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3rd draft on 24 October 2017 @ 0731am
Using data (analytics and analysis) to guide (e)teaching and (e)learning
Using data (analytics and analysis) to guide (e)teaching and (e)learning
Poh-Sun Goh
A summary of key ideas and useful tips for applying eLearning in medical education. See also update on 7 April 2020 at https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020 and https://www.slideshare.net/dnrgohps/implementation-of-technology-enhanced-learning-including-vr-ar-and-ai-in-medical-education-some-questions-to-ask
Everything I have learnt about eLearning
Everything I have learnt about eLearning
Poh-Sun Goh
Updated on 19 September 2017 @ 0715am
Applied learning analytics for modular content (updated)
Applied learning analytics for modular content (updated)
Poh-Sun Goh
Learning Outcomes and Assessment - Achieving Constructive Alignment. CELT seminar, Treforest, April 2016, Richard Oelmann University of South Wales.
Learning Outcomes and Assessment - Achieving Constructive Alignment Treforest...
Learning Outcomes and Assessment - Achieving Constructive Alignment Treforest...
Richard Oelmann
1st draft on 19 October 2017 @ 0709am
Application of learning analytics to case studies
Application of learning analytics to case studies
Poh-Sun Goh
http://oro.open.ac.uk/41711/ The LAK15 theme “shifts the focus from data to impact”, noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach – the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of trace-indicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory.
Developing a multiple-document-processing performance assessment for epistem...
Developing a multiple-document-processing performance assessment for epistem...
Simon Knight
Learning analytics as an academic research space has been growing in influence for nearly a decade. Campuses globally are deploying learning analytics to address a range of challenges including student dropout, poor engagement and targeted marketing as well as predict teaching and resource needs. As a field, learning analytics has advanced rapidly both as a research domain and as a practical on-campus activity to increase organizational use of data. In this presentation, Dr. George Siemens will explore both the research and the practice of analytics in education, focusing on the development of the Society for Learning Analytics, models for research and organizational data use and growing sophistication of data collection through psychophysiological approaches.
Learning Analytics - George Siemens
Learning Analytics - George Siemens
Sungjin Nam
XIP Dashboard: Visual Analytics from Automated Rhetorical Parsing of Scientific Metadiscourse ABSTRACT A key competency that we seek to build in learners is a critical mind, i.e. ability to engage with the ideas in the literature, and to identify when significant claims are being made in articles. The ability to decode such moves in texts is essential, as is the ability to make such moves in one’s own writing. Computational techniques for extracting them are becoming available, using Natural Language Processing (NLP) tuned to recognize the rhetorical signals that authors use when making a significant scholarly move. After reviewing related NLP work, we introduce the Xerox Incremental Parser (XIP), note previous work to render its output, and then motivate the design of the XIP Dashboard, a set of visual analytics modules built on XIP output, using the LAK/EDM open dataset as a test corpus. We report preliminary user reactions to a paper prototype of such a novel dashboard, describe the visualizations implemented to date, and present user scenarios for learners, educators and researchers. We conclude with a summary of ongoing design refinements, potential platform integrations, and questions that need to be investigated through end-user evaluations.
XIP Dashboard: Visual Analytics from Automated Rhetorical Parsing of Scient...
XIP Dashboard: Visual Analytics from Automated Rhetorical Parsing of Scient...
Simon Buckingham Shum
Recommended
3rd draft on 24 October 2017 @ 0731am
Using data (analytics and analysis) to guide (e)teaching and (e)learning
Using data (analytics and analysis) to guide (e)teaching and (e)learning
Poh-Sun Goh
A summary of key ideas and useful tips for applying eLearning in medical education. See also update on 7 April 2020 at https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020 and https://www.slideshare.net/dnrgohps/implementation-of-technology-enhanced-learning-including-vr-ar-and-ai-in-medical-education-some-questions-to-ask
Everything I have learnt about eLearning
Everything I have learnt about eLearning
Poh-Sun Goh
Updated on 19 September 2017 @ 0715am
Applied learning analytics for modular content (updated)
Applied learning analytics for modular content (updated)
Poh-Sun Goh
Learning Outcomes and Assessment - Achieving Constructive Alignment. CELT seminar, Treforest, April 2016, Richard Oelmann University of South Wales.
