Diverse media utilization in physical therapy education

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Slides from my contribution to the #CSM2014 pre-conference course titled "Teaching and learning in a digital age: Using technology to enhance physical therapy education."

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  • Cardall, S., Krupat, E., & Ulrich, M. (2008). Live lecture versus video-recorded lecture: are students voting with their feet? Academic medicine : journal of the Association of American Medical Colleges, 83(12), 1174–1178. doi:10.1097/ACM.0b013e31818c6902
  • Cardall, S., Krupat, E., & Ulrich, M. (2008). Live lecture versus video-recorded lecture: are students voting with their feet? Academic medicine : journal of the Association of American Medical Colleges, 83(12), 1174–1178. doi:10.1097/ACM.0b013e31818c6902
  • Evans, D. J. R. (2011). Using embryology screencasts: a useful addition to the student learning experience? Anatomical Sciences Education, 4(2), 57–63. doi:10.1002/ase.209
  • 1. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science (New York, NY), 332(6031), 862–864. doi:10.1126/science.12017832. Hoyt, A., Mcnulty, J. A., Gruener, G., Chandrasekhar, A., Espiritu, B., Ensminger, D., Price, R., et al. (2010). An audience response system may influence student performance on anatomy examination questions. Anatomical Sciences Education. doi:10.1002/ase.184
  • 1. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science (New York, NY), 332(6031), 862–864. doi:10.1126/science.12017832. Hoyt, A., Mcnulty, J. A., Gruener, G., Chandrasekhar, A., Espiritu, B., Ensminger, D., Price, R., et al. (2010). An audience response system may influence student performance on anatomy examination questions. Anatomical Sciences Education. doi:10.1002/ase.184
  • 1. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science (New York, NY), 332(6031), 862–864. doi:10.1126/science.12017832. Hoyt, A., Mcnulty, J. A., Gruener, G., Chandrasekhar, A., Espiritu, B., Ensminger, D., Price, R., et al. (2010). An audience response system may influence student performance on anatomy examination questions. Anatomical Sciences Education. doi:10.1002/ase.184
  • Dyer, O. (2012). Patient who received liver after social media campaign reports success. BMJ (Clinical research ed.), 344(may18 2), e3538–e3538. doi:10.1136/bmj.e3538
  • Junco, R., Heiberger, G., & Loken, E. (2010). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132. doi:10.1111/j.1365-2729.2010.00387.x
  • Moellenberg, K. K., & Aldridge, M. (2010). Sliding away from PowerPoint: the interactive lecture. Nurse educator, 35(6), 268–272. doi:10.1097/NNE.0b013e3181f7f2f7Bartsch, R., & Cobern, K. (2003). Effectiveness of PowerPoint presentations in lectures. Computers & Education, 41(1), 77–86. doi:10.1016/S0360-1315(03)00027-7
  • Moellenberg, K. K., & Aldridge, M. (2010). Sliding away from PowerPoint: the interactive lecture. Nurse educator, 35(6), 268–272. doi:10.1097/NNE.0b013e3181f7f2f7Bartsch, R., & Cobern, K. (2003). Effectiveness of PowerPoint presentations in lectures. Computers & Education, 41(1), 77–86. doi:10.1016/S0360-1315(03)00027-7
  • Moellenberg, K. K., & Aldridge, M. (2010). Sliding away from PowerPoint: the interactive lecture. Nurse educator, 35(6), 268–272. doi:10.1097/NNE.0b013e3181f7f2f7Bartsch, R., & Cobern, K. (2003). Effectiveness of PowerPoint presentations in lectures. Computers & Education, 41(1), 77–86. doi:10.1016/S0360-1315(03)00027-7
  • 1. Knight JK, Wood WB. 2005. Teaching more by lecturing less. Cell Biol. Educ. 4:298–310
  • Diverse media utilization in physical therapy education

    1. 1. Multimedia approach 2:45 – 4:00PM flickr n_tsuyoshi
    2. 2. Hi Everybody!
