E-Learning resources at BSMS (public version)


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This is for anyone teaching students at Brighton and Sussex Medical School (this version is missing the interactivity of the original presentation and is supplementary to the workshop itself)

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  • [Reminder about ELU blog and MEU web pages]Mostly class-based rather than clinical
  • [optional]Which one first?
  • http://office.microsoft.com/en-gb/powerpoint-help/slide-show-keyboard-shortcuts-HP005195303.aspx
  • Tips for designing effective slidesDo you use PowerPoint? What else do people use? Why do you use PowerPoint? It does some things really well. One big criticism is that research has shown that the default settings lead you down a path that are not as educationally effective as it could be (some argue it can be harmful). So you need to be aware of this and be prepared to start from a ‘blank slate’. This is a bit more effort but it really pays off in terms of students receiving and recalling your teaching.Less is more!Three simple steps:Put your text in the notes pane – you can still write the presentation first but clutters screen. Bonus that they are there for students.Remove the bullet points – force a style and method been shown to be less effective. Use the Slide Master view to get rid of them properly. (Great tool anyway). Assertion-Evidence theoryUse graphics or images – medicine lends itself to diagrammatic representation, images, photos, processes. These have been proven to be powerful teaching tools. Multimedia theory
  • http://www.writing.engr.psu.edu/slides.htmlMichael Alley, Virginia Tech: The Craft of Scientific Presentations, 2003, Springer-Verlag, New York, USA
  • http://www.writing.engr.psu.edu/slides.htmlMichael Alley, Virginia Tech: The Craft of Scientific Presentations, 2003, Springer-Verlag, New York, USA
  • Another criticism of PowerPoint is that it is restrictive in its linearity. It makes it dull to the audience and inflexible to you. Prezi is a nice piece of free software which breaks away from linear presentation formats.Nice resource – a change from the norm, dynamic and more engagingBreaks away from linear structure of Ppt; the big reveal is an advantageUse with caution – small motion; mainly linear; not supported
  • [Explain]Which ones are you most keen to cover?
  • A variety of names: VLE, MLE, CMS, LMSExample: studentcentralGood for information management, inter-system communication, consistent experience, easier to supportPoor for agility, complex interaction, social media, personalisationOR Personalised learning environments?BUT what about security? Consistent user experience? Support requirements? Technophobes?
  • Information can be provided to students utilising a series of web pages and can take advantage of many of the benefits of e-learning including:Any time, any placeUser controlChunking of informationNavigationThey do come with a warning that they can easily become too text-heavy so you need to make the most of the rule that ‘less is more’ and ‘a picture can say a thousand words’. (see ‘affordances’) It is best to start small and work up.Interactive PowerPointWimba Create web tutorialLearning Module
  • PowerPoint is powerfulUse hyperlinks and actions to create interactive navigationUse animations to create interactive/engaging objectsTakes time and planningExample: LCP tutorial
  • Easy to use plug-in to WordOnly available on a University of Brighton computer (laptops available) or work with the school office.Still rather text-heavy and not interactive.Example:IV fluids
  • Wimba Create and Word
  • Groups chosen content into one collectionAutomated navigation menuGives access to full range of functions in studentcentral inc text, images, video, audio, testsStill rather uninspiring and text-based and non-interactive.Example: IV fluids
  • studentcentral’s Learning Module
  • Advantage of doing video and audio(and direct link to studentcentral test tool)
  • Quiz concept proved to be popular with students and effective in learningA range of simple technologies available to create quizzes in a variety of formats (simple->complex):MS PowerPointMS Word + WimbaCreateStudentcentral Test facility (+ MS Access for management if large scale)Specialist web tools e.g. Php+MySQL + time/energyHave a look at some examples...
