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Technology and Learning


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Do You Hear What I Hear? How to Utilize Technology to Promote Life-long Learning

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Technology and Learning

  1. 1. Do You Hear What I Hear?How to Utilize Technology to Promote Life-long Learning<br />Peter Martin, MD, MPH<br />Child and Adolescent Psychiatry Fellow<br />Michael Scharf, MD<br />Assistant Professor of Psychiatry and Pediatrics<br />Training Director, Child and Adolescent Psychiatry Fellowship<br />University of Rochester<br />
  2. 2. Disclosure Statement<br />Dr. Martin is an APA Public Psychiatry Fellow, sponsored by Bristol Myers-Squibb <br />Dr. Scharf does not have any financial disclosures<br />
  3. 3. Access to Slides<br />Viewable slideshow:<br />Downloadable PDF:<br /><br />
  4. 4. Overview<br />Our personal experience<br />Review of learning theory<br />Review of written resources<br />Review of audio resources<br />Demonstration of creating audio resources<br />Review of shared information technologies<br />Review of copyright concerns<br />Discussion of implementation into real life<br />
  5. 5. Our Story<br />
  6. 6. Inspiration<br />
  7. 7. Source:<br />
  8. 8. Learning Theory<br />
  9. 9. Learning Theory<br />Paradigms Perspective<br />Howard Gardner’s Multiple Intelligences Theory<br />VARK <br />Multimodal<br />
  10. 10. Learning Theory<br />Paradigms Perspective<br />Behavioral<br />Cognitive<br />Humanistic<br />Social/situational<br />
  11. 11. Source:<br />
  12. 12. Source:<br />
  13. 13. Source:<br />
  14. 14. Howard Gardner’s Multiple Intelligences Theory<br />Source:<br />
  15. 15. Suggested Additional Intelligences<br />Source:<br />
  16. 16. Learning Theory<br />VARK: Visual, Aural, Read/write, Kinesthetic<br />Visual: ex. Maps, charts, graphs, diagrams<br />Does NOT include movies, PowerPoint<br />Aural: listening as well as talking out problems<br />Read/write: information as words<br />Includes notes, PowerPoint<br />Kinesthetic: prefer reality<br />Experience, simulation<br />Multimodals: prefer more than one type, or different types in different situations<br />Source:<br />
  17. 17. Learning Theories<br />We all learn in unique ways<br />May have one style of learning that is better suited for an individual<br />Likely have maximum benefit from combining different forms of learning<br />
  18. 18. Evidence Based Teaching<br />Sounds cool, even intuitive in 2011<br />Like practicing EBM, there are significant challenges...<br />
  19. 19. Evidence Based Teaching<br />Sounds cool, even intuitive in 2011<br />Like practicing EBM, there are significant challenges...<br />Retraining teachers<br />Defining outcomes<br />Learner Satisfaction?<br />Increase knowledge base?<br />Change Behavior?<br />
  20. 20. Skills Training, But How?“Evidence-based Teaching” Methods<br />Written guidelines, CMEs, and “hit and run” workshops and lectures are generally ineffective<br />Training needs to focus on skills (not factual knowledge), and must address obstacles encountered in practice<br />Training must use collaborative learning partnerships, vs. “one-down” relationships, & use role models like those being trained<br />
  21. 21. Recommended methods for assisting health care providers in adopting EBPs:Survey of 50 national MH experts<br />1 = not at all recommended, 9 = highly recommended<br />
  22. 22. Skills Training, But How?“Evidence-based Teaching” Methods<br />To be effective, skills training should “keep it light,” make frequent use of humor, and switch between different learning modes: hands-on practice, role plays, panels, Q&A sessions, skits, and friendly competition among small groups, etc. <br />
  23. 23. REACH Skills Training Approach<br />Hands-on, with role plays and extensive practice<br />Can be done “on-site” or at national locations<br />2 day’s face-to-face training with 15-30 clinicians, with 2-3 trainers, followed by:<br />6-12 months of twice-monthly phone call consultation and support, 1-1.5 hours/call<br />Individual case presentations, with learning and risk-taking shared among peers<br />
