Panos Bamidis: to 2.0 or to 3.0? Contemporary Challenges for Medical Education from mEducator


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  • Panos Bamidis: to 2.0 or to 3.0? Contemporary Challenges for Medical Education from mEducator

    1. 1. Panos Bamidis Assist. Prof. Medical Informatics-Medical Education Medical School Aristotle University of Thessaloniki Greece To 2.0 or to 3.0 ? Contemporary Challenges for Medical Education from the mEducator project co-funded by the European Commission e Content plus programme
    2. 2. What is mEducator? <ul><li>A Best Practice Network (BPN) co-funded by the </li></ul><ul><ul><li>e Content plus 2008 programme of the European Commission, Information Society and Media Directorate-General, Digital Content & Cognitive Systems </li></ul></ul><ul><li>Start Date: May 1 st , 2009 </li></ul><ul><li>Duration: 3 years </li></ul><ul><li>Contract Reference: ECP-2008-EDU-418006 </li></ul><ul><li>As a BPN, it compares different solutions (2) to draw best practice recommendations </li></ul>Bamidis et al, &quot;mEducator: A BEST PRACTICE NETWORK FOR REPURPOSING AND SHARING MEDICAL EDUCATIONAL MULTI-TYPE CONTENT&quot;, In proceedings of PRO-VE 2009, Springer Verlag 2009, IFIP Advances in Information and Communication Technology 307, pp. 769-776
    3. 3. mEducator Partners 1 Aristotle University of Thessaloniki GR Coordinator, Technology provider, Content provider, User/Evaluation, Dissemination 2 University of Cyprus CY Technology Provider, Content provider, User/Evaluation, Dissemination 3 Democritus University of Thrace GR Content provider, Technology provider, User/Evaluation, Dissemination 4 MEDTING Medical Exchange Limited IR Content provider, Technology provider, Dissemination 5 Technical Univ. of Cluj-Napoca RO Technology provider, Pedagogical expert 6 Université Nice Sophia Antipolis FR Content provider, User 7 Medical University Plovdiv BG Pedagogical expert, Content provider, User 8 Università degli studi di Catania IT Pedagogical expert, Content provider, User/Evaluation 9 University of Helsinki FI Pedagogical expert, Evaluation 10 St George's Hospital Medical School UK Standardisation Body, Pedagogy Expert, Technology and Content Provider 11 Succubus Interactive FR Content and Technology Provider 12 The Open University UK Technology Provider 13 Coventry University UK Content provider, Technology provider 14 European Cervical Cancer Association FR User/Evaluation
    4. 4. How do people share nowadays <ul><li>Usually expose individual repositories (instead of allowing distributed searches) </li></ul><ul><li>Case of search engines (e.g. Google): </li></ul><ul><ul><li>data are restricted to specific kinds of documents (such as HTML, PDF… i.e. do not harvest metadata as such) </li></ul></ul><ul><li>Minimal sharing mechanisms… </li></ul><ul><li>Minimal interoperability between systems… </li></ul><ul><li>Peer collaboration ? </li></ul>
    5. 5. mEducator central idea <ul><li>discover, retrieve, use, rate, re-use and re-purpose educational content irrespective of any L earning M anagement S ystem use </li></ul><ul><li>providers and users of such content may be </li></ul><ul><ul><li>expert instructors (academics / health professionals) </li></ul></ul><ul><ul><li>students / learners </li></ul></ul>
    6. 6. Ultimate goal… <ul><li>provide mechanisms for content publishing, discovery, & retrieval </li></ul><ul><li>analyze policies and mechanisms for content evaluation, rating, renewal and repurposing </li></ul><ul><li>elaborate on intellectual property rights for educational material </li></ul><ul><li>test the impact of true interoperability, repurposing, enrichment, and embedding of a variety of highly attractive and up-to-date learning resources in each of the partners’ curricula </li></ul><ul><li>provide recommendations on how to implement interoperable educational content discovery and retrieval networks </li></ul>
    7. 7. mEducator “content” <ul><li>refers to any type of educational material with a registered history of creation and evolution </li></ul><ul><li>Is linked with </li></ul><ul><ul><li>specific educational goals and objectives </li></ul></ul><ul><ul><li>learning outcomes </li></ul></ul><ul><ul><li>educational contexts/settings </li></ul></ul><ul><li>comes recommended with </li></ul><ul><ul><li>certain types of teaching methods & strategies </li></ul></ul><ul><ul><li>and/or assessment </li></ul></ul>