  • Quick and dirty. Basic but functional and surprisingly effective.Useful for quick revision.No scores, no records, basic.Example: Anatomy Quiz of the Week
  • Anatomy Quiz of the WeekCreated in PowerPoint to supplement lecturesProvided in Learning Materials area on studentcentral one weekAnswers provided following week with the next quizPopular with the students
  • Answers
  • Mini wordsearchReleased weeklyRelatively easy to produceE.g: http://www.teachers-direct.co.uk/resources/wordsearches/
  • Answers
  • Made using Word + WimbaCreate – an Add-In to normal Word (on University of Brighton staff computers only)Turns Word doc (formatted using certain Styles) into web pageUse for quizzes (info revision) or tutorial (info delivery).Instant feedback.UoB computers only.Still rather text-based.No score keeping.Example: Infectious diseases quiz
  • Quiz engine built in to VLE system.Already thereExtensive functionalityDoes full scoringInstant feedbackMultiple question typesLinks to other mediaCan get mobile friendly version.More complexity = more timeNot the nicest of interfaces to work withTest-taking interface is poor
  • Communicating with images and sound can be powerful and effective, particularly when you are teaching procedures, skills, and behaviours. Images and sounds can also provide more efficient delivery of information, for example audio feedback to students can be more efficient than written feedback. Video and audio can be deployed easily in studentcentral so that it can be viewed by students at their own time and place.Camtasia Relay (screencasts)Studio recordingAudio recording (podcasts)
  • A video recording of activity on your computer screen, with or without audio narration, and making it available in a web-friendly format for distribution via studentcentralIt can be used to present lecture presentation or demonstrate a process on a screen (‘how-to’ video). Good for summary/short information delivery (5-10mins)‘Flipped classroom’Really easy to use, upload and encoding process all automated; just have to put the link on studentcentral.Example: DE 102 screencastRequires preparation and practice – would need a quick tutorialBSMS user account required (and ideally on UoB network but there is a mobile version)
  • Video recording of a clinical skill, presentation, interview, or explanation to camera. This can be done in the Clinical Skills suite, a classroom, or Media Services studio. It can be very basic with just you on your own or can be a more complex multi-camera set up.Making the most of excellent Media Services facilitiesBeen used successfully for all the BSMS Clinical SkillsExample: Abdo exam BSMS Clinical Skills video: http://student.brighton.ac.uk/videos/newvideos.php?ID=1090 Requires preparation and practice (esp if patients/actors are involved)Booking of media servicesTime in the studio
  • Audio recording of a presentation, event, or interview using a simple portable audio recorderMake them available to students via studentcentralFantastically simple, less to worry about than videoStill requires preparation and practiceBooking of equipmentExample: Stroke MDT discussion - Library > Tutorials
  • Instant response can be an excellent tool for increasing engagement in teaching settings, especially in large groups.Use it to break up didactic natureGet group discussionGive you an idea of their understanding at beginning, middle, end of lectureSubmit questions during lecture (moderation mode recommended!) Compare understanding between start and end of lecture seriesBYOD is now superseding ‘clickers’
  • This is an excellent new web-based model which makes use of students’ own mobile phones (so you don’t need to worry about separate devices). Students respond to your questions using their preferred method:Text message (SMS)mWeb/WifiTwitterPrivate urlBeing used successfully at UoB increasinglyIt allows free-text and numerical responses. Results can be displayed live on screen as they come in.Great for getting some engagement in the large group setting and stimulating interaction (e.g. group response)Website very easy to use.Blocks naughty words.There are some limits to the number of responses per poll due to licencing agreement. (200 polls, 100 respondents at any one time)School has an account: bsms-polls@brighton.ac.uk; bsmsp0llsSaw example earlier
  • These technologies provide access to immersive yet safe learning of clinical skills. Maximise repeatable learning opportunity, minimise risk.Range from screen-based simulation to complex, high-fidelity full patient simulators.Increasingly on the radar of NHS/DH now.Doesn’t need to be complex: simulation of decision-making on a web-based resource (branching scenarios) can be the easiest and most effective type of simulation you can implement.
  • LaerdalMicroSim softwareBUT branching scenario software can be much cheaper and almost as effective educationally.See virtual patients
  • LaerdalMicroSim software
  • Branching scenariosGood for rehearsing actions / decisionsCostly to produce
  • Wireless, physiologically-responsive full patient simulator by CAE HealthcareUse it at BSMS for UG and PG training.Not cheap but highly effective.
