‐based learning: report of two randomised trials
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:Se3iqnhoufwC
DA Cook, MH Gelula, DM Dupras, A Schwartz
Medical education 41 (9), 897-905
2007

5. Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:HDshCWvjkbEC
DA Cook, AJ Levinson, S Garside
Advances in health sciences education 15 (5), 755-770
2010

6. Computer animations in medical education: a critical literature review
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:ULOm3_A8WrAC
JG Ruiz, DA Cook, AJ Levinson
Medical education 43 (9), 838-846
2009

7. Preparing for the changing role of instructional technologies in medical education
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=RbXpT6kAAAAJ&cstart=20&citation_for_view=RbXpT6kAAAAJ:iH-uZ7U-co4C
BR Robin, SG McNeil, DA Cook, KL Agarwal, GR Singhal
Academic Medicine 86 (4), 435-439
2011

Lastly, please bring your personal WiFi/3G/4G enabled tablet or laptop to the workshop. You should have examples of your teaching content on the tablet or laptop. You will be using this tablet or laptop for the workshop activities.

Very best regards,

Poh Sun"

GOH Poh Sun
MBBS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant
Department of Diagnostic Radiology
National University Hospital
National University Health System
Singapore
Email: dnrgohps@nus.edu.sg

Brief Bio:
Dr Goh is a clinician educator who currently devotes 80% of his time to clinical practice and postgraduate training; and 20% of time to educational research. This has been supplemented over the last three years by daily two to three hour early morning sessions focused on creating, curating and sharing (anonymised) case based educational teaching resources on a variety of digital and mobile learning platforms, from a digital repository currently containing over 5000 digital teaching and learning objects. 25/21/13: years of experience as a clinical radiologist/educator/technology enhanced learning practitioner.

"Passions - Technology enhanced learning, Education, Radiology. Technology as a tool, platform and enabler to support and augment face to face customised teaching and learning; with educational principles as the foundation; and radiology as my academic and clinical focus."

http://sg.linkedin.com/pub/poh-sun-goh/22/45b/b16 (LinkedIn profile)
http://www.slideshare.net/dnrgohps/documents and http://www.slideshare.net/dnrgohps/presentations
(Education presentations and papers)

How Learning Works: Seven Research-Based Principles for Smart Teaching - Susan Ambrose et al. (2010), see links below

How The Brain Learns - David A. Sousa (2011), see links below

How People Learn - National Science Foundation (2004)

Helping Students Learn in a Learner-Centered Environment - Terry Doyle (2008), see links below

(the website is free, AND allows collaboration and brainstorming, while documenting discussions, and promoting sharing)

Can we build the perfect teacher?

Priced to sell - Is free the future?

The long tail

Social Sharing Companies such as Airbnb and Uber, which have a social mission and are also social marketplaces, are able to access all three social value drivers: Advocacy, Connection, and Collaboration. The revolutionary power of Airbnb and Uber comes from their ability to harness technology to create a social sharing platform that facilitates trust by creating transparency and dual accountability. This enables individuals to form weak ties (i.e. Bridging Social Capital) with one another, leading to the personal sharing of goods and/or services (i.e. Linking Social Capital) by Barbara Gray (on LinkedIn Post)

Video - How to land plane in an emergency (reflection exercise)

# data[].attributes.attachment_link.title
eLearning workshop on Wednesday, 23rd July, 2014

# data[].attributes.attachment_link.description
"Message to workshop participants - Thank you for signing up for this workshop. My presentations on the topics for the workshop will be based on the material on this website. The pre-reading for the workshop, and presentations will be given entirely from the website below.

# data[].attributes.body
http://medicaleducationelearning.blogspot.sg/2013/09/elearning.html?view=sidebar

# data[].attributes.attachment_link.readable_text
Learning is at the heart of what we do. Technology can facilitate, customise, amplify. Note the small (e), and big L in (e)Learning. The quality of the content matters. As educators, lets create great content, share it, or curate it. The internet and mobile technology connects.