  24. 24. How to recognize the moods of an adolescent<br />DEPRESSED<br />EXCITED<br />HAPPY<br />ANXIOUS<br />MANIC<br />SUICIDAL<br />
  25. 25. REACH Training Approach<br />Teachers chosen for native skill, national reputation, leadership, and then trained further!<br />Hands-on, role plays and extensive practice<br />Can be done “on-site” or at national locations<br />Individual case presentations, with peer learning<br />Intensive training of teachers in evidence-based teaching methods, providing all teachers ongoing coaching in teaching methods, daily debriefing, and continued focus on improvement <br />Essential use of PCP “role models” in training<br />
  26. 26. Written Resources<br />
  27. 27. RSS (Really Simple Syndication)<br />Definition: a family of web font formats used to provide subscribers with frequently updated information. Format allows distributing contents without the need of a navigator, by means of software designed to read RSS (aggregator) comments<br />Source:<br /><br />
  28. 28. RSS “Readers”<br />Websites:<br />Google Reader <br />NewsGator<br />Programs<br />Windows<br />Browsers (Internet Explorer, Mozilla FireFox, Google Chrome)<br />NewzCrawler<br />FeedDemon<br />Omea Reader<br />Mac<br />Browsers (Safari, Mozilla FireFox, Google Chrome)<br />Shrook<br />NetNewsWire<br />NewsFire<br />
  29. 29. RSS<br />Mobile<br />Google Reader<br />iOS<br />Reeder<br />Newsrack<br />Feeddler<br />Android<br />gReader<br />NewsRob<br />FeedR<br />
  30. 30.
  31. 31.
  32. 32.
  33. 33.
  34. 34. RSS Feeds – General Psychiatry<br />American Journal of Psychiatry (AJP)<br /><br />Archives of General Psychiatry<br /><br />Annals of General Psychiatry<br /><br />Current Psychiatry<br /><br />Psychiatry Services<br /><br />The British Journal of Psychiatry<br /><br />
  35. 35. RSS Feeds – Subspecialties<br />Journal of the American Academy of Child and Adolescent Psychiatry (JAACAP)<br /><br />Psychosomatics<br /><br />Biological Psychiatry<br /><br />Academic Psychiatry<br /><br />
  36. 36. RSS Feeds – Other Specialties<br />General Medicine<br />Journal of the American Medical Association (JAMA)<br /><br />New England Journal of Medicine (NEJM)<br /><br />The Lancet<br /><br />Annals of Internal Medicine<br /><br />British Medical Journal<br /><br />Pediatrics<br /> Pediatrics<br /><br />Archives of Pediatrics<br /><br />Neurology<br />Neurology<br /><br />Archives of Neurology<br /><br />Annals of Neurology<br /><br />The Lancet Neurology<br /><br />Journal of Child Neurology<br /><br />
  37. 37. Lessons Learned<br />Very convenient and efficient way to obtain overviews of a large amount of information<br />Some journals better than others to maximize usefulness of feeds (i.e. amount of information provided)<br />Different readers offer varying levels of convenience<br />Can be difficult to keep track of what has been read<br />Need to be proactive in order to keep useful articles/abstracts organized<br />
  38. 38. Audio Resources<br />
  39. 39. Audio Resources<br />Pre-recorded<br />Podcasts<br />User generated<br />From text resources<br />
  40. 40. Podcast<br />Definition: “series of digital media files (either audio or video) that are released episodically and often downloaded through web syndication”<br />All of the following are available through iTunes<br />Simply search for title of podcast and can then download through iTunes<br />Source:<br />
  41. 41. Based on Journals<br />American Journal of Psychiatry Audio<br />Great summarization of each month’s articles<br />The Journal of Clinical Psychiatry: Publisher’s Podcast<br />The Journal of Neurology, Neurosurgery, and Psychiatry<br />Source:<br />