    3. 3. Diverse media utilization in physical therapy education Mike Pascoe, PhD @mpascoe #PTedu
    4. 4. “Media is an instrument for communication, like a newspaper or radio.”
    5. 5. Media Information/Data Sender Receiver
    6. 6. Media Course Content Instructor Students
    7. 7. Media Course Content Instructor Students
    8. 8. Where does PT education take place?
    9. 9. Where does PT education take place?
    10. 10. What is the state of the lecture? “…students are being taught roughly the same way they were taught when the Wright brothers were tinkering at Kitty Hawk.” flickr ThursdayMorning
    11. 11. Tethered to lectern Facing the screen Instructor talks 47/ 50 minutes 50 slides / 50 minutes Slides bulleted with facts Geert Roels For Ghent University Library
    12. 12. flickr nhsltest9
    13. 13. Will my students benefit from diverse media? Yes! Outcomes are better in courses that adopt new teaching approaches compared with traditional lectures Which diverse media? 1. Camera systems 2. Polling 3. Social media 4. Enhanced slides Wood 2009
    14. 14. Lecture Capture #1 classroom technology requested by students. Students do not replay lectures they attended live (3.8%). Instead, students make an active choice whether or not to attend lectures ahead of time (factors?). Usually reinvest the time they gain missing lecture into other studies (e.g., study for other courses). Cardall et al. 2008
    15. 15. Lecture Capture Most students (88.5%) accelerate the playback of recorded lectures (1.67X). Students felt that accelerated playback allowed them to learn more, faster, be more focused. However, live attendance was still the predominant method for viewing lectures. Cardall et al. 2008
    16. 16. Screencasts Supplement to lectures Allow flexibility for students to view on their own time Desktop: record with Camtasia, or QuickTime > process in iMovie > upload to YouTube/vimeo > post to website/LMS iPad: number of apps Jaffar A 2012; Evans D 2011
    17. 17. http://bit.ly/60minKahn
    18. 18. Polling Audience response system (ARS). Stop every 10-15 minutes to assess understanding, address problems on the spot. Can facilitate interactivity in large classes and promote active learning. Anonymity is great for shy students.
    19. 19. Polling Studies uniformly report students have positive attitudes toward ARS. What tech do our students have? Assume most have a laptop or smart phone but is there an ITS survey?. Do not poll for facts, use real-world clinical cases to give students practice, higher on Bloom‟s taxonomy, stories are more “sticky”. Deslauriers et al. 2011; Hoyt A et al. 2010
    20. 20. Polling Platforms
    21. 21. Social Media Americans spend 23% of all internet time on social networks (gaming second 10%, email third 8%). 50 million tweets about the Super Bowl. 3,250 tweets during #CSM2013. Twitter is best suited for communication. Facilitate communication with instructor. Backchannel for lecture. Keep conversation going after lecture.
    22. 22. Enhanced slides Embed video, stimulate discussion. Simple icons from TheNounProject.com. Move out from behind the lectern (remote, iPad?). High quality graphics from book publisher websites. Build-in (animate) lists to reduce cognitive burden. Do not dim the lights unless showing radiographs, use a light background.
    23. 23. High quality graphics Publisher resources Thieme Atlas of Anatomy Figure D 5.1 2008-2010
    24. 24. Tablet Computing iPad Latest models released Nov 2013 170M sold since April 2010 Apple, Inc
    25. 25. App Store 1M available apps 60B downloads
    26. 26. iPad and iPhone Projecting http://bit.ly/iPadProjecting
    27. 27. Mirrored iPad Activities • • • • • • • Lecture slides Video / Music Polling Drawing 3D modeling Camera Facetime / Skype • • • • • • Data collection/analysis Back channel monitoring Mapping Find a reference Interact with other iPads Live Google Doc editing: bit.ly/mptester
    28. 28. What about the other learning arenas?