Learning Outcomes and Assessment - Achieving Constructive Alignment Treforest...
Learning Outcomes and Assessment - Achieving Constructive Alignment Treforest...
Richard Oelmann
1st draft on 19 October 2017 @ 0709am
Application of learning analytics to case studies
Application of learning analytics to case studies
Poh-Sun Goh
http://oro.open.ac.uk/41711/ The LAK15 theme “shifts the focus from data to impact”, noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach – the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of trace-indicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory.
Developing a multiple-document-processing performance assessment for epistem...
Developing a multiple-document-processing performance assessment for epistem...
Simon Knight
Learning analytics as an academic research space has been growing in influence for nearly a decade. Campuses globally are deploying learning analytics to address a range of challenges including student dropout, poor engagement and targeted marketing as well as predict teaching and resource needs. As a field, learning analytics has advanced rapidly both as a research domain and as a practical on-campus activity to increase organizational use of data. In this presentation, Dr. George Siemens will explore both the research and the practice of analytics in education, focusing on the development of the Society for Learning Analytics, models for research and organizational data use and growing sophistication of data collection through psychophysiological approaches.
Learning Analytics - George Siemens
Learning Analytics - George Siemens
Sungjin Nam
XIP Dashboard: Visual Analytics from Automated Rhetorical Parsing of Scientific Metadiscourse ABSTRACT A key competency that we seek to build in learners is a critical mind, i.e. ability to engage with the ideas in the literature, and to identify when significant claims are being made in articles. The ability to decode such moves in texts is essential, as is the ability to make such moves in one’s own writing. Computational techniques for extracting them are becoming available, using Natural Language Processing (NLP) tuned to recognize the rhetorical signals that authors use when making a significant scholarly move. After reviewing related NLP work, we introduce the Xerox Incremental Parser (XIP), note previous work to render its output, and then motivate the design of the XIP Dashboard, a set of visual analytics modules built on XIP output, using the LAK/EDM open dataset as a test corpus. We report preliminary user reactions to a paper prototype of such a novel dashboard, describe the visualizations implemented to date, and present user scenarios for learners, educators and researchers. We conclude with a summary of ongoing design refinements, potential platform integrations, and questions that need to be investigated through end-user evaluations.
XIP Dashboard: Visual Analytics from Automated Rhetorical Parsing of Scient...
XIP Dashboard: Visual Analytics from Automated Rhetorical Parsing of Scient...
Simon Buckingham Shum
first draft on 10 October 2017 @ 0700am
Personal and personalised learning and teaching
Personal and personalised learning and teaching
Poh-Sun Goh
updated on 12 November 2017 @ 0555am
Using data to guide (e)teaching and (e)learning
Using data to guide (e)teaching and (e)learning
Poh-Sun Goh
An introduction to Competency-based education and the new student demographic. Discover today's modern student and the education system designed to fit them. http://bit.ly/1hU8ntv
Introduction to Competency-based Education
Introduction to Competency-based Education
D2L
1st draft on 15 October 2017 @ 0511am
Applied learning analytics to class and program learning activities
Applied learning analytics to class and program learning activities
Poh-Sun Goh
CBME and Assessment
CBME and Assessment
jakinyi
"The Value of Competency-based Medical Education Across the Continuum." Workshop presented by Dr. Eric S. Holmboe at Memorial University's Faculty of Medicine.
The Value of Competency-based Medical Education Across the Continuum
The Value of Competency-based Medical Education Across the Continuum
MedCouncilCan
Présentation donnée par David Williamson Shaffer à Paris le 22 juin 2011, dans le cadre des Rencontres Design Education, organisées par le Groupe Compas, Microsoft et Cap Digital.
David Williamson Shaffer: Epistemic Games (Paris juin 2011)
David Williamson Shaffer: Epistemic Games (Paris juin 2011)
Thomas Constant
1st draft on 23 October 2017 @ 0727am
Using data (analytics:analysis) to guide (e)teaching and (e)learning
Using data (analytics:analysis) to guide (e)teaching and (e)learning
Poh-Sun Goh
updated on 10 October 2017 at 0730am
Personal and personalised learning and teaching (updated)
Personal and personalised learning and teaching (updated)
Poh-Sun Goh
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides. I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work.