  • There is no doubt that mobile devices are changing the landscape of how we access information and this includes health.Do you use any mobile apps to support your profession? In the clinical environment (with patients or not)?The boundaries between formal and informal, between personal and institutional are becoming increasingly blurred. Plus wireless increases demands in data security, technical infrastructure, and support. Presents a real challenge to NHS (which is already behind on IT as it is!).Psychosocial challenges too: is it changing the nature of memory and recall? How does it affect the clinical encounter? And the MDT interaction?
  • So all this led us to the current model.Hardware: BYOD on two operating systemsSoftware: Most-used resourcesPsychosocial: Support with professional etiquetteTracking:One of the strongest requirements was to get robust, automatic (push) usage tracking. We have worked with MedHand to develop a novel detailed usage tracking method.This enables us to monitor use, inform our resource purchases, inform curriculum needs.We are now looking at this data and presenting in the future.
  • High quality information at the point of need
  • In 2005, BSMS became the first UK medical school to introduce the widespread use of PDAs to its students.(Pilot: Group of year 2 students, 2004)1st release (autumn 2005): All year 3, 4 and 5 studentsloaned a PDA and the Dr Companion card for length of theircourse.Worked with MedHand International (already had architecture and content in mobile form) to provide an SD card with Dr Companiontm software, which contained a suite of carefully selected medical texts [listed later]. Provided core reference material to students ‘at the point of need’.[Information delivers value – technology only enables]Static model good:No wifi at the Trust at the time – even now, although it was implemented last year, it’s not terrible stable.
  • Four ways in which learning was enabled emerged from the focus group analysis. These were:Timely access to key facts - learning in context - “When you see the patient and can access the information at the same time.”Repetition to consolidate knowledge - “Initially, you may look at it three times and then after that you will become more confident.”A supplement rather than a replacement - “It is actually nice that it’s there, because it is handy, it’s just another tool that you can use.”Making use of wasted time - “Actually, that’s one of the reasons I have started to use it a lot more. There and then when there isn’t anything to do you can make use of time.”
  • Several barriers also emerged in the psychosocial or operational domains. These were:Extra device to carry - “The only thing is, you don’t have that many pockets - certainly I don’t. I found it quite hard to carry it around with me all the time.”Technical issues (OS, battery, screen, card) - “One or two occasions when it would just freeze or stop, or just get frozen on loading, and that’s probably how I started using it less and less.”Fear of interruptingthe clinical experience - “I tend to look for opportunities to use it when I’m not doing really anything else. Rather than using it and perhaps disrupting what else is going on.”Fear of negative reaction from observers (note large perception not actual) - “I think some people mentioned that if they were on the ward, some of the doctors thought they were using their phones.”
  • Technology has moved on at an incredible pace, with significant developments affecting the way that information is stored and retrieved.Jan 2007: Steve Jobs unveils the iPhoneOctober 2008: Apple announces sales of 4.7m iPhones (13% of smartphone market)Nov 2008: First android phone, the G1 launches. May 2010: iPad launched in UKApril 2011: Apple becomes the largest smartphone vendorApril 2012: Samsung becomes the largest smartphone vendorSmartphone shipments (717m) in 2012 up 47% on Q3 2011 (mobile phone sales down by 3% on last year; smartphone % now 40)We have seen medical students being given iPads (e.g. Manchester Medical School, 2011, with Stanford in the USA doing this previously)“China's Lenovo, already the world's top PC manufacturer is expected to become China's largest domestic smartphone manufacturer next year, according to predictions from Gartner.”http://www.macrumors.com/2012/12/01/apple-overtakes-lg-to-become-no-2-mobile-phone-maker-in-u-s/
  • MedHand had developed the Dr Companion app and were looking to test it at an institutional scale.We were keen to explore Bring Your Own Device (BYOD) to improve student experience and reduce our overheads.4 month trial (2011)Invited year 3-5 students with own iOS device (iPhone/iPodTouch/iPad); 48 students agreed to participate.Worked with MedHand to develop novel logging to track usage (using ‘push’ tech) – more detailed and reliable than manual PDA version.Selected a reduced set of resources (based on most commonly used in PDA research vs cost)Triangulation methodology:Weekly diary usage (logging not possible at this point)Participate in at least 1 focus groupPre and post study questionnaireStill analyzing the data but has been very helpful in informing how we should go forward and honing the effectiveness of the app, esp novel data collection process.
