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Learning Object Details - CenMED Scholar - A Learning Content Management System

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CenMED Scholar - A Learning Content Management System

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national center for biotechnology information

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united states national library of medicine

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Increasing tensions in the ubiquitous use of technology for medical education. - PubMed - NCBI

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take home messages
1) why before what and how
2) start with what you have - includes who you know, and have access to
3) start with what you know/need

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Everything I have learnt about eLearning

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A summary of key ideas and useful tips for applying eLearning in medical education

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Group 3
What we want to learn more:
1) changing our practices which in turn changes mindset to adopt new ideas or tools

2) exploring available tools to support and supplement learning

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1 How to evaluate and monitor the progress  and outcome,in a short,long term process of the TEL ?
2.Leaning analytics in TEL?
3.Standard tools for all the educational institutions,so we have a common platform.
4.What is the dark side of technology and how to mitigate?

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Group 2 - What we would like to know more

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Group 2 - What we would like to know more

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1. Know and learn more about meta-cognition
2. Know and learn more about artificial intelligence assisting/improving with learning

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centre for development of teaching and learning

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The Centre for Development of Teaching and Learning(CDTL) seeks to enhance the quality of teaching and learning at NUS and aspires to establish itself as a leading centre in higher education.

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Group 3
- metacognition to help in retention
- flexibility, autonomy, relatedness is crucial for self directed learning
- most learning comes from asking the right questions and meeting the right people
- changes in approach for users- views from developer

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1. Our group comments
1Have learnt on the tools that could help to use the Template like ADDIE to follow steps of Analysis,Designing, and Feedbacks that makes teaching effective.
2.Also I understood that the information learnt during learning depends on the connectivity and metacognition that is used by the facilitator.
3

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We have learnt the following points
- incorporating simulation based content learning content in teaching to explain complex concepts - E.g. Memory and neurodegeneration
- Different websites and tools available for use in crafting better teaching, learning and e-assessment
- Web-apps available to use to improve interaction in the classroom (especially big classrooms)
- Use of pre-lecture reading and pre-lecture mcqs to help improve on student attention and learning during the actual lecture/learning session itself
- Use of different modality of delivery of content - simultaneous online discussions, graphics, videos etc to facilitate and stimulate learning

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Learning Object Details - CenMED Scholar - A Learning Content Management System

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CenMED Scholar - A Learning Content Management System

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what can we do with no cost? no budget? minimal resources? open access platforms and content?

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what can we do with no cost? no budget? minimal resources? open access platforms and content?

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https://www.slideshare.net/dnrgohps/adoption-of-elearning-in-med-ed-costs-and-value-add-82738401

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View this post on Instagram

A post shared by Goh Poh Sun 吳 宝 山 (@gohpohsun)

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what is role of simulation in MedEd?, are there low cost/no cost simulation paradigms available?, what is available out there? (low cost, no cost, open access - that can be curated and used?)

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Technology enhanced Learning in MedEd for Knowledge, Skills and Attitudes

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Online eAssessment: AMEE guide no. 39. - PubMed - NCBI

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Introduction to e-Assessment Designing e-Assessments City of Glasgow College 23rd November 2012

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Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two - Way Street Between Cognition and Instruction

Principles of multimedia learning based on a cognitive theory of multimedia learning

(number of tests / effect size)

Small 0.2; Medium 0.5; Large 0.8

1. Multimedia - deeper L f words (W) and pics (P) than words alone (3 of 3, 1.90)

2. Contiguity - deeper L f presenting W and P simultaneously rather than successively (8 of 8, 1.30)

3. Coherence - deeper L when extraneous W, sounds or P r excluded than included (4 of 4, 0.82)

W + P > WwwwwwsssssPppppppp

4. Modality - deeper learning when W r presented as narration rather than on screen text (4 of 4, 1.17)

5. Redundancy - deeper L when W r presented as narration rather than as both narration and on-screen text (2 of 2, 1.24)

6. Personalisation - deeper L when words r presented in conversational style rather than formal style (2 of 2, 0.82)

Personal conversational style ("that's great") > Formal ("correct")

7. Interactivity - deeper L when learners r allowed to control the presentation rate than when they r not (1 of 1, 0.97)

Pause/Start (reply) button > No control

8. Deeper L when key steps in narration r signaled rather than nonsignaled (1 of 1, 0.74)

Key steps SIGNALED > nonsignaled

Cognitive Load Theory (AMEE guide 86)

System 1 thinking (rapid pattern recongnition) vs System 2 (slow, analytical)

4C/ID model (van Merriënboer, 2013)

Symposium speakers Q and A interactive discussion with audience available from AMEE Live as video on demand

1. Limited attention span of current generation of students

Students are able to focus for long periods on what interests them.