Dcla13 discourse, computation and context – sociocultural dcla
Dcla13 discourse, computation and context – sociocultural dcla
Simon Knight
SoLAR Storm talk: epistemology, pedagogy, assessment
SoLAR Storm talk: epistemology, pedagogy, assessment
Simon Knight
Presentation to the Large-Scale Idea Management and Deliberation Systems Workshop @ 6th International Conference on Communities and Technologies C&T2013 June 29,2013 Munich, Germany
The Evidence Hub: Harnessing the Collective Intelligence of Communities to Bu...
The Evidence Hub: Harnessing the Collective Intelligence of Communities to Bu...
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Keynote address, EdMedia 2014, 25th June, Tampere, Finland. Movie replay: http://people.kmi.open.ac.uk/sbs/2014/06/edmedia2014-keynote
edmedia2014-learning-analytics-keynote
edmedia2014-learning-analytics-keynote
Simon Buckingham Shum
Keynote delivered by George Siemens (@gsiemens), Dragan Gasevic (@dgasevic), and Ryan Baker (@BakerEDMLab) at the 8th International Educational Data Mining Conference (EDM 2015) in Madrid, Spain on June 27, 2015 Educational data mining and learning analytics have to date largely focused on specific research questions that provide insight into granular interactions. These insights have bee abstracted to include the development of predictive models, intelligent tutors, and adaptive learning. While there are several domains where holistic or systems models have provided additional explanatory power, work around learning has not created holistic models with the level of concreteness or richness required. The need for both granular and integrated high-level view of learning is further influenced by distributed, life long, multi-spaced learning that today defines education. Drawing on social and knowledge graph theory, we propose the development of a Personal Learning Graph (PLeG) - an open and learner-owned profile that addresses cognitive, affective, and related elements that reflect what a learner knows, is able to do, and processes through which she learns best. This talk will introduce PLeG, detail required technical infrastructure, and articulate how it would interact with established learning software.
Personal Learning Graph (PLeG)
Personal Learning Graph (PLeG)
Dragan Gasevic
Nicolae Nistor, Beate Baltes, George Smeaton, Mihai Dascalu, Dan Mihaila, & Stefan Trausan-Matu.. Talk at DCLA13 Leuven 2013, co-located with LAK13
Virtual Communities of Practice in Academia: An Automated Discourse Analysis
Virtual Communities of Practice in Academia: An Automated Discourse Analysis
SoLARTalks
Undertake a Google image search and reflect on how "Bloom's taxonomy" and "Miller's pyramid" might apply to learning continuum map ... then add the "Kirkpatrick model"
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model m...
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model m...
Poh-Sun Goh
Talk presented at #ICLS2016 presented in Singapore. I discuss levels of description as sites of epistemic cognition focusing on writing and use of textual features to associate rubric scores with epistemic cognition. My thanks to my collaborators (listed on the paper) particularly Laura Allen, who also generously let me adapt the later slides on NLP studies of writing. Abstract: Literacy, encompassing the ability to produce written outputs from the reading of multiple sources, is a key learning goal. Selecting information, and evaluating and integrating claims from potentially competing documents is a complex literacy task. Prior research exploring differing behaviours and their association to constructs such as epistemic cognition has used ‘multiple document processing’ (MDP) tasks. Using this model, 270 paired participants, wrote a review of a document. Reports were assessed using a rubric associated with features of complex literacy behaviours. This paper focuses on the conceptual and empirical associations between those rubric-marks and textual features of the reports on a set of natural language processing (NLP) indicators. Findings indicate the potential of NLP indicators for providing feedback regarding the writing of such outputs, demonstrating clear relationships both across rubric facets and between rubric facets and specific NLP indicators.
Writing Analytics for Epistemic Features of Student Writing #icls2016 talk
Writing Analytics for Epistemic Features of Student Writing #icls2016 talk
Simon Knight
Short CV for AMEE Fellow application.