    8. 8. Personal Blogs Class Discussion Forums eTrace – Graphics annotation based lessons
    9. 9. Serious Games Clinical cases Virtual Patients
    10. 10. What is Repurposing? <ul><li>‘ ...transforming a learning resource initially created for a specific educational purpose in a specific educational context in order to fit a different new purpose in the same or different educational context ’ </li></ul><ul><li>Repurposing to different languages </li></ul><ul><li>Repurposing to different cultures </li></ul><ul><li>Repurposing for different pedagogical approaches </li></ul><ul><li>Repurposing for different educational levels </li></ul><ul><li>Repurposing for different disciplines or professions </li></ul><ul><li>Repurposing to different content types </li></ul><ul><li>Repurposing for different technology </li></ul><ul><li>Repurposing for people with different abilities </li></ul><ul><li>Repurposing to educational content </li></ul><ul><li>Changes in the content itself </li></ul>
    11. 11. Describing Repurposing histories: Metadata schema extensions Luxemburg, 26/02/2009
    12. 12. Metadata Scheme Overview Analyse existing standards Relevant fields from existing standards Identify additional pedagogical information Explore requirements for repurposed content Fields to describe repurposing history Fields describing additional pedagogical information Identify any additional critical information Additional fields mEducator Metadata Scheme
    13. 13. The competing perspectives (tensions) <ul><li>End users directly involved in metadata creation….but current metadata standards are difficult to use </li></ul><ul><ul><li>Semantic ambiguity / overlapping </li></ul></ul><ul><ul><li>Time consuming process </li></ul></ul><ul><ul><li>Not all fields are meaningful (from a sharing perspective) </li></ul></ul><ul><ul><li>… where is the learning? </li></ul></ul><ul><li>Controlled vocabulary/terminology vs. user vocabulary (taxonomies vs folksonomies) </li></ul>
    14. 14. <ul><li>Proposal of a Tree-based Conceptual Model (Based on LOM/HealthcareLOM) </li></ul><ul><li>Representation of the Tree Model in XML </li></ul><ul><ul><li>XML Schema, XML Example File </li></ul></ul><ul><li>Moved towards a Graph-based Conceptual Model (RDF Model) </li></ul><ul><li>Proposal of controlled vocabularies for some metadata elements and linking of them with the RDF Model </li></ul><ul><li>Representation of the RDF Model in XML (RDF/XML) </li></ul><ul><ul><li>RDF Schema, RDF Example File </li></ul></ul>mEducator Scheme: Achievements
    15. 15. The mEducator Learning Resource Space -Giordano et al, Developing controlled vocabularies for educational resources sharing: a case study,’ -Mistopoulou et al, Connecting medical educational resources to the Linked Data cloud: the mEducator RDF Schema, store & API; both in Proc. of 1st Int. Workshop on eLearning Approaches for the Linked Data Age (Linked Learning 2011, in ESWC2011)
    16. 16. Additional capabilities of the model <ul><li>static user-edited or automatically generated metadata fields </li></ul><ul><li>the emerging, dynamic information clouds that surround a learning resource when users comment on it, tag it etc, i.e. by a combined use of strict taxonomies/controlled vocabularies with folksonomies. </li></ul><ul><li>Enrichment: maps profile fields to existing Linked Open Data vocabularies and ontologies </li></ul>
    17. 17. Social networks of people & … resources Kaldoudi et al, Social Networking for Learning Object Repurposing in Medical Education&quot;, The Journal on Information Technology in Healthcare, vol. 7(4), pp. 233–243, 2009. Kaldoudi et al, Depicting educational content repurposing context and inheritance. IEEE Trans Inf Technol Biomed. 2011 Jan;15(1):164-70. tag 1 tag 4 tag 2 tag 3 tag 5 tag 6 tag 8 tag 7 LO 4 repurposed from repurposed to repurposed to LO 3 LO 2 LO 1 LO 6 LO 5 LO 7 LO 8 author 1 author 2 author 3
    18. 18. Google-Mapping histories of a resource Konstantinidis et al, Geotagged Repurposed Educational Content through mEducator Social Network to Enhance Biomedical Engineering Education”, In Proceedings of 12th MEDITERRANEAN CONFERENCE ON MEDICAL AND BIOLOGICAL ENGINEERING AND COMPUTING, MEDICON 2010, Springer-Verlag, 2010.