My opening statement in the eLearning workshops that I run for faculty development in Singapore under the auspices of the Medical Education Unit is (e)Learning --> with emphasis on the Learning/our students learning needs/our learning objectives/curricula and assessment to promote learning.

Despite this, the (e) does have some educational features that distinguish it from previous innovations in learning technology - the stick in the sand, chalk, overhead projector, printing press, VHS tape, VCD ...
i.e. access, reusability, hyperlinking, embedding, broadcasting, narrowcasting (targeted access), granular curricular construction, distributed crowd sourcing/co-creation to name a few.

At the moment, I walk around with a 5.8 inch Samsung phablet in left front jeans pocket, iPhone 5 in right front jeans pocket, HTC smartphone with keyboard in left jeans backpocket (while waiting for the next incarnation of wearable computing/cloud storage and processing) ... however ... whenever I pull out one of these devices to teach on, or illustrate with ... the first point I make is that it is the digital content which I am accessing which is important, NOT the device ... and the purpose I am accessing the resource for.

I truly believe that curated digital repositories, containing the most basic digital elements of "what" we teach with, and "material" we assess on defines and characterizes what we do ... breadth, range and depth of material/case based scenarios.

We teach with analogies ... and share stories and lessons.

To the current generation of students ... the technology recedes into the background ... it is just there ... their focus is on getting on with learning and connecting.

The quality of the content matters. As educators, lets create great content, share it, or curate it.

The internet and mobile technology connects.

Google Inc. (Google) is a global technology company focused on improving the ways people connect with information.

Role of Google in our digital future (LinkedIn post, September 2013)
Technology matters, but teachers matter most of all (Heng Swee Keat)

http://www.bbc.com/capital/story/20130722-university-of-www

http://www.bbc.com/future/story/20121123-can-schools-survive-the-web-age/all

http://www.bbc.com/capital/story/20131025-dont-get-left-behind-at-work

http://www.oxfordmartin.ox.ac.uk/downloads/academic/The_Future_of_Employment.pdf

15 year olds in Asia are better problem solvers than in the US (CNN)

What can Asian schools teach the rest of the world (CNN)

http://www.technologyreview.com/view/520231/google-x-display-guru-says-wearable-computing-is-unstoppable/

10 Strategies Quick Learners Use To Pick Up Anything

http://www.cnet.com/news/meet-the-teen-aiming-to-breathe-life-into-global-it-education-with-thinkspace/

http://www.forbes.com/sites/netapp/2014/02/10/sales-human-factor/

"Information comes to you as you need it" (Sergey Brin)

http://www.economist.com/blogs/graphicdetail

http://recode.net/2014/04/14/how-mobile-first-became-mobile-only-in-the-emerging-world/

http://www.businessinsider.sg/google-ceo-larry-page-change-the-world-2014-3/#.UzBmtK2SyjI

http://www.slideshare.net/barbaranewland/blended-learning-overview-updated-february-2014

http://www.slideshare.net/barbaranewland/blended-learning-effective-efeedback-30940375

http://blog.slideshare.net/2014/02/24/nancy-duarte-slidedocs-the-new-form-of-business-communication/

Seven essentials of good infographic design

http://www.scoop.it/t/eclectic-technology

https://flipboard.com/magazines/#tech-science

http://www.bbc.com/future/story/20131015-the-classroom-in-the-clouds

http://www.scoop.it/t/21st-century-learning-and-teaching

http://blogs.wsj.com/personal-technology/2014/03/17/ava-robot/

Walking improves creative thinking

As education evolves, so must universities ("swirling", "continual lifelong learning interspersed with work", "relevancy, reinvention, re-learn, re-skill", role of universities - "helping students choose, assess and certify multiple learning paths", "lecturers as academic coaches - helping students construct an academic path that is coherent, and has both breadth and depth")

http://www.sim.edu.sg/news/newsclippings/pages/newsclippingsoverview.aspx

http://www.sim.edu.sg/pages/index.aspx

http://mededworld.org/Webinars/Webinar-Items/The-things-we-know,-the-things-we-think-we-know-bu.aspx

http://mededworld.org/Webinars/Webinar-Items/AMEE-MEW-Webinar-75-How-to-personalise-learning-b.aspx

http://www.tuaw.com/2014/01/27/inkredible-for-ipad-is-an-excellent-note-taking-app/