Students want to become healthcare professionals and have worked hard to get into training program.

Key is learning objectives, learning pedagogy, and curated or created content.

3. Value add of online learning

IT can be used to broaden access significantly - "broadcast" and provide pesonalised content - "narrowcasting".

More slides for reference/discussion below.

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Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two - Way Street Between Cognition and Instruction Principles of multimedia learning based on a cognitive theory of multimedia learning (number of tests / effect size) Small 0.2; Medium 0.5; Large 0.8 1.

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digital literacy, and digital guides - for students, instructors, and online / mobile learning designers/instructional designers/software-app-learning platform developers
ideas
1)step by step
2)show (guides, videos
3)UI and UX design

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Role of digital analytics to guide learning (updated)

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Assessment for learning - Assessment IS learning

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The uses of VR and AR in Medical Education- with a focus on smart uses, successful examples of application, and potential uses to meet unmet needs in medical education.

Annual Academic Meeting, Taipei, November 17, 2018

See you at the sessions!

https://www.imda.gov.sg/infocomm-and-media-news/whats-trending/2016/12/the-dawn-of-virtual-reality-in-healthcare-and-medicine

https://www.todayonline.com/singapore/nus-unveils-new-17-storey-medical-education-research-building
https://www.vrfocus.com/2018/06/nus-medicine-using-virtual-reality-to-replace-the-need-for-cadaver/

https://nusmedicine.nus.edu.sg/medias/news-info/1820-a-whole-new-way-of-seeing-the-human-body

https://www.straitstimes.com/singapore/virtual-reality-injects-life-into-medical-training-at-nus

https://blog.nus.edu.sg/linus/2018/10/23/launch-of-tel-technology-enhanced-learning-imaginarium/

Ting, D. S. W., Sim, S. S. K. P., Yau, C. W. L., Rosman, M., Aw, A. T., & Yeo, I. Y. S. (2016). Ophthalmology simulation for undergraduate and postgraduate clinical education. International Journal of Ophthalmology, 9(6), 920-924. http://doi.org/10.18240/ijo.2016.06.22
Please do a compare and contrast exercise with use of VR and AR in Medical Education and Training vs
https://www.straitstimes.com/singapore/training-facility-opens-at-tuas-naval-base-as-two-singapore-navy-warships-become-ready-for

https://www.todayonline.com/singapore/singapore-navys-new-ship-lead-way-using-technology-defence-minister

https://www.channelnewsasia.com/news/singapore/home-team-launches-simulation-centre-to-train-commanders-in-10253538

Literature informed Pedagogy of VR and AR in Medical Education from

https://www.coursera.org/learn/ar

Literature and Pedagogy VR and AR in MedEd (updated Tile version) from

https://medicaleducationelearning.blogspot.com/2018/08/amee-2018-symposium-what-is-known-from.html

illustration above and below from

above from (and is overview of following examples below)

https://learningchestradiology.blogspot.sg/2014/12/case-736.html
(left sided tension pneumothorax)
https://learningchestradiology.blogspot.sg/2015/09/case-876.html
(right lower lobe pneumonia)

https://learningchestradiology.blogspot.sg/2015/09/case-877.html
(right upper lobe lung carcinoma)

https://learningchestradiology.blogspot.sg/2015/10/case-888.html
(pulmonary oedema)

https://learningchestradiology.blogspot.sg/2015/09/case-875.html
(left sided tension pneumothorax, 2nd or another example)

https://learningchestradiology.blogspot.sg/2015/10/case-885.html
(right sided loculated pleural effusion)

https://learningchestradiology.blogspot.sg/2015/11/case-894.html
(inwardly depressed right lower rib fractures, with associated lung contusion and haemothorax)