  • Frequency: Use/engagement per student was higher (90% using it daily/several times per week)Solved two-devices issue and most technical issuesWhere: More on the move Trust settings > ‘on the move’ > home/classroom (got them out anyway)Resources: same (roughly) as PDAsCombining use with other tools/apps: Interesting area of use of other quick reference tools (apps/websites): 50% reported reduction in Wikipedia, Google, Patient.co.ukSome barriers remained: Technical issues with appPsychosocial – possibly heightened because of increased ‘personal ownership’ aspect of a communication device. (PDAs weren’t phones). Mixed feedback from clinical staff – 50% reported no reaction, five (20%) reported some sort of negative reaction.Wish list for the future: cross-search tool, medical dictionary, anatomy, module handbooks, revision quizzes, clinical skills videos>50% agreed with a model of BSMS providing core software for students to use on their own devices.
  • Their experience? Appropriate for medicine?How many have a Twitter account? How many use it?How many have a Facebook account? Have patients on there? Students? Colleagues?Web 2Blogs – WordPress http://www.dundeechest.com/blog/wordpress/ Twitter – #mededScoop.it - mededFacebook – communities YouTube – OSCE videos, lecturesChanging landscape of communication and professional identityhttp://prezi.com/1ogyrcehmkkv/social-media-in-medical-education/
  • http://prezi.com/1ogyrcehmkkv/social-media-in-medical-education/
  • http://www.gmc-uk.org/guidance/10900.asphttp://bma.org.uk/practical-support-at-work/ethics/medical-students-ethics-tool-kit/students-and-social-mediahttp://bma.org.uk/-/media/Files/PDFs/Practical%20advice%20at%20work/Ethics/socialmediaguidance.pdfhttp://prezi.com/1ogyrcehmkkv/social-media-in-medical-education/
  • Unofficial guidancehttp://prezi.com/1ogyrcehmkkv/social-media-in-medical-education/http://www.scoop.it/t/social-media-in-medical-education-1http://www.scoop.it/t/doctors-and-social-mediaWill the ones who broadcast the most will be heard the most?
  • Have you undertaken any ‘e-learning’ in your postgraduate training? BMJLearning / eLfH / ESRYou want to get some information onto the online learning platform for students/trainees to do. What is the easiest / fastest thing to do?Just as with any teaching resource, learning technologies need to be applied in a way that is appropriate and effective for learning, underpinned by key pedagogical principles (below). E-learning comes with a big warning: It is a commonly-abused form of learning methodology borne by two incorrect assumptions:1. That information can simply be transferred to a web format and students will somehow be intrinsically drawn to read, absorb, and regurgitate it on a deep level2. Thus, putting learning materials online is easy and saves time /money while achieving learning goals in the studentsA large volume of research evidence and experience (including, probably, your own experience of 'online training') shows that both assumptions are wrong. The next section provides some key principles of elearning that must be considered before attempting to develop anything.
  • Consequence? Boredom! Disengagement = low learning
  • Effective e-learning capitalises on the affordances of applied technologiesto bring about educational benefitTechnology-enhanced learning (TEL) is becoming a more popular term for the same thing.Why? Because it places learning as the object, enhancement as the goal, technology as the means (Manson 2007)But I’m still going to refer to e-learning because it’s easier!Blended Learning (BL) is also a term that emerged after e-learning, seeking to reinforce the idea that classroom/practice-based learning tools should be complementary to digital ones.