Sharing images in wikis, supporting small group work

http://www.mediawiki.org/wiki/Mobile_design/Uploads#Insert_image_directly_into_article

A plea for "close learning"

http://www.nytimes.com/2014/04/27/travel/snapping-good-photos-with-your-phone.html#

http://instagram.com/koci

Be FAIR to students: Four principles that lead to more effective learning (Harden, 2012)

Be FAIR to stuents (pdf)

http://www.mededworld.org/News/News-Articles/Poll-Results-Harden-has-described-the-Fair-princip.aspx

NHS Hack Day Cardiff (January 2014)

MOOCS (plus and minuses), e.g. MBA

SPOCS (post MOOC era)

http://blogs.ft.com/tech-blog/2014/02/moocs-in-transition-not-so-massive-open-or-even-online/?

http://www.insidehighered.com/views/2013/01/24/essay-what-professors-can-learn-moocs

+

http://allmoocs.wordpress.com/2013/01/25/a-critical-review-of-andrew-ngs-learning-from-moocs/

http://ideaedu.org/research-and-papers/pod-idea-notes-instruction/idea-item-5-formed-teams-or-discussion-groups

Andrew Ng, Coursera, see Straits Times, Sunday, March 16, 2014 interview - "There is no substitute for a good teacher", section "Think", page 46

MOOCs - Threat or Opportunity

http://www.stanforddaily.com/2012/10/19/andrew-ng-champions-online-education-as-the-great-equalizer/

http://www.slideshare.net/mbrownz/the-new-openness-movement-unpacking-the-hype-from-the-hope

Google, memory & learning

Content Curation World

How to be an effective content curator

25 things you might not know about the world wide web

http://www.bloomberg.com/news/2014-03-12/your-job-taught-to-machines-puts-half-u-s-work-at-risk.html

http://www.bloomberg.com/infographics/2014-03-12/job-automation-threatens-workforce.html

Why kids prefer print

Print vs Digital Reader's comment

Print vs Digital News

http://www.permanencematters.com/the-case-for-books/

http://www.theguardian.com/books/2013/nov/25/young-adult-readers-prefer-printed-ebooks

Print is here to stay

https://www.surveymonkey.com/blog/en/blog/2013/03/25/print-books-vs-e-books-whats-the-future-of-reading/

http://mashable.com/2013/01/16/e-books-vs-print/

http://www.joanganzcooneycenter.org/wp-content/uploads/2012/07/jgcc_ebooks_quickreport.pdf

http://libraries.pewinternet.org/2012/04/13/print-books-vs-e-books-which-is-better-for-what/

http://www.publishersweekly.com/pw/by-topic/digital/retailing/article/58668-gauging-the-digital-divide.html

http://dabalepublishing.blogspot.sg/2013/05/ebook-versus-print-why-battle.html

E-Book vs P-Book

Hybrid reading (Washington Post)

"The difference between surfing the web and reading print is the difference between the visual rush of jet skiing and the immersive experience of scuba diving" (Carr, 2008)

"We are not only what we read, we are how we read" (Wolfe, 2007)

The future of brain implants

http://tech.fortune.cnn.com/2013/12/26/the-problem-with-paid-content-you/

http://readerspost.straitstimes.com/just-one-view/print-must-partner-web-or-perish-20131209

eLearning in Commonwealth Asia - Implications and Impact (Commentary)

http://www.theguardian.com/education/2011/feb/21/endangered-languages-research-project

http://www.businessinsider.com/scientists-are-building-computers-that-can-learn-and-adapt-2013-12

http://www.businessinsider.com/samsung-display-concept-video-2013-12

http://www.singapolitics.sg/views/education-evolves-so-must-universities

http://en.wikipedia.org/wiki/List_of_universities_and_colleges_in_Singapore

http://chronicle.com/blogs/next/2012/03/08/the-student-swirl/

Clifford Adelman, Ph.D: profile

http://flex.wisconsin.edu/wall-street-journal-features-uw-flexible-option/

UW Flexible Option - If You're Competent and You Know It, Prove It and Move Forward