  42. 42. Podcasts<br />Psychiatric Times<br />Interesting highlights, but hit and miss<br />Medscape Psychiatry (& Mental Health) Podcast<br />Miscellaneous <br />My Three Shrinks (by Shrink Rap)<br />Psychiatry Today<br />Psychiatric Secrets Revealed by Dr. Mike<br />Power Without Pills: One Psychiatrist’s Guide to Healing and Growth<br />Psychiatrist and Physiatrist<br />Institute of Psychiatry<br />Shrink Zone<br />Conversations about Mental Illness<br />
  43. 43. Podcasts<br />Biggest problem: most are not updated<br />MedscapeCME Psychiatry (& Mental Health) Podcast<br />PeerView Psychiatry CME/CNE/CPE Audio Podcast<br />Also includes accompanying PDFs<br />MGH Psychiatry Academy<br />MUSC Mental Health Podcast<br />Psychiatry Grand Rounds from the UCLA Semel Institute<br />MDPU Podcast: Mood Disorders Psychopharmacology Unit – University of Toronto<br />The Centre of Excellence in Interdisciplinary Mental Health<br />
  44. 44. Podcasts from Other Specialties<br />Journal of the American Medical Association (JAMA)<br />New England Journal of Medicine (NEJM)<br />The Lancet<br />Neurology<br />
  45. 45. Lessons Learned<br />If available, can be a useful adjunct to learn material<br />But lack of/consistent availability is major concern<br />Different podcasts vary GREATLY in terms of quality and usefulness<br />Different podcasts utilize different approaches, which may appeal to different types of learners<br />Some summarize all or the main articles of the current issue<br />Some take one article/theme and discuss more thoroughly, including interviews with authors<br />
  46. 46. Creating Audio<br />
  47. 47. Text<br />Digital<br />Paper<br /> Previously scanned article<br />PDF without copy/paste functionality<br />Original digital file, editable (i.e. Word document)<br />PDF with copy/paste functionality<br />Scan <br />Optical Character Recognition (OCR) Software<br />Text To Speech (TTS) Software<br />Audio<br />
  48. 48. Text To Speech (TTS)<br />Definition: “The ability of the computer to convert text into spoken words”<br />Voice Databases<br />AT&T Natural Voices<br />Acapela<br />RealSpeak<br />Cepstral<br />Websites<br />YAKiToMe! (<br /> (<br />Programs<br />NaturalReader<br />Neospeech<br />TextAloud<br />Source:<br />AppleHIGuidelines/XHIGGlossary/XHIGGlossary.html&rct=j&sa=X&ei=iBbHTaKqNIrn0QGduOGYCA&ved=<br />0CC8QngkwAA&q=Text+to+speech&usg=AFQjCNEBi_pvhL6AlMAMs_8BZt94n61X9w<br />
  49. 49. Voice Databases<br />Source:<br />
  50. 50.
  51. 51.
  52. 52.
  53. 53. Time to Decide<br />Copy/Paste Text <br />Import from Word (.doc or .txt) or Acrobat (.pdf)<br />Import from internet sources (websites, RSS feeds, email)<br />
  54. 54. Example of Copy/Paste<br />
  55. 55. 1. Highlight text desired for conversion to audio<br />
  56. 56. 2. Copy desired text (right click highlighted text)<br />
  57. 57. 3. Go back to YAKiToMe! Site, and in blank box, Paste text<br />
  58. 58. 4. Click on “Convert Text To Speech”<br />
  59. 59. 5. Wait as file converts (do NOT exit webpage or file is not converted!)<br />
  60. 60. 6. File is completed<br />
  61. 61. 7a. Play on website<br />
  62. 62. 7b. Download<br />
  63. 63. 7b. Download (right click over icon)<br />
  64. 64. 7b. Download<br />Once saved on your computer, can either drag it into music player (i.e. iTunes) or directly onto portable music device (i.e. iPod, iPhone)<br />
  65. 65. Lessons Learned<br />Effective way to learn straightforward information (most journal articles)<br />Not very effective for more complex articles (such as classic readings)<br />Computer-generated voice actually not bad – helps to change speed to “fast” to make less monotonous<br />
  66. 66. Optical Character Recognition<br />Definition: “the electronic identification and digital encoding of printed or handwritten characters by means of an optical scanner and specialized software”<br />Websites<br />NewOCR (<br />Free OCR (<br />OCR Terminal (<br />Instant OCR (<br />Online OCR (<br />Programs<br />Omnipage<br />Microsoft OneNote 2007<br />Microsoft Office Document Imaging<br />ABBYY FineReader<br />SimpleOCR<br />TopOCR<br />FreeOCR<br />Source:<br />
  67. 67.