  • The possibilities of learning technologiesElectronic learning technologies offer a range of advantages for enhancing students' learning, including: Access 'any-time, any-place' A variety of formats and media to promote engagement and interaction Allowing 'user control' of learning to promote empowerment Supporting a range of learning preferences and methodologies Extensive and instant linking to other resources Managing information effectively Course management and performance-tracking advantages and efficienciesThe tools can be employed in conjunction with face-to-face teaching to provide a rich learning experience (cf BL). Just as with any teaching resource, they need to be applied in a way that is effective for learning, underpinned by key pedagogical principles.
  • The principles of learning technologiesLearning technologies need to be applied in a way that is consistent with key pedagogical principles. There are two reasons why the assumptions above are incorrect:Firstly, the time and effort for design and construction of effective e-learning is much more than simply transferring it to a web format and therefore is not a cheap option (as many large organisations have found, including the NHS!). This isn't to say it isn't easy to produce something simple and effective – it's all about how you plan and apply it. It is technically possible just to transfer material online but the educational efficacy will be severely compromised.Secondly, learners read and absorb blocks of text more effectively in print format than on screen (books are still a valid learning 'technology'!). Effective learning only takes place electronically when consideration is given to sound pedagogical principles including: Engagement / motivation – e.g. interaction, variety, challenge, high user control/empowerment, simulation/application to real life, rich experience Volume / method of information presentation – e.g. break it up into smaller 'chunks', utilise multimedia capability, clear and consistent structure/navigation Usability / user experience – i.e. pleasing design, ease of use, ease of access, emotional engagementThese are exactly the same things that should be considered with any teaching intervention, electronic or not. When good tools are applied appropriately, they can bring great enhancements to learning. The recommended principle is to start small and plan to do it well, then scale up if effective, rather than try to convert an entire topic or module or subject.
  • Action mapping is a model that has been proposed by Cathy Moore, instructional designer in the US. It’s key message is that e-learning instruction/training should be based on designing learning experiences. It tries to help learning designers mover away from an ineffective ‘information dump’ toward scenario-based actions which achieve the primary goal of a practitioner (where actions can be the primary goal). Scenarios are more effective because they are more memorable and more realistic rehearsal of the practice setting. They take more effort to construct but it’s worth it to achieve the desired outcome.It comes from a corporate training background and, once you have a go with your own subject area, you realise that it isn’t always appropriate or doesn’t always work.
  • There are many ways in which they can be employed as part of a course including: First exposure to a new topic Consolidation or revision of existing knowledge Additional levels of learning on a topic beyond the classroom or curriculumConcept of the ‘flipped classroom’ is now gaining popularity – giving students video-based lectures in advance of the lecture which will be used for discussion/application/problem solving.At BSMS we have the advantage of a wide range of learning technologies offered by Brighton and Sussex Universities and we encourage you to explore what is possible and expand your teaching horizons.