Enabling Student Swirl: A Community College/University Dual Enrollment Program

Shaking up the classroom

Design for a new college

http://tech.fortune.cnn.com/2014/03/10/apple-benedict-evans-incontext/

Keynote: Benedict Evans - InContext 2014

http://ben-evans.com/presentations/

http://cubed.fm/

Accounting principles: a business perspective, financial accounting (pdf)

Accounting principles: managerial accounting (pdf)

Principles of accounting (pdf)

Are you competent? Prove it.

# data[].attributes.attachment_link.description
Learning is at the heart of what we do. Technology can facilitate, customise, amplify. Note the small (e), and big L in (e)Learning. The quality of the content matters. As educators, lets create great content, share it, or curate it. The internet and mobile technology connects.

# data[].attributes.body
http://medicaleducationelearning.blogspot.sg/2014/04/building-online-course-example-in.html?view=sidebar

# data[].attributes.attachment_link.readable_text
Edited online conversation and discussion between

Dr Zaid Mommo,
Resident, PGY-2
Department of Ophthalmology and Visual Sciences
University of British Columbia
Canada

http://ophthalmology.med.ubc.ca/education/residency/current-residents/

and

Dr Goh Poh Sun
MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant,
Department of Diagnostic Radiology,
National University Hospital
National University Health System,
Singapore

http://medicine.nus.edu.sg/meddnr/staff.html

Topic: Building an Online Course in Orbital Imaging

Tips and suggestions

1. Think about your learning objectives, and draw up a draft curriculum (draft curriculum outline below from Dr Mommo, April 14, 2014)

2. Review some basic ideas about eLearning

eLearning - how to start

3. Have a look at some available online resources, while reflecting on what you might want to create for your own program, and what content you will curate

"Knowing where things are is (can be) worth more than the things themselves." Seth Godin

Review of orbital imaging (Eur Rad, 2008)

Imaging of neuroopthalmic and orbital disease: a review (Clinical and Experimental Ophthalmology, 2009)

Orbital trauma

http://radiologymasterclass.co.uk/tutorials/musculoskeletal/x-ray_trauma_spinal/x-ray_face_fracture.html

Imaging proptosis

Radiological evaluation of orbital masses

Imaging of the orbit

Pictorial review of extraconal and osseous orbital pathology (ECR 2013 poster)

http://www.radcharts.org/Orbital/Orbital.html

Orbits, vision and visual loss (AJNR, 2010)

Orbital vascular lesions

Review of paediatric orbital and ocular tumours

4. Start developing a hyperlinked index of resources (tips and suggestions added by Dr Goh, April 23rd, 2014)

Intentionally, and regularly keep a list of online resources that you stumble upon, are recommended to review, or have found during a targeted or systematic search process.

Keep this list as a series of hyperlinks (highlight + right click + save as + then paste) onto an offline document or online thematic blog.

At the time you paste the link, rename the link using a key word, key phase or title that makes sense to you. Do not worry about "proper curatorial" terms at this stage. You can rename, shorten or lengthen what the link reads as (while keeping the underlying URL) as many times as you wish.

Regularly review, reorder, and reorganise your hyperlinks.

Very soon you will have a usable collection of curated online resources which you can refer to, cite, recommend, and incorporate into your teaching and learning programs.

ACTION > As an exercise, reorganise, recategorize and rename the hyperlinked resources under Point 3 above; and email your webpage/blog to me.

For material you produce yourself, very often word or powerpoint documents, you can convert these to pdf format, then share these via Slideshare (upload followed by keeping copy of hyperlink to document or presentation). You could also convert each slide on a Powerpoint document into an image, then upload each slide/image onto a blog. The advantage of this is that not only the whole presentation has its own URL, but each slide has its individual ULR, which you can individually hyperlink and index (see example from an undergraduate lecture below).

http://learningchestradiology.blogspot.sg/2013/11/imaging-of-respiratory-disorders-m2.html

or

Building an online repository of teaching resources to facilitate consistent and good quality teaching of postgraduates and undergraduates in medicine - a preliminary report

ACTION > As an exercise, upload or convert/post one of your documents or presentations; and email your webpage/document link to me.