    19. 19. Persuasive technologies & mEducator <ul><li>need for technologies that are persuasive </li></ul><ul><li>technologies that are designed to be persuasive need to be able to execute and present the same content on a variety of platforms </li></ul><ul><li>allow for the application of the same principles across different environments </li></ul><ul><li>We follow: reduction, tunnelling, tailoring </li></ul>Bamidis et al, Federating Learning Management Systems for Medical Education: a persuasive technologies perspective, In Proc. of CBMS 2011, IEEE 2011.
    20. 20. Content sharing: envisaged solutions
    21. 21. mEducator is testing 2 different approaches for sharing <ul><li>1 . mEducator 2.0 : loosely coupled LCMSs via mashup technologies ( Web2.0 ) </li></ul><ul><li>2 . mEducator 3.0 : LCMSs linked via ( semantic) linked services ( Web3.0 ) </li></ul>partner institute 1 partner institute 4 partner institute 3 partner institute 2 partner institute 5
    22. 22. mEducator 2.0 Overview
    23. 23. Example: moodle at AUTH and its mEducator 2.0 mashup
    24. 24. OpenLabyrinth at AUTH and its mEducator2.0 mashup
    25. 25.
    26. 26. <ul><li>Solution 2 architecture: </li></ul><ul><li>(1) federated access to eLearning repositories across the Web: </li></ul><ul><li>integrating existing educational resources from across the Web using Linked Data/Linked Services technologies </li></ul><ul><li>enabling federated queries for educational resources by end users and 3 rd party applications </li></ul><ul><li>(2) publishing educational resource metadata as Linked Data: </li></ul><ul><li>following state of the art Linked Data principles (URIs, RDF, SPARQL, interlinked data with established vocabularies such as SNOMED, MESH, GALEN…) </li></ul>mEducator 3.0 Overview
    27. 27. meducator
    28. 28.
    29. 29. mEducator 3.0 moodle
    30. 30. mEducator 3.0 moodle Description of a resource according to mEducator Scheme
    31. 31. Local and Global specialised searches Search results from all the repositories that contribute to mEducator project
    32. 32. mEducator 3.0 Drupal
    33. 33. mEducator 3.0 Drupal mEducator 3.0 Drupal
    34. 34. mEducator 3.0 Metamorphosis+
    35. 35. mEducator 3.0 Openlabyrinth
    36. 36. mEducator 3.0 Openlabyrinth
    37. 37. Special thanks to all mEducator partners! Aristotle University of Thessaloniki University of Cyprus Democritus University of Thrace MEDTING Medical Exchange Limited Technical Univ. of Cluj-Napoca Université Nice Sophia Antipolis Medical University Plovdiv Università degli studi di Catania University of Helsinki St George's Hospital Medical School Succubus Interactive The Open University Coventry University European Cervical Cancer Association
    38. 38. Associate Partnership Application <ul><li>Register and join the mEducator community </li></ul><ul><li> </li></ul>
    39. 39. Invitation: Participate in testing mEducator solutions! <ul><li>1 st International Spring School on “Medical Education Content Sharing Technologies”, 4-5 April 2012, Thessaloniki, Greece </li></ul><ul><li>1 st International Conference on “Medical Education Informatics”, 6-7 April, 2012, Thessaloniki, Greece </li></ul><ul><li>Challenge: upload resources and get free Registration & Accommodation for both events! </li></ul><ul><li>Email: [email_address] ; subject: spring school </li></ul>