Dr Goh Poh Sun short cv pdf
Dr Goh Poh Sun short cv pdf
Poh-Sun Goh
Competency-based education has been a concept in medical education since the 1970s, though has only gained traction and application in programs in the last 15-20 years. Multiple competency models exist (e.g. CANMeds, ACGME), though ACGME is prevalent in the US and is the focus of this presentation. The most common tensions in the competency-based education movement exist around: the deconstruction of clinical practice over respect for the complexity of the tasks; the challenge of appropriate assessments; and when to know to trust a resident with increasing responsibilities. The benefits and challenges are discussed; the session closes with an exploration of three case studies, drawing from different geographical regions (US, Canada, Australia), as a way to help participants appreciate the issues in implementating competency-based education in residency programs. Prepared for and presented to Teaching Scholars Program, University of Colorado School of Medicine, Dec 18, 2012. Available under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. References used within the presentation available upon request - email author please.
Competency-based Medical Education
Competency-based Medical Education
Janet Corral
1st draft on 18 November 2017 @ 1622hrs
Using data to inform (e)teaching and (e)learning workshop and symposium
Using data to inform (e)teaching and (e)learning workshop and symposium
Poh-Sun Goh
https://medicaleducationelearning.blogspot.com/2024/02/using-micro-scholarship-to-incentivize.html
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdf
Poh-Sun Goh
https://medicaleducationelearning.blogspot.com/2023/09/exploring-emerging-opportunities-future.html
Exploring Emerging Opportunities - Future Roles, Technology and Scholarship i...
Exploring Emerging Opportunities - Future Roles, Technology and Scholarship i...
Poh-Sun Goh
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first draft on 10 October 2017 @ 0700am
Personal and personalised learning and teaching
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updated on 12 November 2017 @ 0555am
Using data to guide (e)teaching and (e)learning
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An introduction to Competency-based education and the new student demographic. Discover today's modern student and the education system designed to fit them. http://bit.ly/1hU8ntv
Introduction to Competency-based Education
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1st draft on 15 October 2017 @ 0511am
Applied learning analytics to class and program learning activities
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CBME and Assessment
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jakinyi
"The Value of Competency-based Medical Education Across the Continuum." Workshop presented by Dr. Eric S. Holmboe at Memorial University's Faculty of Medicine.
The Value of Competency-based Medical Education Across the Continuum
The Value of Competency-based Medical Education Across the Continuum
MedCouncilCan
Présentation donnée par David Williamson Shaffer à Paris le 22 juin 2011, dans le cadre des Rencontres Design Education, organisées par le Groupe Compas, Microsoft et Cap Digital.
David Williamson Shaffer: Epistemic Games (Paris juin 2011)
David Williamson Shaffer: Epistemic Games (Paris juin 2011)
Thomas Constant
1st draft on 23 October 2017 @ 0727am
Using data (analytics:analysis) to guide (e)teaching and (e)learning
Using data (analytics:analysis) to guide (e)teaching and (e)learning
Poh-Sun Goh
updated on 10 October 2017 at 0730am
Personal and personalised learning and teaching (updated)
Personal and personalised learning and teaching (updated)
Poh-Sun Goh
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides. I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work.
Dcla13 discourse, computation and context – sociocultural dcla
Dcla13 discourse, computation and context – sociocultural dcla
Simon Knight
SoLAR Storm talk: epistemology, pedagogy, assessment
SoLAR Storm talk: epistemology, pedagogy, assessment
Simon Knight
Presentation to the Large-Scale Idea Management and Deliberation Systems Workshop @ 6th International Conference on Communities and Technologies C&T2013 June 29,2013 Munich, Germany
The Evidence Hub: Harnessing the Collective Intelligence of Communities to Bu...
The Evidence Hub: Harnessing the Collective Intelligence of Communities to Bu...
Anna De Liddo
Keynote address, EdMedia 2014, 25th June, Tampere, Finland. Movie replay: http://people.kmi.open.ac.uk/sbs/2014/06/edmedia2014-keynote
edmedia2014-learning-analytics-keynote
edmedia2014-learning-analytics-keynote
Simon Buckingham Shum
Keynote delivered by George Siemens (@gsiemens), Dragan Gasevic (@dgasevic), and Ryan Baker (@BakerEDMLab) at the 8th International Educational Data Mining Conference (EDM 2015) in Madrid, Spain on June 27, 2015 Educational data mining and learning analytics have to date largely focused on specific research questions that provide insight into granular interactions. These insights have bee abstracted to include the development of predictive models, intelligent tutors, and adaptive learning. While there are several domains where holistic or systems models have provided additional explanatory power, work around learning has not created holistic models with the level of concreteness or richness required. The need for both granular and integrated high-level view of learning is further influenced by distributed, life long, multi-spaced learning that today defines education. Drawing on social and knowledge graph theory, we propose the development of a Personal Learning Graph (PLeG) - an open and learner-owned profile that addresses cognitive, affective, and related elements that reflect what a learner knows, is able to do, and processes through which she learns best. This talk will introduce PLeG, detail required technical infrastructure, and articulate how it would interact with established learning software.