5. Assess learning and Evaluate Teaching

(e)Assessment and Evaluation

Evaluating teaching: Quantity and Quality, Impact

(e)Scholarship or Digital Scholarship and Traditional vs Digital Scholarship

# data[].attributes.attachment_link.title
Building an Online Course (Example in Orbital Imaging)

# data[].attributes.attachment_link.description
Edited online conversation and discussion between Dr Zaid Mommo, Resident, PGY-2 Department of Ophthalmology and Visual Sciences University of British Columbia Canada http://ophthalmology.med.ubc.ca/education/residency/current-residents/ and Dr Goh Poh Sun MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht) Associate Professor and Senior Consultant, Department of Diagnostic Radiology, National University Hospital National University Health System, Singapore http://medicine.nus.edu.sg/meddnr/staff.html Topic: Building an Online Course in Orbital Imaging Tips and suggestions 1.

# data[].attributes.body
http://medicaleducationelearning.blogspot.sg/2014/04/elearning-how-to-start.html?view=sidebar

# data[].attributes.attachment_link.readable_text
An overview of eLearning (Slideshare)

(e)Learning; digital repositories; and digital scholarship (Slideshare)

Workshop on Technology Enhanced Learning (held in Sri Lanka, 13 December, 2013; as part of Singapore International Foundation program)

Technology enhanced learning - some key points

Flipped classrooms - Old or new?

12 tips for using social media as a medical educator (abstract)

12 tips for using social media as a medical educator (pdf)

Why social media is not a waste of time (Anne Marie Cunningham)

Social media summit in health professional education (ICRE, 22 October 2014)

Future of education 2014 (conference proceedings)

See article "Real and virtual classroom" by Darren Hanson, visiting associate professor in the Department of Management and Organisation at NUS Business School, written for school's Think Business portal (see below), and featured in The Business Times, Tuesday, May 13, 2014 issue

http://thinkbusiness.nus.edu/

http://en.wikipedia.org/wiki/Disruptive_innovation

Human Brain Project @ the Swiss Federal Institute of Technology in Lausanne

http://epfl.ch/index.en.html

http://moocs.epfl.ch/information

https://www.humanbrainproject.eu/

"Create or curate (digital) content, index and hyperlink, intentionally and systematically share, underpin this with an educational philosophy and pedagogic foundation, as a digital professional, with an overarching scholarly ethos."

"Know what you want to do, know why you are doing it, know what you are doing, and do it (initially start slowly, with care and circumspection, observe and consume first, learn about and get some training, dip your toe into the water before taking the plunge). Get feedback, keep improving and refining, engage with the learning process (see 12 tips article above).

Poh-Sun Goh

Dr Goh Poh Sun
MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant,
Department of Diagnostic Radiology,
National University Hospital
National University Health System,
Singapore

email - dnrgohps@nus.edu.sg

LinkedIn -

http://www.linkedin.com/pub/poh-sun-goh/22/45b/b16

Slideshare educational presentations and papers -

http://www.slideshare.net/dnrgohps/documents

http://www.slideshare.net/dnrgohps/presentations

# data[].attributes.attachment_link.description
An overview of eLearning (Slideshare) (e)Learning; digital repositories; and digital scholarship (Slideshare) Workshop on Technology Enhanced Learning (held in Sri Lanka, 13 December, 2013; as part of Singapore International Foundation program) Technology enhanced learning - some key points Flipped classrooms - Old or new?