  • E-Learning resources at BSMS (public version)

    1. 1. E-Learning Resources at BSMSWhat tools are available in BSMSand what you could do in your teachingTim VincentBSMS Learning Technologist
    2. 2. PowerPoint slideshow keyboard tipsF5 Start the slide show fromthe beginningShift+F5 Start the slide show fromthe slide you are viewingN, Enter, arrows,Spacebar, mouseAdvance slide/animationP, arrows,BackspacePrevious slide/animationnumber+Enter Go to slide numberA, = Show or hide arrowpointerEsc, Ctrl+Break,hyphenEnd a slide showB, period Toggle black screenW, comma Toggle white screenCtrl+P PenCtrl+A Arrow pointerCtrl+M Toggle markupE Erase markupCtrl+T Show task barCtrl+S All Slides dialog boxShift+F10,right-clickDisplay the shortcutmenu
    3. 3. Three steps to designing effective slidesMost brilliant medical topicever• Sentence one of ten• Sentence two of ten• Sentence three of ten• Sentence four of tenMove your notes to theNotes paneGet rid of the bullet points(using Slide Master)Use graphics and imageswherever possibleSentence one of ten. Sentence two of ten.Sentence three of ten. Sentence four often. Plus more.Most brilliant medical topicever••••Most brilliant medical topicever
    4. 4. The Assertion-Evidence theory recommends a fullassertion followed by illustration of evidencehttp://www.writing.engr.psu.edu/slides.html Michael Alley,2003,The Craftof ScientificPresentations,Springer-Verlag,New York, USA
    5. 5. The Assertion-Evidence theory recommends a fullassertion followed by illustration of evidencehttp://www.writing.engr.psu.edu/slides.html Michael Alley,2003,The Craftof ScientificPresentations,Springer-Verlag,New York, USA
    6. 6. Should I Prezi?http://prezi.com/example
    7. 7. E-tutorialsTopicSelect a topic that requires opinion or hasmore than one answerOnlinelearningplatforms(studentcentral)QuizzesVideo andaudioPrinciplesfor designinge-learningTopicSelect a topic that requires opinion or hasmore than one answerInstantaudienceresponse inlecturesSimulationMobilelearning
    8. 8. Online learning platforms
    9. 9. E-TutorialsA self-directed learning resource on a specific, discrete topic
    10. 10. Interactive PowerPointE.g. Liverpool Care Pathway for year 4 students on Palliative Care rotation
    11. 11. Word and Wimba Create
    12. 12. Learning Module in studentcentral
    13. 13. QuizzesFormative assessment – making self-testing fun
    14. 14. Basic quizzes with PowerPoint
    15. 15. FROM BSMS ITS THE ANATOMY QUIZ OF THE WEEKWEEK 5-6 – BONE and LIVING ANATOMY OF THE CHEST WALLQuestion 1:1. List FIVE functions of the skeleton2. Name the TWO essential properties of bone3. Which two processes are responsible for boneformation during embryonic development?MODULE102Question 2: What bone deformity is shown here?Question 3:Name the surface landmarks indicated on the image belowACDBModule 102 Foundations of Health and Disease
    16. 16. FROM BSMS ITS THE ANATOMY QUIZ OF THE WEEKWEEK 5-6 – BONE and LIVING ANATOMY OF THE CHEST WALLANSWERSQuestion 1:1. List FIVE functions of the skeletonProtection of vital organs, body support,movement, metabolic reservoir, generation ofblood cells2. Name the TWO essential properties of boneStrength and flexibility3. Which two processes are responsible for boneformation during embryonic development?Intramembranous and endochdral ossificationMODULE102Question 2: What bone deformity is shown here?Greenstick fracture of tibia and fibular in a childQuestion 3:Name the surface landmarks indicated on the image belowclaviclesternalangle(Angle ofLouis)inferiorborder ofpectoralismajorjugularnotchModule 102 Foundations of Health and Disease
    17. 17. Mini Wordsearch PuzzleF V W L M H L T J Z T N A S YE E O K R U N H M H O W S Y IQ R Z I G X N I O I B E X Q LV T K E X I O R T Y C D O L OQ E F E N O A A E O F Z W I RQ B P G O C L A R T V F H J GO R M E I U G P N J S R J N SX A V C C Y H Z N G N Y S Q NS E R I N T E R C O S T A L OA K T S Z L O F A C E T M M IQ R W K L Y P R E G M K T V XA Y L O T K W K A N S G I N EJ S H Z E V K G S L G Z H T LE M J V F Z H F O M I H A H FM V E L C R E B U T D S H W SARTICULATIONFACETFLEXIONINTERCOSTALPECTORALISPROCESSSTERNUMTHORACICTUBERCLEVERTEBRAEModule 102 Foundations of Health and DiseaseTen words highlighted in the lecture on the thoracic cage are hidden inthe grid in a straight line in any direction - can you find them all?