Personal Learning Graph (PLeG)
Personal Learning Graph (PLeG)
Dragan Gasevic
Nicolae Nistor, Beate Baltes, George Smeaton, Mihai Dascalu, Dan Mihaila, & Stefan Trausan-Matu.. Talk at DCLA13 Leuven 2013, co-located with LAK13
Virtual Communities of Practice in Academia: An Automated Discourse Analysis
Virtual Communities of Practice in Academia: An Automated Discourse Analysis
SoLARTalks
Undertake a Google image search and reflect on how "Bloom's taxonomy" and "Miller's pyramid" might apply to learning continuum map ... then add the "Kirkpatrick model"
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model m...
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model m...
Poh-Sun Goh
Talk presented at #ICLS2016 presented in Singapore. I discuss levels of description as sites of epistemic cognition focusing on writing and use of textual features to associate rubric scores with epistemic cognition. My thanks to my collaborators (listed on the paper) particularly Laura Allen, who also generously let me adapt the later slides on NLP studies of writing. Abstract: Literacy, encompassing the ability to produce written outputs from the reading of multiple sources, is a key learning goal. Selecting information, and evaluating and integrating claims from potentially competing documents is a complex literacy task. Prior research exploring differing behaviours and their association to constructs such as epistemic cognition has used ‘multiple document processing’ (MDP) tasks. Using this model, 270 paired participants, wrote a review of a document. Reports were assessed using a rubric associated with features of complex literacy behaviours. This paper focuses on the conceptual and empirical associations between those rubric-marks and textual features of the reports on a set of natural language processing (NLP) indicators. Findings indicate the potential of NLP indicators for providing feedback regarding the writing of such outputs, demonstrating clear relationships both across rubric facets and between rubric facets and specific NLP indicators.
Writing Analytics for Epistemic Features of Student Writing #icls2016 talk
Writing Analytics for Epistemic Features of Student Writing #icls2016 talk
Simon Knight
Short CV for AMEE Fellow application.
Dr Goh Poh Sun short cv pdf
Dr Goh Poh Sun short cv pdf
Poh-Sun Goh
Competency-based education has been a concept in medical education since the 1970s, though has only gained traction and application in programs in the last 15-20 years. Multiple competency models exist (e.g. CANMeds, ACGME), though ACGME is prevalent in the US and is the focus of this presentation. The most common tensions in the competency-based education movement exist around: the deconstruction of clinical practice over respect for the complexity of the tasks; the challenge of appropriate assessments; and when to know to trust a resident with increasing responsibilities. The benefits and challenges are discussed; the session closes with an exploration of three case studies, drawing from different geographical regions (US, Canada, Australia), as a way to help participants appreciate the issues in implementating competency-based education in residency programs. Prepared for and presented to Teaching Scholars Program, University of Colorado School of Medicine, Dec 18, 2012. Available under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. References used within the presentation available upon request - email author please.
Competency-based Medical Education
Competency-based Medical Education
Janet Corral
1st draft on 18 November 2017 @ 1622hrs
Using data to inform (e)teaching and (e)learning workshop and symposium
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Personal and personalised learning and teaching
Personal and personalised learning and teaching
Using data to guide (e)teaching and (e)learning
Using data to guide (e)teaching and (e)learning
Introduction to Competency-based Education
Introduction to Competency-based Education
Applied learning analytics to class and program learning activities
Applied learning analytics to class and program learning activities
CBME and Assessment
CBME and Assessment
The Value of Competency-based Medical Education Across the Continuum
The Value of Competency-based Medical Education Across the Continuum
David Williamson Shaffer: Epistemic Games (Paris juin 2011)
David Williamson Shaffer: Epistemic Games (Paris juin 2011)
Using data (analytics:analysis) to guide (e)teaching and (e)learning
Using data (analytics:analysis) to guide (e)teaching and (e)learning
Personal and personalised learning and teaching (updated)
Personal and personalised learning and teaching (updated)
Dcla13 discourse, computation and context – sociocultural dcla
Dcla13 discourse, computation and context – sociocultural dcla
SoLAR Storm talk: epistemology, pedagogy, assessment
SoLAR Storm talk: epistemology, pedagogy, assessment
The Evidence Hub: Harnessing the Collective Intelligence of Communities to Bu...