  68. 68. Before Starting<br />Either open a blank Word document or copy/paste text directly into YAKiToMe! (see step 3 from previous demonstration)<br />
  69. 69. 1<br />
  70. 70. 2<br />
  71. 71. 3<br />Highlight/<br />Copy<br />Text<br />
  72. 72. 4<br />Scroll down to ensure all text has been copied<br />
  73. 73. 5<br />Click to select other pages to scan<br />
  74. 74. 6<br />Click to scan next page<br />
  75. 75. Click to work on new file<br />
  76. 76. Lessons Learned<br />Paid-for program most likely would be more beneficial to save time (can easily do multiple pages with less effort)<br />Programs work surprisingly well even with poor quality scans<br />Can be useful even if not desiring audio text but want an editable digital version of old articles/text<br />
  77. 77. Dangers?<br />
  78. 78. Dangers?<br />No evidence from the literature of an increase in accidents of listening to audio learning programs<br />Only increase in danger if loud or unexpected<br />Distractibility seems to be the key issue<br />Long history of asking if radio was on/turned up after an accident – so be cautious!<br />Source:<br />
  79. 79. Content Distribution<br />
  80. 80. Shared Drives<br />Advantages<br />Administered through university/hospital system<br />Convenience of having full IT support of institution<br />Disadvantages<br />May not be able to access from home or other work computers<br />Can be expensive to set up and maintain<br />Often very limited amount of space<br />
  81. 81. Blackboard<br />
  82. 82. Cloud Storage<br />Definition: “provision of computational resources on demand via a computer network”<br />Advantages<br />Easy access from multiple computers<br />Off-site access<br />Disadvantages<br />Security concerns<br />May not be able to access depending on company firewalls<br />Do not “own” the files<br />Source:<br />
  83. 83. Dropbox<br /><br />Supported on multiple platforms: <br />Desktop: Windows, Mac, Linux<br />Mobile: iPhone, iPad, Android, Blackberry<br />Also can access files through web browser<br />Free registration: 2 GB storage<br />Can set up both personal accounts/folders as well as shared folders<br />
  84. 84.
  85. 85. Dropbox<br />To share files:<br />Click on “Share a Folder”<br />Select “I’d like to share and existing folder”<br />Select the folder to share<br />Type in email to person you want to invite to share in the “Invite collaborators to this folder”<br />An email is sent out to the recipient with a link to either connect an account if they have one or help set up a new account that will be linked<br />
  86. 86. Cost/Benefit<br />Benefits:<br />Potentially decrease paper usage<br />Digitized format helps preserve and potentially organize information<br />Costs:<br />Time consuming<br />Shift costs to trainees?<br />
  87. 87. Video<br />
  88. 88. Video<br />Recorded Lectures<br />Webinars<br />Video Conferencing<br />“Produced” Video Teaching Tools<br />
  89. 89. Copyright<br />
  90. 90. Copyright<br />Copyright law based on Article 8 of Constitution: gives Congress the power to enact laws “to promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries.”<br />US Copyright Act can be found in 17 United States Code<br />Source:<br />
  91. 91. Protected by Copyright<br />Essentially everything<br />Text<br />Pictures<br />Music<br />Video<br />
  92. 92. Not Protected by Copyright <br />Ideas <br />Short phrases<br />
  93. 93. Teaching<br />“Fair Use” doctrine: allows limited copying of copyright material for educational or research purposes (“reasonable and limited portions”)<br />Translation: Cannot copy an entire text for distribution in class (including textbooks)<br />TEACH Act (2002): allows usage of teaching materials both in-person as well as for distance learning<br />However, for distance learning, may have to pare down/limit usage (think using clips)<br />Only applies to accredited nonprofit educational institutions<br />Only covers works that would be used IN CLASS (though fair use doctrine may still apply for outside of class)<br />Source:<br />
  94. 94. Life-long Lessons<br />
  95. 95. Questions?<br />Viewable slideshow: <br /><br />Downloadable PDF:<br /><br />Contact Information<br />Peter Martin:<br />Michael Scharf:<br />