Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Role of Instagram (-like Content) in eLearning, eTeaching, Digital Research and Scholarship

3,104 views

Published on

To capture attention, show value (at a glance), and start the engagement process.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Role of Instagram (-like Content) in eLearning, eTeaching, Digital Research and Scholarship

  1. 1. Role of Instagram (-Like Content) in eLearning, eTeaching, Digital Research and Scholarship Poh-Sun Goh Associate Professor and Senior Consultant Department of Diagnostic Radiology, Yong Loo Lin School of Medicine National University of Singapore and Associate Member Centre for Medical Education Yong Loo Lin School of Medicine National University of Singapore Email: dnrgohps@nus.edu.sg Key words: Instagram, Social Media, Technology Enhanced Learning, Learning Analytics, Digital Scholarship Abstract: The start of any learning (and teaching) journey is to capture attention, show relevance and value (quickly, at a glance), in order to then engage the learner in an educational and training process. Short form text, compact illustrations and graphics, and anonymized Radiology images can be used to catch attention, show relevance and value “at a glance”, convey the gist of a concept or idea, and give an overview of available (digital) content. This PechaKucha presentation will illustrate the use of Instagram (as a freely available, free, “off the shelf” presentation and engagement platform), combined with Blogger and other embedded open access, free to use online tools (like SlideShare, Padlet and WhatsApp) coupled with Digital and Learning Analytics (to support an open access, anonymized Radiology Image + Medical Educator Faculty Development key slide + curated with citation online content digital repository) - for Clinical Radiology Training (at Undergraduate, Postgraduate and Lifelong learning settings) as well as for Medical Educator Faculty Development (in eLearning / Technology Enhanced Learning in presentation, workshop and conference symposia settings). The data and learning analytics process gives visibility of the audience (size and composition), engagement with the digital content and learning process, as well as insights into partial and completed learning tasks and actual performance. This supports evaluation of teaching and learning, as well as educational research and digital scholarship (to document, reflect, evaluate, assess, disseminate and facilitate peer review, feedback and critique).
  2. 2. References: Goh, PS. 2018. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 3(2):58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073 Goh, PS. 2017. Learning Analytics in Medical Education. MedEdPublish. 6(2):5. Epub 2017 Apr 4. https://doi.org/10.15694/mep.2017.000067 Goh, PS. 2016. A proposal for a grading and ranking method as the first step toward developing a scoring system to measure the value and impact of viewership of online material in medical education - going beyond “clicks” and views toward learning. MedEdPublish. 5(3):62. Epub 2016 Dec 9. http://dx.doi.org/10.15694/mep.2016.000148 Goh, PS. 2016. The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar. MedEdPublish. 5(3):31. Epub 2016 Oct 18. http://dx.doi.org/10.15694/mep.2016.000117 Goh, PS, Sandars, J. 2016. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Med Teach. 38(8):858. Epub 2016 Jul 14. http://www.ncbi.nlm.nih.gov/pubmed/27414992 Goh, PS. 2016. Using a blog as an integrated eLearning tool and platform. Med Teach. 38(6):628-9. Epub 2015 Nov 11. http://www.ncbi.nlm.nih.gov/pubmed/26558420

×