The Evidence Hub: Harnessing the Collective Intelligence of Communities to Bu...
edmedia2014-learning-analytics-keynote
edmedia2014-learning-analytics-keynote
Personal Learning Graph (PLeG)
Personal Learning Graph (PLeG)
Virtual Communities of Practice in Academia: An Automated Discourse Analysis
Virtual Communities of Practice in Academia: An Automated Discourse Analysis
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model m...
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model m...
Writing Analytics for Epistemic Features of Student Writing #icls2016 talk
Writing Analytics for Epistemic Features of Student Writing #icls2016 talk
Dr Goh Poh Sun short cv pdf
Dr Goh Poh Sun short cv pdf
Competency-based Medical Education
Competency-based Medical Education
Using data to inform (e)teaching and (e)learning workshop and symposium
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More from Poh-Sun Goh
https://medicaleducationelearning.blogspot.com/2024/02/using-micro-scholarship-to-incentivize.html
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdf
Poh-Sun Goh
https://medicaleducationelearning.blogspot.com/2023/09/exploring-emerging-opportunities-future.html
Exploring Emerging Opportunities - Future Roles, Technology and Scholarship i...
Exploring Emerging Opportunities - Future Roles, Technology and Scholarship i...
Poh-Sun Goh
This guide complements and expands on open access publication - Goh, P. S., Roberts-Lieb, S., & Sandars, J. (2023). Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical Teacher, 45:3, 307-312. https://doi.org/10.1080/0142159X.2022.2133689
Guide on Micro-Scholarship in Health Professions Education.pdf
Guide on Micro-Scholarship in Health Professions Education.pdf
Poh-Sun Goh
https://pohsungoh.blogspot.com/2023/03/travel-light-or-team-up-to-travel-far.html Travel Light, or Team Up, to Travel Far, Climb High, and Sustain Effort Travelling Light, Shouldering Burdens, Weight of Office / Roles / Responsibilities / Duties / Tasks Share and Distribute Load
Climbing Stairs … Travelling Well … Together
Climbing Stairs … Travelling Well … Together
Poh-Sun Goh
https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html
Iterative Improvement refines content for the audience we serve.pdf
Iterative Improvement refines content for the audience we serve.pdf
Poh-Sun Goh
https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html
Small Steps to Successful Scholarship in Health Professions Education
Small Steps to Successful Scholarship in Health Professions Education
Poh-Sun Goh
Technology enhanced Learning for Personal, Professional and Faculty Development
Using Technology - to Enhance Learning - for Others, and for Yourself (Facult...
Using Technology - to Enhance Learning - for Others, and for Yourself (Facult...
Poh-Sun Goh
https://telmeded.blogspot.com/2022/12/outcomes-of-learning-and-training-role.html and https://telmeded.blogspot.com/2022/12/showing-what-we-teach-with-and-assess.html and https://medicaleducationelearning.blogspot.com/2022/12/linking-outcomes-learning-and-training.html
Linking Outcomes (Learning and Training Objectives) or Job to be Done to ‘a C...
Linking Outcomes (Learning and Training Objectives) or Job to be Done to ‘a C...
Poh-Sun Goh
What is the 'ROI' in each of these 'Life Spaces'?
Life Spaces - Where do you spend your Time? In time and over time?
Life Spaces - Where do you spend your Time? In time and over time?
Poh-Sun Goh
Role of Coaching, Reading and Reflection in deepening Self-Awareness and Insight(s), to Intentionally make Choices - How to Feel (about), Think (about) and Act (through Habits, Routines and shaping / selecting / engaging in Environments)
Motivation, Emotion - Heart drives Head drives Hands - and - Environment Rout...
Motivation, Emotion - Heart drives Head drives Hands - and - Environment Rout...