    18. 18. Mini Wordsearch PuzzleF V W L M H L T J Z T N A S YE E O K R U N H M H O W S Y IQ R Z I G X N I O I B E X Q LV T K E X I O R T Y C D O L OQ E F E N O A A E O F Z W I RQ B P G O C L A R T V F H J GO R M E I U G P N J S R J N SX A V C C Y H Z N G N Y S Q NS E R I N T E R C O S T A L OA K T S Z L O F A C E T M M IQ R W K L Y P R E G M K T V XA Y L O T K W K A N S G I N EJ S H Z E V K G S L G Z H T LE M J V F Z H F O M I H A H FM V E L C R E B U T D S H W SARTICULATIONFACETFLEXIONINTERCOSTALPECTORALISPROCESSSTERNUMTHORACICTUBERCLEVERTEBRAEModule 102 Foundations of Health and DiseaseTen words highlighted in the lecture on the thoracic cage are hidden inthe grid in a straight line in any direction - can you find them all?
    19. 19. Turning Word files into simple online quizzes
    20. 20. Studentcentral’s Test Tool
    21. 21. Video and audioPowerful and effective communication formats made easy
    22. 22. ScreencastsVideos of screen recordings using Camtasia Relay
    23. 23. Studio video recordingMaking a recording with any video camera (personal or studio) and making itavailable via streaming service (secure and efficient)Example: BSMS Clinical Skills series
    24. 24. Audio recordingAudio recording of a presentation, event, or interview using a simple portable audiorecorder
    25. 25. Instant audience response in lecturesGetting live feedback and generating interaction with instantresponse tools
    26. 26. SimulationProvide access to immersive yet safe learning of clinical andprofessional skills – it‟s all about behavioursimulation hardwaresimulation software
    27. 27. Emergency simulation softwareMicroSim software that provides realistic responsive emergency medicinescenariossimulation software
    28. 28. © Laerdal MicroSim software
    29. 29. Virtual patientsGood for rehearsing behaviours anddecision-makingThey are time-consuming for authorsand tech developers to create – designphase is crucial. But the longevity(return on investment) is high – it canbe reused unlimited number of timeseViP http://www.virtualpatients.eu/Keele Pharmacyhttp://www.keele.ac.uk/pharmacy/vp/vpdemo/GP Sim (Uni West England)http://uchoose.uwe.ac.uk/uchoosehub
    30. 30. METI human patient simulatorState of the art simulator responsive to interventions and clinical decisionsiStantm METI simulator
    31. 31. Mobile learning in medical education
    32. 32. The current model at BSMS is app with BYODOffered to all students in years 3-5 with their own deviceYear 3 Year 4 Year 5
    33. 33. Mobile Medical Education at BSMSWhat is the impact of putting digital mobile resourcesin the hands of medical students?
    34. 34. The widespread use of mobile devices tostudentsOffered to students in years 3, 4, 5(n=419)Loaned PDA and software for free
    35. 35. Enabling the students’ learningTimely accessto key factsRepetition toconsolidateknowledgeSupplementrather thanreplacementMaking use ofwasted time
    36. 36. Barriers to the students’ learningExtra device tocarryTechnical issuesFear ofinterrupting theclinicalexperienceFear of negativereaction fromobservers
    37. 37. The emergence of smartphones2005 2006 2007 2008 2009 2010 2011 2012 2013BSMS becomes the first UKmedical school to introducethe widespread use of PDAsto its studentsApple announces salesof 4.7m iPhonesFirst Android phone(G1) launchesApple becomeslargest smartphonevendorSteve Jobs unveilsthe iPhoneApplelaunchesiPadSamsung becomeslargest smartphonevendorSmartphonesales makeup 31% ofmobilephone sales
    38. 38. 4 month trial48 students with own iOS deviceContract to self-report usage andfocus group participationNo cross-search toolNo usage trackingPilot of the Dr Companiontm app with students’ owndevices (BYOD)
    39. 39. Frequency of use went up to 90%“I use WAY lessGoogle/Wikipedia!!!”“Fast access to trusted facts”“Ive been quite reluctant to use it infront of patients/doctors”Wish list: cross-search tool, medicaldictionary, anatomy, modulehandbooks, quizzes, videos…Use of app version was significantly higher andmore highly praised (although psychosocialbarriers remained)
    40. 40. Questions to considerDo you use any of these already?Can you see a place for it in your teaching?Do you use other techniques that we haven‟t covered?What are your thoughts on how best to evaluate any impact?Is it worth the time and effort?
