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  • Prober, C. G., & Heath, C. (2012). Lecture halls without lectures--a proposal for medical education. The New England journal of medicine, 366(18), 1657–1659. doi:10.1056/NEJMp1202451
  • Cardall, S., Krupat, E., & Ulrich, M. (2008). Live lecture versus video-recorded lecture: are students voting with their feet? Academic medicine : journal of the Association of American Medical Colleges, 83(12), 1174–1178. doi:10.1097/ACM.0b013e31818c6902
  • Cardall, S., Krupat, E., & Ulrich, M. (2008). Live lecture versus video-recorded lecture: are students voting with their feet? Academic medicine : journal of the Association of American Medical Colleges, 83(12), 1174–1178. doi:10.1097/ACM.0b013e31818c6902
  • Evans, D. J. R. (2011). Using embryology screencasts: a useful addition to the student learning experience? Anatomical Sciences Education, 4(2), 57–63. doi:10.1002/ase.209
  • 1. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science (New York, NY), 332(6031), 862–864. doi:10.1126/science.12017832. Hoyt, A., Mcnulty, J. A., Gruener, G., Chandrasekhar, A., Espiritu, B., Ensminger, D., Price, R., et al. (2010). An audience response system may influence student performance on anatomy examination questions. Anatomical Sciences Education. doi:10.1002/ase.184
  • 1. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science (New York, NY), 332(6031), 862–864. doi:10.1126/science.12017832. Hoyt, A., Mcnulty, J. A., Gruener, G., Chandrasekhar, A., Espiritu, B., Ensminger, D., Price, R., et al. (2010). An audience response system may influence student performance on anatomy examination questions. Anatomical Sciences Education. doi:10.1002/ase.184
  • <?xml version="1.0" encoding="ISO-8859-1" ?><poll url="http://www.polleverywhere.com/multiple_choice_polls/NTcyNzU2NTA4"> <!-- This snippet was inserted via the Poll Everywhere Mac Presenter --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the Mac Presenter will automatically display your poll in that area. --> <!-- The Mac Presenter application must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the Mac Presenter to remove it for you. --> <title>The _______ nerve is the most commonly injured nerve in the lower extremity due to its close association with the neck of the fibula.</title></poll>
  • Dyer, O. (2012). Patient who received liver after social media campaign reports success. BMJ (Clinical research ed.), 344(may18 2), e3538–e3538. doi:10.1136/bmj.e3538
  • Junco, R., Heiberger, G., & Loken, E. (2010). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132. doi:10.1111/j.1365-2729.2010.00387.x
  • Moellenberg, K. K., & Aldridge, M. (2010). Sliding away from PowerPoint: the interactive lecture. Nurse educator, 35(6), 268–272. doi:10.1097/NNE.0b013e3181f7f2f7Bartsch, R., & Cobern, K. (2003). Effectiveness of PowerPoint presentations in lectures. Computers & Education, 41(1), 77–86. doi:10.1016/S0360-1315(03)00027-7
  • DiLullo, C., & McGee, P. (n.d.). Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education. Anatomical Sciences Education.
  • Skiba, D. J. (2005). Do your students wiki? Nursing education perspectives, 26(2), 120–121.
  • 1. Knight JK, Wood WB. 2005. Teaching more by lecturing less. Cell Biol. Educ. 4:298–310

Transcript

  • 1. HiEverybody!
