Daniele Amato Module 4 Other Forms of Teaching - eLearning
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There are many things we have to consider when choosing teaching methods and learning activities. As pointed out earlier in the course it is primarily what students DO that influences learning. Teachers and course organizers need to to consider what students are doing in teaching and learning situations as well as what learning activities they can engage in when working interdependently. Empirical educational research shows that an active, self-directed approach is likely to have a much greater impact on a student’s learning than passive, lecture-based learning. Lectures should be used sparingly and for broad overviews, summaries and difficult topics. Sadly, only about 5 per cent of what is taught in lectures is actually retained, and too many people use lectures for imparting large quantities of detailed information that could easily be picked up, and more effectively, by reading a textbook. Of course a number of different methods are used in addition to lectures. In this part of the course we want you to choose ANOTHER teaching form/method to learn more about. The aim of reading about and discussing a number of teaching forms like this is to increase your ability to make conscious choices when planning your teaching and to expand your knowledge of some common methods. We are now approaching the concrete aspects of the craft that is the art of teaching, but should for this sake keep in mind what we want to achieve with our teaching.
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Daniele Amato Module 4 Other Forms of Teaching - eLearning
- 1. Teaching and Learning in Higher Education: An Online Doctoral Course Autumn 2022 Prof. Per Palmgren eLearning Other forms of teaching Daniele Amato, Radiology I Teaching and Learning in Higher Education Course
- 2. Technology Enhanced Learning - TEL Learning supported by Technology 1. Learning: online “blended” with face-to-face events providing an individualized approach to learning. 2. Web 2.0 tools (e.g. blogs and wikis, Facebook, Twitter). 3. Mobile devices and apps. 4. Simulation (VR). 5. MOOCs (Massive Open Online Courses). Bullock, de Jong, Technology-enhanced learning 2014
- 3. “Can Technology enhance Learning?”
- 4. Technology Enhanced Learning - TEL Efficiency depends on Learner aptitude and course design and mode of “delivery” needs to suit purpose. “Blended” approach (“face-to-face”). Simulation can enhance teamwork and technical skills. Simulation “blended” in a real workplace environment helps with learning transfer. Bullock, de Jong, Technology-enhanced learning 2014
- 5. Technology Enhanced Learning - TEL A FRAMEWORK for evaluating effectiveness (Kirkpatrick, 1979): 1. Reaction of the participants to the programme. 2. Learning or knowledge of principles, facts, techniques. 3. Performance: changes in practice from the learning. 4. Outcomes: tangible results of the programme in terms of healthcare outcomes. Bullock, de Jong, Technology-enhanced learning 2014
- 6. Technology Enhanced Learning - TEL How to improve RESEARCH into TEL (Selwyn, 2012): 1. Be close to the digital technology researched. 2. Be aware of the “GLOCAL” context of education and technology. 3. Be open-minded and curious in methodology. 4. Be rigorous in methods. “The best academic research is pursued with the intention of making education fairer as well as merely more effective or efficient”
- 8. Learning Technology A. Education for life as a principle for health-professional education; B. Competency-based education; C. Learning Technology. Frenk, The Lancet 2022
- 9. Learning Technology A. Education for life as a principle for health-professional education Frenk, The Lancet 2022
- 10. Learning Technology B. Competency-based education Frenk, The Lancet 2022
- 11. Learning Technology C. Learning Technology - make health professional education effective, efficient and inclusive; - encourage transprofessional collaboration at clinical, institutional and systems levels; - make the education of healthcare professionals resilient to future pandemics, disruptions and the changing needs of society. Frenk, The Lancet 2022
- 12. Learning Technology C. Learning Technology - Innovate on “blended” educational models (face-to-face); - Increase institution-to-institution global education networks and consortia; - Develop enhanced robotics and simulation training; - Implement experiential learning in multiple professions and areas of expertise; - Prepare staff for success in a technology-dependent learning environment; - Rigorously assess educational interventions to improve learning and teaching.. Frenk, The Lancet 2022
- 18. CONCLUSIONS - SMALL GROUPS. - ASK QUESTIONS each other (CONFIDENCE). - CREATE CONNECTIONS AS “SPECIALISTS/PRACTICIONERS”. - RESPONSIBILITY, RESILIENCY and FREEDOM. - The “THIRD EYE” of the Teacher. Learning Technology
- 19. Thank You
Editor's Notes
- Presenter's Name Presenter's Name
- Learning: online “blended” with face-to-face events providing an individualized approach to learning Web 2.0 tools Enhancing the active engagement of the learner through the generation of material (e.g. blogs, and wikis), and/or communication via social networking software (e.g. Facebook, Twitter). Mobile devices and apps Specific, downloadable software programmes supporting learning in the workplace by providing ready access to information. Simulation Including mannequins, case scenarios and computerised environments that imitate the real world offering structured expose and enabling skills practice in a safe environment. MOOCs Non-award-bearing, free structured courses, offering the potential to free up class time for deeper learning.
- The Question is: «Can Technology enhance Learning?»