Poh-Sun Goh
Value and impact of Self-Reflection and Coaching on Choices made, Habits, Routines and Environments - on how to feel about things, moods, thinking and actions
Heart drives Head drives Hands - and - Action shapes Thinking and Mood .pdf
Heart drives Head drives Hands - and - Action shapes Thinking and Mood .pdf
Poh-Sun Goh
Working draft - for presentation at IAMSE 2022 Lightning Talk more on session blog https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html
Small Steps to Successful Scholarship in Health Professions Education - from ...
Small Steps to Successful Scholarship in Health Professions Education - from ...
Poh-Sun Goh
https://medicaleducationelearning.blogspot.com/2022/10/small-steps-to-successful-scholarship.html
Combining Adaptive Expertise with See-Do-Share (Open Digital Practice and Eng...
Combining Adaptive Expertise with See-Do-Share (Open Digital Practice and Eng...
Poh-Sun Goh
session information and additional material available here - https://medicaleducationelearning.blogspot.com/2022/09/bite-size-just-in-time-jit-learning-in.html
Bite size Just-in-Time (JiT) Learning in the classroom, workplace and as a Li...
Bite size Just-in-Time (JiT) Learning in the classroom, workplace and as a Li...
Poh-Sun Goh
https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html
The 3Ps (Preparation, Process and Progression) of Coaching
The 3Ps (Preparation, Process and Progression) of Coaching
Poh-Sun Goh
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The recently published educational policy document under the title ‘National Education Policy Reform’ (NEPF for short) has been the subject of much criticism. Various parties have expressed their grave concerns about this proposed NEPF on many platforms. This document attempts to cover some angles which the author deems less covered in other criticisms. This critique is by no means complete or exhaustive; rather, the author prefers that it be read in conjunction with other such criticisms.
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Discover the Kisan Call Centre: Your Gateway to Agricultural Assistance KISAN CALL CENTRE In order to harness the potential of ICT in Agriculture, Ministry of Agriculture & Farmers Welfare launched the scheme “Kisan Call Centres” (KCCs) on January 21, 2004. Main aim of the scheme is to answer farmers’ queries on a telephone call in their own language. These call centres are working in 21 different locations in the country covering all the States and UTs. A countrywide common eleven digit Toll Free Number 1800-180-1551 has been allotted for Kisan Call Centre. This number is accessible through mobile phones and landlines of all telecom networks including private service providers. Replies to the farmers’ queries are given in 22 local languages. Kisan Call Centre services are available from 6.00 AM to 10.00 PM on all seven days of the week at each KCC location. Kisan Call Centre agents known as Farm Tele Advisors (FTAs), who are graduate or above (i.e. PG or Doctorate) in Agriculture or allied sectors (Horticulture, Animal Husbandry, Fisheries, Poultry, Bee-Keeping, Sericulture, Aquaculture, Agricultural Engineering, Agricultural Marketing, Bio-Technology, Home Science, etc.) and possess excellent communication skills in respective local language. Queries which cannot be answered by FTAs are transferred to higher level experts. These experts are Subject Matter Specialists (SMSs) of State Departments of Agriculture (SDAs), ICAR Institutes, KVKs and State Agricultural Universities (SAUs). A Kisan Knowledge Management System (KKMS) has been developed to capture all the details of the caller and sending gist of answer given through SMS. KKMS has its independent website : http://dackkms.gov.in. The KCC, FTAs working at various KCC locations throughout the country have access to this website through their specific IDs and password provided to them. Welcome to the Kisan Call Centre - your one-stop destination for agricultural assistance and support. With dedicated team of experts and cutting-edge technology, we're here to revolutionize the way farmers access information and guidance. In this powerpoint, we delve into the world of the Kisan Call Centre, exploring how it functions, the services it offers, and the impact it has on farmers across the nation. From real-time advisory services to multilingual support, we'll uncover the key features that make the Kisan Call Centre an indispensable resource for farmers of all backgrounds. Join us as we showcase the achievements of the Kisan Call Centre, from its enhanced farmer outreach to its empowerment of women farmers. Discover how our feedback mechanism ensures continuous improvement, and learn about our collaborations with agricultural institutions to provide accurate and reliable information. Whether you're a seasoned farmer or just starting out, the Kisan Call Centre is here to support you every step of the way. Subscribe now to stay updated on the latest agricultural insights
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