    29. 29. Concluding remarks There are problems/challenges: 1. Takes time up front to develop 2. Auditorium seating might not lend itself 3. Requires letting go of „transmissionist‟ view 4. Students need to be reminded of your approach (buy-in) Great news is that even small incremental changes lead to significant gains in student learning. But you should start small and assess impact. Do not try the shotgun approach! It‟s not what we teach, it is how we teach! Make sure the tech you use meets a need, not b/c it‟s cool. Junco R et al. 2010
    30. 30. Tech in the classroom A double-edged sword Laptops can be a distraction. You cannot multitask! “Multitasking is a myth” JJ Cohen. Most can type faster than they can write by hand. Give your students the data showing how detrimental distractions can be during a lecture. Freid CB 2008
    31. 31. References Jaffar, A. A. (2012). YouTube: An emerging tool in anatomy education. Anatomical Sciences Education, n/a–n/a. doi:10.1002/ase.1268 effects on student learning. Computers & Education, 50(3), 906–914. doi:10.1016/j.compedu.2006.09.006 Cardall, S., Krupat, E., & Ulrich, M. (2008). Live lecture versus video-recorded lecture: are students voting with their feet? Academic medicine : journal of the Association of American Medical Colleges, 83(12), 1174–1178. doi:10.1097/ACM.0b013e31818c6902 Hoyt, A., Mcnulty, J. A., Gruener, G., Chandrasekhar, A., Espiritu, B., Ensminger, D., Price, R., et al. (2010). An audience response system may influence student performance on anatomy examination questions. Anatomical Sciences Education. doi:10.1002/ase.184 Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science (New York, NY), 332(6031), 862– 864. doi:10.1126/science.1201783 Junco, R., Heiberger, G., & Loken, E. (2010). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132. doi:10.1111/j.13652729.2010.00387.x Evans, D. J. R. (2011). Using embryology screencasts: a useful addition to the student learning experience? Anatomical Sciences Education, 4(2), 57–63. doi:10.1002/ase.209 Fried, C. B. (2008). In-class laptop use and its Wood, W. B. (2009). Innovations in teaching undergraduate biology and why we need them. Annual review of cell and developmental biology, 25, 93–112. doi:10.1146/annurev.cellbio.24.110707.175306
    32. 32. Panel Case Examples
    33. 33. Case Examples Social Media
    34. 34. Diverse media utilization in physical therapy education Mike Pascoe, PhD @mpascoe #PTedu
    35. 35. Case Examples Camera Systems
    36. 36. Case Examples Digital Video & Imagery
    37. 37. How to add a video to PPT Link option 1. Visit YouTube, Most Viewed, This Week, Sci & Tech: http://www.youtube.com/charts/videos_views/science?t=w 2. Take a screenshot of the video 3. Paste screenshot on your slide 4. Copy video URL from YouTube 5. Add hyperlink to the screenshot directed to URL 6. Click on the screenshot during your lecture to open URL on host computer browser *Assumes you will have internet connectivity in lecture hall
    38. 38. How to add a video to PPT Embed option 1. Download and install MPEG Stream Clip 1.9.3b8 beta 2. Visit YouTube, Most Viewed, This Week, Sci & Tech: http://www.youtube.com/charts/videos_views/science?t=w 3. Copy video URL from YouTube 4. In MPEG Stream Clip, File > Open URL 5. Paste URL, select Open, select MP4, click Open 6. Define In and Out times 7. File > Export to M-PEG4, chose save location 8. In PPT, Insert > Movie > Movie from File *Assumes you keep movie in same location on HD
    39. 39. Case Examples Tablets, Smart Phones, & Apps
    40. 40. iPad Compatible with PC
    41. 41. Notability Demo
    42. 42. Mirrored iPad Activities • • • • • • • Lecture slides Video / Music Polling Drawing 3D modeling Camera Facetime / Skype • • • • • • Data collection/analysis Back channel monitoring Mapping Find a reference Interact with other iPads Live Google Doc editing: bit.ly/mptester
    43. 43. Online Collaboration Tools of the trade Facebook Groups Wikispaces Google Drive
    44. 44. Facebook Groups
    45. 45. Wikispaces
    46. 46. Google Drive

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