(e)Learning; (e)Repositories; and (e)Scholarship
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Reflections on (e)Learning; digital repositories and digital scholarship. http://mededworld.org/reflections/reflection-items/September-2013/(e)Learning.aspx http://mededworld.org/reflections/reflection-items/March-2014/(e)Repository.aspx http://mededworld.org/reflections/reflection-items/March-2014/(e)Scholarship-Traditional-vs-Digital-Scholarship.aspx
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(e)Learning; (e)Repositories; and (e)Scholarship
- 1. (eLearning; (e)Repositories; and (e)Scholarship! ! by! ! Dr Poh-Sun Goh! 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! ! ! (e)Learning! ! Summary:! ! 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.! ! Article:! ! 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.!
- 3. (e)Repository or Digital Repository! ! Summary:! ! Lets show what we actually teach with and assess on. The full range, breadth and depth. Lets make teaching visible, and accessible. Widely.! ! Article:! ! "You seem to have an evidenced based curriculum design, and programmatic assessment strategy ... Now show what you actually teach with ... and assess on ... The full range, breadth and depth." This is a challenge I have been making to participants at our faculty development eLearning/ technology enhanced learning courses and workshops held under the auspices of the Medical Education Unit, Yong Loo Lin School of Medicine, here in Singapore over the last 3 years.! ! Case-based teaching is used in undergraduate health professions education, and even more so in postgraduate education and training. This is presented invariably in digital format, via slide-deck presentations, increasingly augmented with multimedia and interactive exercises. ! ! Why are we not systematically indexing, and selectively hyperlinking elements from our teaching activities? When done systematically, regularly, prospectively, with deliberate intent, at departmental and unit levels, this effort leads to the creation of a digital knowledge or teaching repository, of educational content that is customised, and localised; with great potential for broader use, and re-use. ! ! We need not get hung up over the specific terms and categories we use for the initial index. This can be revised as often as we require. With a digital index, users can customised this index into themes and categories that make sense, and are usable to their own cohort of educators, and students; as often as required. ! ! Regarding the content of the (e)Repository, focus on providing access not only to whole presentations and courses, but more importantly to the "basic ingredients" used to create the teaching content. Similar to preparing a restaurant menu, the digital (e)Repository not only highlights what is on offer, but can also show a visual representation of the dishes, and go further, by providing the recipes, and access to the ingredients. This allows other educators, and students to customise the teaching and learning experience. ! Imagine a similar process with a clinical case presentation. The thematic / anonymised clinical scenario; selected investigations, the focused literature review on the latest, or most significant publications and treatment guidelines for a particular clinical problem, the take home and practice points and tips; these can all be used, re-used, and highlighted in many educational settings, for both systematic scheduled, and just in time workplace review and micro-learning opportunities. ! ! As clinical educators, we develop subspecialty experience, and expertise in our own areas of clinical focus. Sharing elements of our teaching content makes it not only available for peer review and critique, but also allows others to work with, and build on our clinical and educational experience. This embodies the spirit and ethos of academic scholarship. In education and teaching. ! ! Lets make teaching visible, and accessible. Widely. !
- 5. (e)Scholarship or Digital Scholarship! ! Summary:! ! There are several apparent similarities between traditional academic scholarship and "digital" scholarship. Our digital teaching and educational efforts can be measured. Perhaps even easier than with "traditional" teaching and scholarly activities.! ! Article:! ! There are several apparent similarities between traditional academic scholarship and "digital" scholarship. Citation vs hyperlinking; Peer review vs comments/likes or dislikes with thumbs up or down/votes on a 5 point scale/positive or critical online comments; and between Impact Factor vs utility of a piece of digital scholarship measured by not only number of views, but also number of downloads, and how often it is "cited" or hyperlinked to. ! ! Our digital teaching and educational efforts can be measured. Perhaps even easier than with "traditional" teaching and scholarly activities. The web, and mobile platforms makes peer review much easier. ! ! (e)Learning using content from an (e)Repository can be assessed and evaluated. ! ! ! Teaching can be measured. Online. ! !