- WHERE’S THE EVIDENCE: Can technology enhance learning? E-learning is at least as efficient and effective as traditional lecture-based learning,(4,30–32,36,37) but efficiency depends on learner aptitude and course design,(26) and mode of ‘delivery’ needs to suit purpose.(11) A blended approach can facilitate learning preferences and face-to-face contact is important.(19,27) Simulation can enhance teamwork and technical skills and simulation blended in a real workplace environment, helps with learning transfer.(29) For further evidence see: http://repository.alt.ac.uk/839/2/ALT_TEL_evidence_ document_for_BIS_low-res.pdf
- A framework for evaluating effectiveness (adapted from Kirkpatrick D (1979) Techniques for evaluating training programs. Training and Development. 33(6): 78–92) Level 4 Outcomes: tangible results of the programme in terms of health care outcomes Level 3 Performance: changes in practice resulting from the learning Level 2 Learning or knowledge: principles, facts and techniques learned Level 1 Reaction: participants’ reaction to the programme
- HOW TO: Improve research into TEL (adapted from Selwyn Selwyn N (2012) Editorial. Ten suggestions for improving academic research in education and technology. Learning Media and Technol- ogy. 37(3): 213–9. 1. Have nothing to sell. 2. Be certain only of the uncertainty of it all – ‘technologies are subjected continually to complex interactions and negotiations with the social, economic, political cultural contexts into which they are situated.’ 3. Be close (but not too close) to the digital technologies that are being researched. 4. Always ask, ‘What is new here?’ Be aware of ‘old wine in new bottles’. 5. Retain a sense of history – to work against over- estimating the short term and under-estimating long-term impacts. 6. Be aware of global, national and local contexts of education and technology. Notably, ‘show sensitivity towards the importance of local contexts, cultures and circumstances’. 7. Engage with the politics of education and technology – recognising issues of ‘power, control, conflict and resistance’. 8. Make good use of theory when and where it is helpful. 9. Be open-minded and curious when it comes to methodology–- be rigorous and appropriate when it comes to methods. 10. Always consider how education, technology and society might be made fairer. ‘The best academic research is pursued with the intention of making education fairer as well as merely more ‘effective’ or ‘efficient’. Alison Bullock, Peter GM de Jong, Technology-enhanced learning 2014.
- A recent article from THE LANCET stressed the importance of elearning for educating health professionals particularly after the disruption of the COVID-19 pandemic.
- Here are distinguished three types of education: Education for life as a principle for health-professional education; Competency-based education Learning Technology (elearning or Technology Enhanced Learning – TEL for Bullock – DeJong)
- According to the article the Education for Life is the Response to two dynamic factors the stimulate the change in the life of a person: the newest educational technologies leading to the transformation of the health systems. This transformation can happen according to three dimensions: learning throughout life (lessons of life for ourselves), learning to promote and restore healthy lives (i.e. patients), individuals learning to live their own lives (peers, colleague and teachers themselves).
- The competency based-education starts from the fundamental competencies (i.e. Medicine) through the knowledge of theories, concepts and facts accepted by the literature and the scientific community that form the basis for professional practice. At the second level we found the specialised competencies (i.e. Masters) based on the knowledge and skills for the practice of different professions or specialisations. At the end we have the integrative competencies including those complex capabilites such as critical thinking, numeracy, creativity, emotional intelligence, ethical deliberation, communication proficiency (including the intercultural communication) and the teamwork. (resembles «the extended ideas» of the SOLO Taxonomy framwork).
- The Learning technology aims at making health professional education effective, efficient and inclusive; encourageìing transprofessional (multidisciplinariety) collaboration at clinical, institutional and systems levels (holistic); making the education of healthcare professionals resilient to future pandemics, disruptions and the changing needs of society.
- - Innovate on “blended” educational models (face-to-face); - Increase institution-to-institution global education networks and consortia. - Develop enhanced robotics and simulation training (VR). - Implement experiential learning (competency based education) in multiple professions and areas of expertise. - Prepare staff for success in a technology-dependent learning environment (TRAINING). - Rigorously assess educational interventions to improve learning and teaching.
- My example is called Imaios – APP where is shown the Cross Sectional Anatomy – Real Time – Dynamic Learning_ MRI Head CONCLUSIONS The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
- Imaios – APP Cross Sectional Anatomy – Real Time – Dynamic Learning_ MRI Head + COLORS for the anatomical-functional areas. CONCLUSIONS The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
- Imaios – APP Cross Sectional Anatomy – Real Time – Dynamic Learning_ MRI Spine LS + Anatomical points of reference + XRAY. CONCLUSIONS The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
- Imaios – APP Cross Sectional Anatomy – Real Time – Dynamic Learning_ CT Abdomen + Anatomical points of reference + Functional Study PET-CT. CONCLUSIONS The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
- Imaios – APP Cross Sectional Anatomy – Real Time – Dynamic Learning_ Cross sectional anatomical analysis from cadavers – condemned to death+ Anatomical points of reference. CONCLUSIONS The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
- CONCLUSIONS The whole TEACHING/LEARNING activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM. Teachers as advisors, mentors and SPIRITUAL GUIDES.
- Thanks for Your attention. I will turn over to You.