  • 2. June - December Jun – Aug: PT & PA Aug – Oct: MD Oct – Dec: DDS
  • 3. How to improve your teachingusing emerging technologyMike Pascoe, PhD@mpascoe#EdTechPMR
  • 4. What is the state of the lecture? “…students are being taught roughly the same way they were taught when the Wright brothers were tinkering at Kitty Hawk.”13 flickr ThursdayMorning
  • 5. Tethered to lecternReading from the screenInstructor talks 47/ 50 minutes50 slides / 50 minutes“Slides” bulleted with facts Geert Roels For Ghent University Library
  • 6. flickr kevan_cooke
  • 7. Transform your teaching with technology
  • 8. Is it worth transforming my course?Yes!15Outcomes are better in courses that adopt new teachingapproaches compared with traditional lectures15What new teaching approaches?1. Lecture capture2. Polling3. Social media4. Enhanced slides5. Understand millennial students6. Collaborative assignments7. Evaluations
  • 9. 1. Lecture CaptureInstructional guidance strategy#1 classroom technology requested by students.Students do not replay lectures they attended live (3.8%).Instead, students make an active choice whether or not toattend lectures ahead of time (factors?).Usually reinvest the time they gain missing lecture into otherstudies (e.g., study for other courses).3
  • 10. 1. Lecture CaptureInstructional guidance strategyMost students (88.5%) accelerate the playbackof recorded lectures (1.67X).Students felt that accelerated playbackallowed them to learn more, faster, be morefocused.However, live attendance was still thepredominant method for viewing lectures.3
  • 11. NOT IMPRESSED? @McKaylaMaroney
  • 12. 1b. ScreencastsInstructional guidance strategySupplement to lecturesAllow flexibility for students to view ontheir own time1, 7Desktop: record with Camtasia, orQuickTime > process in iMovie >upload to YouTube/vimeo > post towebsite/LMSiPad: number of apps
  • 13. http://bit.ly/60minKahn
  • 14. 2. PollingFacilitation strategy• Audience response system (ARS)• Stop every 10-15 minutes to assess understanding, address problems on the spot• Can facilitate interactivity in large classes and promote active learning• Anonymity is great for shy students
  • 15. 2. PollingFacilitation strategy• Studies uniformly report students have positive attitudes toward ARS4, 9• What tech do our students have? Assume most have a laptop or smart phone but is there an ITS survey?• Do not poll for facts, use real-world clinical cases to give students practice, higher on Bloom‟s taxonomy, stories are more “sticky”
  • 16. NOT IMPRESSED?
  • 17. 3. Social MediaGeneral communication strategy• Americans spend 23% of all internet time on social networks (gaming second 10%, email third 8%)• 50 million tweets about the #London2012 games• 5 million tweets about the #DNC2012• Twitter is best suited for communication• Facilitate communication with instructor• Backchannel for lecture• Keep conversation going after lecture
  • 18. NOT IMPRESSED?
  • 19. 4. Enhanced slides• Embed video, stimulate discussion• Too much text a bad thing for lecture?• Simple icons from TheNounProject.com• Move out from behind the lectern (iPad?)• Do not include unrelated graphics, only ones that add info• High quality graphics from book publisher websites• Build-in lists• Do not dim the lights unless you are showing radiographs, use a white background
  • 20. High quality graphicsPublisher resourcesThieme Atlas ofAnatomyFigure D 5.12008-2010
  • 21. How to add a video to PPTLink option1. Visit YouTube, Most Viewed, This Week, Sci & Tech: http://www.youtube.com/charts/videos_views/science?t=w2. Take a screenshot of the video3. Paste screenshot on your slide4. Copy video URL from YouTube5. Add hyperlink to the screenshot directed to URL6. Click on the screenshot during your lecture to open URL on host computer browserAssumes you will have WiFi connectivity in lecture hall
  • 22. How to add a video to PPTEmbed option1. Download and install MPEG Stream Clip 1.9.3b8 beta2. Visit YouTube, Most Viewed, This Week, Sci & Tech: http://www.youtube.com/charts/videos_views/science?t=w3. Copy video URL from YouTube4. File > Open URL5. Paste URL, select Open, select MP4, click Open6. Define In and Out times7. File > Export to M-PEG4, chose save location8. In PPT, Insert > Movie > Movie from FileAssumes you keep movie in same location on HD
  • 23. 5. Understand millennial studentsKnow your audienceBorn between 1981-2001Typically described as: active learners working well in small groups preferring to learn via tech (digital natives) valuing peer opinions expecting customizationBut, it is a disservice to globally define any cohort ofstudents with a single set of character traits4
  • 24. 6. Collaborative authoringPerformance feedback strategy• Use a Wiki• Students will work in teams in the real world• Collaborative development of content by anyone• Cross-linking within the Wiki• Multimedia (images, videos, interactive)• Tool for collaborative authoring• Facilitates lifelong learning• Track user contributions• Instructor can periodically give feedback14
  • 25. 7. Evaluations• Evaluations can be distributed electronically using Dropbox• Use a Google Doc Form• Let the data come to you already packaged and ready for analysis• Email to students or embed in a website• Students take online surveys all the time!• Story on NPR• What did they find most difficult, what was most interesting from today‟s lecture
  • 26. NOT IMPRESSED?