"I'm excited about Augmented Reality because unlike Virtual Reality, which closes the world out, AR allows individuals to be present in the world but hopefully allows an improvement on what's happening presently."
-Tim Cook
Read more at: https://www.brainyquote.com/quotes/tim_cook_843417

https://mashable.com/2017/02/10/tim-cook-augmented-reality-opportunity-apple/#rIPmstuDQaqO

Apple's Tim Cook prefers augmented reality to VR (BBC website, 11 October 2017)

Goh, P.S. Technology enhanced learning in Medical Education: What's new, what's useful, and some important considerations. MedEdPublish. 2016 Oct; 5(3), Paper No:16. Epub 2016 Oct 12.

Role of Instagram (-like Content) in eLearning, eTeaching, Digital Research and Scholarship from

Learning Neuroradiology and eLearning for MedEd Instagram Website Link
(you do not need the Instagram App to view the content, just click each square on your mobile device, laptop or desktop computer)

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The Uses of VR and AR in Medical Education

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Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces.
abstract from

Goh PS. Using a blog as an integrated eLearning tool and platform. Med Teach.
2016 Jun;38(6):628-9. doi: 10.3109/0142159X.2015.1105947. Epub 2015 Nov 11.
PubMed PMID: 26558420.

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pre-workshop mini 'focus group' discussion - 1) how do i get students to use technology, know outcomes have been met; 2) fear of technology, as an instructor; 3) how do I get instructors to use technology? (as tech developer/part of tech development team); 4) developing byte size content, for intro workplace learning, to get groups of students up to speed when they come for their workplace attachments.

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Learning Journey with SSLEE - TeL Workshop 2019

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opening comments - "my intention has been to demonstrate, through our engagement with you, before, during, and after the workshop, how simple, 'free', off the shelf, easy to use, available and 'at hand' eLearning tools and platforms can be used to deliver and provide access to digital content, and make visible both the engagement, and outcomes, of our interaction with this content, as well as the learning and training process"
-"please reflect on our use of, and how you have used the content, tools and digital platforms over the last few weeks (since you received the first email notice, with link to the workshop blog, three weeks ago, through today)"

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“As we have an excellent faculty to partipant ratio, of 5 faculty to 13 participants, the faculty would like to invite all workshop participants to post on the Padlet wall - a current teaching challenge you have as an instructor, and how you hope a one to one faculty consultation in the afternoon can assist you.
Please do this before the day of the workshop.”

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posted by Poh-Sun on 6 March 2019
1) we will be using, and can use this online bulletin board for workshop participants to post notes, reflections and reactions to the ideas and content we work with and discuss at the workshop
2) Padlet is a free, open access, online resource - which I have configured for the purpose this workshop to be globally accessible and viewable - do note this when posting 
I encourage you to identify your authorship of your post with at least your given name, or initials (so that you can find your post)
3) you have the ability to edit, add to, and delete any post you make - as long as you use the same digital device (mobile phone, tablet, laptop etc) - and you are encouraged to comment on other participants Padlet post
4) as you go through the material, and engage with the content before, during and after the sessions, please add to your original Padlet post - this will be your public record of what you have got from, and taken from your active participation, and also allow other participants, and readers, to add to your reflections and ideas
5) the Padlet posts will be presented with the latest post at the top of this online space, with earlier posts below this

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posted by Poh-Sun on 6 March 2019
1) we will be using, and can use this online bulletin board for workshop participants to post notes, reflections and reactions to the ideas and content we work with and discuss at the workshop
2) Padlet is a free, open access, online resource - which I have configured for the purpose this workshop to be globally accessible and viewable - do note this when posting 
I encourage you to identify your authorship of your post with at least your given name, or initials (so that you can find your post)
3) you have the ability to edit, add to, and delete any post you make - as long as you use the same digital device (mobile phone, tablet, laptop etc) - and you are encouraged to comment on other participants Padlet post
4) as you go through the material, and engage with the content before, during and after the sessions, please add to your original Padlet post - this will be your public record of what you have got from, and taken from your active participation, and also allow other participants, and readers, to add to your reflections and ideas
5) the Padlet posts will be presented with the latest post at the top of this online space, with earlier posts below this