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    ASAHP poster, Web 2.0 for Faculty ASAHP poster, Web 2.0 for Faculty Presentation Transcript

    • Welcome to the Edublogosphere: Educating the Future, Today Melissa L. Rethlefsen 1 , Ann M. Farrell 2 , Melanie Ryan 3 1 Mayo Clinic Libraries, Mayo Clinic Rochester, 2 Mayo Clinic Libraries, Mayo Clinic Florida, 3 Mayo School of Health Sciences, Mayo Clinic Rochester Introduction and Purpose Future Directions Introduction to Web 2.0 Blogs Online Collaboration Tools Social Bookmarking RSS Wikis Social Networking Social Media Our students are changing. Generation Y, or the Millennials, have taken the need for flexibility in education to an entirely new level. Recognizing the change in learning styles, based primarily on the student’s reliance on the internet and strong need for an online presence and community, Mayo School of Health Sciences (MSHS) faculty embarked on an online learning adventure. The online course, “Web 2.0 for Faculty” focused on teaching our faculty the functionality and educational purpose of the tools of the Web 2.0 world. Instructors used a blog for distributing course content to faculty, and each participant created an individual blog to record their thoughts and perceptions of how each tool could be used for personal productivity and working with students. A new module was released on the blog every two weeks, allowing faculty to work through each module at their own pace. For each module, there was a topic introduction with text and video components and a discovery exercise. Discovery exercises allowed participants both to get hands-on experience using Web 2.0 tools and to reflect upon how each Web 2.0 tool covered might benefit their classrooms and teaching experiences. The Assignment: Read a Web 2.0-related journal or magazine article. Respond to the article in a comment on the module. What Faculty Said: As educators, this provides great opportunity to reaching our learners. I feel it is imperative we become “fluent” in these mediums to enhance our ability to communicate / teach our students, patients and colleagues. When it comes to learning in healthcare, being right is pretty important. I am not so much intimidated by the technology as I am wondering how to balance it and help students learn to critically think their way through the information to create actual knowledge. The Assignment: Create a Google Reader (an RSS reader) account. Subscribe to 5 RSS feeds. Post a comment about how you would use RSS on your blog. What Faculty Said: Instead of talking about where to go for CE, what emails to sign up for, there is a new, improved Web 2.0 plan.  Each student will be responsible for establishing their own page with feeds pertinent to their career path. I see many great uses for the RSS If a student has a question about a certain topic, myself as an instructor, could just set up a feed to include all the latest articles from OVID for example. I would be enabling the student rather than instructing. Explore Delicious, a social bookmarking site. Comment on how you would use Delicious on your blog. The Assignment: What Faculty Said: So what if each [student] created an account, with links to their must-haves, and there is an ongoing list, kept on our blog or wiki, for other students to check out?  The amount of information to share with one another, or our anonymous social bookmarking friends, is limitless. I will definitely use this tool more than any of the others we’ve learned about because it’s essentially at the hub of my internet use! The Assignment: What Faculty Said: The Assignment: Create a blog and write a post discuss the pros and cons of using a blog in health sciences education. What Faculty Said: [A blog] could create a safe place for learners to expose their areas of ignorance, which is the best way to heal them -- under the light of day. How best to trigger comment from others? And not just any comment, but the desired comment -- which would be intelligent, interesting, and creative -- provocative without provoking -- edgy without being unnerving. . The Assignment: Add content to the Program’s wiki, insert a link to a favorite resource, and discuss the use of a wiki in education. What Faculty Said: Wikis in virtual community collaboration were also excellent points of reference for ensuring quality of information, diversity of the information, and the removal of restrictions in educational information availability. I hadn't considered using a wiki for a shared document/project before now, but I can see benefits now. Seeing some ways people are using them for learning communities gave me some ideas for student non-curricular involvement. The Assignment: Use Google Docs to create and share a document or spreadsheet. What Faculty Said: So what can google documents do for me?  As I work to expand my department’s program and create different educational opportunities, a plethora of paperwork comes along with it. .. Why can’t we all just share access to these documents?  So there it is- what google docs can do for me.  I have two group projects that my students need to create, and although they see each other during class times they don’t live close to each other.  This might be another tool that they would use to do group work.  An added benefit would be the tracking of changes, The Assignment: What Faculty Said: Create a Facebook or LinkedIn account and add a course instructor as a friend. After course completion, participants will be invited to complete a retrospective pre-test/post-test survey to assess knowledge gained in the course. Information from the survey results, combined with qualitative data from participant blog posts and weekly progress reports, will allow instructors to assess the program’s success. In addition to increasing faculty’s comfort levels with new technologies, we hope this course will inspire faculty to utilize technology in the classroom. Explore either podcasts, photo-sharing (e.g. Flickr) or online video (e.g. YouTube) and discuss the use of one of these in education.. I can see where in professional training programs, there will be a need for a class on how to behave and represent one’s self on-line.  As a teacher, it makes me cringe to think that their immaturity probably is exhibited on Facebook as well as in the classroom. What does this mean for their future careers?
      • Lessons Learned:
      • Learning 2.0 programs require time– and busy faculty may not have that time.
      • Keep the lessons simple and short
      • Offer comprehensive instructions and liaisons for struggling learners.
      • Consider hands-on classes or meetings
      • Participants need to take responsibility for their own learning
      Podcasts and videos could be useful for our dietetics program throughout the clinical rotations. It would be great for visual and audio learners to review the material. I feel that multimedia tools can greatly impact the progress of teaching and learning. Students are becoming more and more tech savvy, therefore educators need to be able to various tools to enhance the educational process.