  • 27. bit.ly/PMReval
  • 28. Tech in the classroomA double-edged sword• Laptops can be a distraction• You cannot multitask!• “Multitasking is a myth” JJ Cohen• Most can type faster than they can write by hand• Give your students the data showing how detrimental distractions can be during a lecture8
  • 29. Concluding remarksThere are problems/challenges: 1. Takes time up front to develop 2. Auditorium seating might not lend itself 3. Requires letting go of „transmissionist‟ view 4. Students need to be reminded of your approach (buy-in)• Great news is that even small incremental changes lead to significant gains in student learning10• But you should start small and assess impact• Do not try the shotgun approach!• It‟s not what we teach, it is how we teach!• Make sure the tech you use meets a need, not b/c it‟s cool
  • 30. Additional ResourcesOn the web…MERLOT – linkMedEdPORTAL – linkEDUCAUSE – linkCU Faculty Learning Committee – linkCU Online; Spring Symposium – linkGoogle me: “Mike Pascoe” – linkDelicious bookmarks tagged “education” – link
  • 31. References1. Jaffar, A. A. (2012). YouTube: An emerging tool in anatomy 8. Fried, C. B. (2008). In-class laptop use and its effects on student education. Anatomical Sciences Education, n/a–n/a. learning. Computers & Education, 50(3), 906–914. doi:10.1002/ase.1268 doi:10.1016/j.compedu.2006.09.0062. Bartsch, R., & Cobern, K. (2003). Effectiveness of 9. Hoyt, A., Mcnulty, J. A., Gruener, G., Chandrasekhar, A., PowerPoint presentations in lectures. Computers & Espiritu, B., Ensminger, D., Price, R., et al. (2010). An Education, 41(1), 77–86. doi:10.1016/S0360- audience response system may influence student 1315(03)00027-7 performance on anatomy examination questions. Anatomical Sciences Education. doi:10.1002/ase.1843. Cardall, S., Krupat, E., & Ulrich, M. (2008). Live lecture 10. Junco, R., Heiberger, G., & Loken, E. (2010). The effect of versus video-recorded lecture: are students voting with their Twitter on college student engagement and grades. Journal feet? Academic medicine : journal of the Association of of Computer Assisted Learning, 27(2), 119–132. American Medical Colleges, 83(12), 1174–1178. doi:10.1111/j.1365-2729.2010.00387.x doi:10.1097/ACM.0b013e31818c6902 11. Knight JK, Wood WB. 2005. Teaching more by lecturing4. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved less. Cell Biol. Educ. 4:298–310 learning in a large-enrollment physics class. Science (New 12. Moellenberg, K. K., & Aldridge, M. (2010). Sliding away from York, NY), 332(6031), 862–864. PowerPoint: the interactive lecture. Nurse educator, 35(6), doi:10.1126/science.1201783 268–272. doi:10.1097/NNE.0b013e3181f7f2f75. DiLullo, C., & McGee, P. (n.d.). Demystifying the Millennial 13. Prober, C. G., & Heath, C. (2012). Lecture halls without student: A reassessment in measures of character and lectures--a proposal for medical education. The New engagement in professional education. Anatomical Sciences England journal of medicine, 366(18), 1657–1659. Education. doi:10.1056/NEJMp1202451 14. Skiba, D. J. (2005). Do your students wiki? Nursing6. Dyer, O. (2012). Patient who received liver after social media education perspectives, 26(2), 120–121. campaign reports success. BMJ (Clinical research ed.), 344(may18 2), e3538–e3538. doi:10.1136/bmj.e3538 15. Wood, W. B. (2009). Innovations in teaching undergraduate biology and why we need them. Annual review of cell and7. Evans, D. J. R. (2011). Using embryology screencasts: a developmental biology, 25, 93–112. useful addition to the student learning experience? doi:10.1146/annurev.cellbio.24.110707.175306 Anatomical Sciences Education, 4(2), 57–63. doi:10.1002/ase.209
  • 32. iPad[3]Released March 16, 20123M sold in three days Apple, Inc
  • 33. Activities • Lecture slides • Data collection/analysis • Video / Music • Back channel monitoring • Polling: • Mapping pollev.com/pascoe • Find a reference • Drawing • Interact with other iPads • 3D modeling • Live Google Doc editing: • Camera bit.ly/mptester • Facetime / Skype