    41. 41. Social media in med ed
    42. 42. Guidance on social media in medical education(official)
    43. 43. Guidance on social media in medical education(unofficial)Social media in medial educationSocial media in medial educationDoctors and social media
    44. 44. Designing e-learningPitfalls Possibilities Principles
    45. 45. PitfallsPossibilities PrinciplesPitfalls of learning technologiesIt is a commonly-abused teaching methodology borne by two incorrectassumptions:E-learning isn’t putting lectures or handouts or announcements online(that‟s electronic distribution)1 That information transferredfrom classroom or text to anelectronic format will meanstudents seekout, absorb, learn, andapply it on a deep level2 Thus, putting learningmaterials online iseasier, cheaper, and moretime-saving thanclass/practice-settingteaching and still achievesthe learning aims
    46. 46. PitfallsPossibilities PrinciplesConsequence?© Kornilovdream | Dreamstime Stock Photos & Stock Free Images
    47. 47. PossibilitiesPrinciplesPitfallsEffective e-learning capitalises onthe affordances of applied technologiesto bring about educational benefitTechnology-enhanced learningthe goal
    48. 48. PossibilitiesPrinciplesPitfallsWhat are the affordances of digital learning toolscompared to other learning tools?
    49. 49. PossibilitiesPrinciplesPitfallsAffordances of e-learning tools„Any time, any place‟ and „self-directed‟learning beyond classroomInstant response or feedback ondecisions/actions by the user (e.g. scenario-based decisions or quiz questions)Simulation-based learning (ranging fromsimple scenario to complex simulation)Encourage higher orders of thinking(application, synthesis, evaluation; seeBloom‟s taxonomy)User can choose navigation and use ofinformation„Chunking‟ of information delivery intomanageable sectionsMultimedia to convey rich informationefficiently and cater for learning preferencesPromote engaging challenge (e.g.quiz/game)Utilise interactivity and responsiveness topromote stimulation and engagementImmediate direct links to other electronicresourcesUse rapid telecoms or internet technologiesto promote communication orcollaborationKnowledge/information managementsupport for student‟s learning programmeInstitutional benefits such as monitoringusage, indicating effectiveness, ormanagement of curriculum delivery
    50. 50. PitfallsPrinciplesPossibilitiesPrinciples of learning technologiesTime and effort is requiredTherefore not necessarily an easieroptionBut it is possible to produce somethingsimple and effective – its all about howyou plan and apply it (in conjunctionwith other teaching techniques)Sound pedagogical principles still apply:• Engagement / motivation – e.g.interaction, variety, challenge, highusercontrol/empowerment, simulation/application to real life, rich experience• Method of informationpresentation – e.g.„chunking‟, multimedia, goodstructure and navigation• Usability and user experience –pleasing design, ease of use, ease ofaccess, emotional engagement
    51. 51. PitfallsPrinciplesPossibilitiesAction MappingCathy Moorehttp://blog.cathy-moore.com/Slideshow with working example aboutneedlestick injuryWhat is your desired goal / behaviouralchange?What activities/actions do the users haveto take in order to achieve this?Design some simple scenarios thatrequire the user to practice these actions(as realistically as possible)Identify the minimum information usersneed in order to complete each activity
    52. 52. PitfallsPrinciplesPossibilitiesApplying them to stages of learningFirst exposure toa new topicRevision / rehearsal/ application ofexisting knowledgeLearning beyond theclassroom time limitsor curriculum baseline
    53. 53. What to do next1. Sign up to our E-Learning Update blog bsmselearningupdate.wordpress.com2. Have a go with something in your teaching3. Get in touch with me if you want some training on PowerPoint or helpdeveloping a digital resourceEmail me with any queries t.r.vincent@bsms.ac.uk