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e-Learning for Radiation Oncology: What, Why & How?
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e-Learning for Radiation Oncology: What, Why & How?


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  • 1. e-Learning UnitMAASTRO Clinic 29.08..2012
  • 2. 2Outline >> e-Learning1. What is e-Learning2. Why it might be valuable3. How it has been used for RT?4. MAASTRO’s plan5. Questions & Suggestions
  • 3. 4e-Learning “Access wider audiences “Borring Save resources and money Lonely Easy to implement” Takes a lot of time”
  • 4. 5 e-Learning, definitionUse of ICT & devices to facilitate (online) learning Everywhere Location independent Every time Self-pace & time Everyone Widens access to everyone Reusable learning & Efficient Remote guidance
  • 5. 6e-Learning is not about• Copy-paste of traditional course materials in .pdf format• Making available resources on the Web (e.g., videos) without clear learning goals, learning design• Let students learn “by themselves”, without guidance or support• “Just” to set up a platform
  • 6. 7BUT e-Learning is A learning experience that o Makes the best use of technology to achieve learning goals and competence acquisition o Promotes dialogue (peer collaboration) o Help learners become involved o Guides the learner in the learning process, provides feedback & support o Considers different learner profiles o Integrates & profits from Web resources (materials, people, databases...)
  • 7. 9e-Learning in Medical Education• Makes possible to have access to specialists, medical professionals and students around the world• Has the potential to enhance learning • Can improve the understanding of complex models: interactive simulations, computer diagrams or images • Offers quick, easy update & delivery of materials • Allows educators to become facilitators instead of content providers Adapted from Tabakov (2008) & Ruiz et al.(2006)
  • 8. 10e-Learning in Medical Education• Can result in cost-savings • Publishing large numbers of images & cases is cheaper and potentially more effective • Instructor time, travel cost, labor cost • Reuse of learning material Adapted from Tabakov(2008) & Ruiz et al.(2006)
  • 9. 11Some considerations• Development team must be multi- disciplinary• Could be difficult and costly• Efforts are often underestimated
  • 10. 13e-resources Video Text & Webinar Presen- tations Audio Anima- Virtual tions Games Patients Reposi -tories Blogs Images Tests e-activity e-course e-master
  • 11. 14e-resources Video Text & Webinar Presen- tations Audio Anima- Virtual tions Games Patients Reposi -tories Blogs Images Tests e-activity e-course e-master
  • 12. 16e-resources Animations • Exploring content in an interactive way • 3D visualizations • Mobile body atlas Blausen Human Atlas Video YouTube,
  • 13. 17 Virtuale-resources Patients • Practice clinical cases • Make diagnoses and recall key points • Mobile applications Prognosis App
  • 14. e-resources
  • 15. 19e-resources Webinars • Online web conferences • Access to experts • Interaction in a live event, participation of the audience • Can include chat interaction, slideshow whiteboard • Recorded and stored • With or without certification • Pay or free of charge
  • 16. 20e-resources American College of Radiology Webinars
  • 17. e-resources 21
  • 18. 22 Varian Webinarse-resources
  • 19. 23e-resources Repositories • Collections of resources from different institutions in a single place • Categorized • Browsing and search facilities • Peer reviewed or “certified” • Can be integrated in different e-learning initiatives
  • 20. 24e-resources Repositories
  • 21. 26 Videoe-activity e-activities • Aim to keep knowledge updated • Video combined with assessments • Short pre-recorded e-activities • Evaluation • ACOE CME accredited (Accreditation Council of Oncology in Europe)
  • 22. 27 Videoe-activity e-activities
  • 23. 28e-activity Virtual Worlds: Second Life • Simulations to teach clinical practice • Student needs to solve a case & justify decision • Feedback is provided while interacting • Chatbots for interactions
  • 24. 29 Virtual Worlds: Imperial Collegee-activity London Video CNN,
  • 25. 31 e-courses• Online courses• Include • A set of e-activities • Different e-resources • Interactive tools• Can give credit points• Pay or for free• Open or close access
  • 26. Rectal Cancer delineation 32 ESTROe-courses • Webinars • Task assigment per week • Collaborative work • Use of interactive tools • 4 weeks • Fee
  • 27. 33e-courses Radiotherap-e • e-Learning for advanced radiotherapy techniques • NHS UK project • Free for UK medical students and professionals • Different types of assessment and feedback • Include animations, videos, etc. • Tools • A contouring tool • An image registration tool • A drawing tool • Calculation spreadsheets
  • 28. 34e-courses (10)
  • 29. 35e-courses ORTELLO • Onderlinge RadioTherapeutische ELectronische LeerOmgeving • e-Learning platform for RT technicians • Project of Dutch Medical Universities, Institutes • Nederlands Kanker Instituut , NKI • Academisch Medisch Centrum Amsterdam, AMC • Universitair Medisch Centrum Utrecht, UMC • Leids Universitair Medisch Centrum, LUMC • Each partner has developed its own e-course • Integration of e-activities and resources • Some are free after registration, for others the institution should provide credentials
  • 30. 36e-courses ORTELLO
  • 31. 37 ORTELLO e-activitye-courses
  • 32. 38 ORTELLO Game- Kabouterkrachte-courses
  • 33. 39e-courses Open e-courses • Free online courses • No fee, no cost for participants • Free access to content • With or without • Content structure • Collaboration • Guidance • Assessment • Certification
  • 34. 40e-courses OpenCourseWare - Johns Hopkins Bloomberg School of Public Health
  • 35. 41 Massive Open Online Course (MOOC)e-courses Gamification: Machine Learning:
  • 36. 43 Advanced Physical Methods in Radiotherapye-master U. Heidelberg
  • 37. 44 Advanced Physical Methods in Radiotherapye-master U. Heidelberg  Cancer treatment techniques such as IMRT, IGRT and proton and heavy ion therapy  Master (4 semesters) or post-graduate certification (2 or 3 semesters)  80% online, 20% face to face, assessment is face to face  5 Modules + Internship (7-14 days) + Thesis  ECTS-Credit  Fee: €16,426 (MSc), €2,500 (individual module)
  • 38. 45And...? Different ways of implementing e-learning initiatives  Fancy, simple, complex, free, close, technological oriented, expensive... BUT the focus should be  Needs of the learners  Learning goals  Activities promote competence acquisition  More cost-efficient technology and resources  Participatory design --- involving the learners on the design process (not only at the end!)
  • 39. e-Learning Unit MAASTRO
  • 40. adrianaberlanga
  • 41. 49e-Learning 2.0 Integrate Web 2.0 technologies and tools into educational and institutional practices  Blog, wikis, twitter, social networks, Google tools, etc. Social learning, collaborative and participatory culture Learners are placed in the center of the learning process Learners become also content & support providers Teachers become facilitators Learning Networks for professionalization
  • 42. Future of e-learning? The discussion about e-learning focuses on new ways to deliver instruction, through online videos and online courses. (.. ) But, e-Learning has the potential to go further & open opportunities for people to create, collaborate, experiment, and express themselves.  CONECTING WITH  Ideas  Interests  Physical world  People Adapted from Mitch Resnick
  • 43. 51 Augmented reality: Mirror for Medical Data Visualization – Tech Univ. Munich
  • 44. 52 Augmented Reality, Mobile App