# data[].attributes.body
http://medicaleducationelearning.blogspot.sg/2013/12/singapore-international.html?view=sidebar

# data[].attributes.attachment_link.readable_text
Workshop on Technology Enhanced Learning

Resource person:

Dr Goh Poh Sun
MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor, Department of Diagnostic Radiology
Associate Member, Medical Education Unit (MEU)
Yong Loo Lin School of Medicine
National University of Singapore
National University Health System, Singapore

Contact details:
email - dnrgohps@nus.edu.sg
LinkedIn - http://www.linkedin.com/pub/poh-sun-goh/22/45b/b16

Program:

Pre - workshop background reading and assignment below:

This will require about 4 to 5 hours of work, and will both complement the workshop, as well as provide discussion points, and most importantly form the foundation for post workshop "takeaway points" and your personal Technology Enhanced Learning projects and initiatives.

Please write down the following, and email your thoughts to me by 1pm, Wednesday, Dec 11, 2013 latest at email address below:

dnrgohps@nus.edu.sg

As you review the following material, some key questions to ask might be -

A. What are the key ideas regarding eLearning?

B. How would you apply this in your setting? OR How are you currently applying these ideas in your setting?

C. What would you like to do with eLearning/Technology Enhanced Learning? OR What is your greatest educational/teaching challenge that you hope to address using eLearning/Technology Enhanced Learning?

also

please email me some information about your educational background/setting

D. What is / are the educational setting(s) you teach in? (for example, large group - how many?, in what setting?, what learning technology do you and your students/postgraduate students have access to? hardware? software? what type of internet access? speed?)

E. How familiar are you with educational technology/eLearning/Technology Enhanced Learning? (on a scale from 1 to 10)

1 - not at all, total novice

5 - some familiarity, use powerpoint, email to distribute online material, upload videos of my presentations

10 - feel very comfortable using technology to support and augment teaching and learning, use learning management systems, archive and distribute material using online repositories, use social media regularly

Pre-workshop background reading

eLearning: where to start?

Flipped classroom

Evolution of education technology (Why does this presentation have so many views compared with other similar presentations?)

eLearning in clinical teaching (eLearning module for faculty development, London Deanery)

http://www.faculty.londondeanery.ac.uk/e-learning

eLearning (first part of this presentation gives short overview of theory and some case studies)

This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used (2013 article)

E-Learning in medical education in the United Kingdom (2011 article, see hyperlinked references)

JMIR (Journal of Medical Internet Research): eCollection on theme eLearning and Medical Education

Learning Technology; MedEdWorld (hyperlinked index)

http://elearninginfographics.com/how-to-start-an-online-program-infographic/

http://elearninginfographics.com/how-we-learn-infographic/

http://elearninginfographics.com/teachers-instructional-strategies-infographic/

Focus on systems, not goals: "goals are good for planning your progress and systems are good for actually making progress" (goals --> planning, and systems --> making progress)

Perspective and gratitude: You don't "have" to, you "get" to. Just change one word.

Workshop Program (see above notice, 0900 to 1300hrs; Friday 13th December 2013; Venue New Building Lecture Theatre and Virtual Learning Centre, University of Colombo)

Introduction

Background of participants - (from pre - workshop online survey, open from Dec 6, 2013)

Discussion of individual projects - (feedback and interactive discussion, from pre - workshop online survey, open from Dec 6, 2013)

Individual/Group work on educational IT projects - (continuation of initial submitted assignments as part of pre - workshop preparation)

Tea break

Further discussion and group/individual feedback

Planning post - workshop further work on individual assignments; and use of online discussion forum to continue our peer to peer feedback, group discussion, and support

End of workshop

Some of the participant's notes from the workshop

# data[].attributes.attachment_link.title
Singapore International Foundation/Temasek Foundation/MEU Workshop for Health Professions Educators, Colombo, Sri Lanka; Friday, December 13, 2013

# data[].attributes.attachment_link.description
Workshop on Technology Enhanced Learning Resource person: Dr Goh Poh Sun MB,BS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht) Associate Professor, Department of Diagnostic Radiology Associate Member, Medical Education Unit (MEU) Yong Loo Lin School of Medicine National University of Singapore National University Health System, Singapore Contact details: email - dnrgohps@nus.edu.sg LinkedIn - http://www.linkedin.com/pub/poh-sun-goh/22/45b/b16