There are many things we have to consider when choosing teaching methods and learning activities. As pointed out earlier in the course it is primarily what students DO that influences learning. Teachers and course organizers need to to consider what students are doing in teaching and learning situations as well as what learning activities they can engage in when working interdependently.
Empirical educational research shows that an active, self-directed approach is likely to have a much greater impact on a student’s learning than passive, lecture-based learning. Lectures should be used sparingly and for broad overviews, summaries and difficult topics. Sadly, only about 5 per cent of what is taught in lectures is actually retained, and too many people use lectures for imparting large quantities of detailed information that could easily be picked up, and more effectively, by reading a textbook.
Of course a number of different methods are used in addition to lectures. In this part of the course we want you to choose ANOTHER teaching form/method to learn more about. The aim of reading about and discussing a number of teaching forms like this is to increase your ability to make conscious choices when planning your teaching and to expand your knowledge of some common methods. We are now approaching the concrete aspects of the craft that is the art of teaching, but should for this sake keep in mind what we want to achieve with our teaching.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
Educational Technology: Benefits, Applications And Components | Enterprise WiredEnterprise Wired
This article explores the multifaceted landscape of Educational Technology, examining its key components, applications, benefits, challenges, and the profound impact it has on modern learning environments.
Here are 7 transformative role of technology in education: 1. Access to Information 2. Personalised Learning 3. Interactive and Engaging Content 4. Global Collaboration 5. Virtual and Augmented Reality
The Role Of Technology In Education: Impact, Tools, Challenges, Future | Futu...Future Education Magazine
Embracing Technology In Education: 1. The Impact of Technology on Education 2. Key Technological Tools Shaping Education 3. Challenges and Considerations 4. The Future of Education
The Impact of Technology on Science Education in Singapore Tuition CentersIndigo Education Group
The impact of technology on science education in Singapore's tuition centers is profound. It has not only enhanced the quality of education but also made science more accessible, engaging, and relevant to students’ future careers. For more information Read the page!
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
Educational Technology: Benefits, Applications And Components | Enterprise WiredEnterprise Wired
This article explores the multifaceted landscape of Educational Technology, examining its key components, applications, benefits, challenges, and the profound impact it has on modern learning environments.
Here are 7 transformative role of technology in education: 1. Access to Information 2. Personalised Learning 3. Interactive and Engaging Content 4. Global Collaboration 5. Virtual and Augmented Reality
The Role Of Technology In Education: Impact, Tools, Challenges, Future | Futu...Future Education Magazine
Embracing Technology In Education: 1. The Impact of Technology on Education 2. Key Technological Tools Shaping Education 3. Challenges and Considerations 4. The Future of Education
The Impact of Technology on Science Education in Singapore Tuition CentersIndigo Education Group
The impact of technology on science education in Singapore's tuition centers is profound. It has not only enhanced the quality of education but also made science more accessible, engaging, and relevant to students’ future careers. For more information Read the page!
educational technology power point presentationCHRESTOPHER
to easilly to learn more fact about this study..
to share it on slide share
to pass these to our teacher as a exam in fijnal.
these the.
to inhance our ability to share these on public.
can give another information.
Two decades of eLearning at the University of MauritiusM I Santally
Keynote speech at the e/merge Africa 2018, hosted by the CILT of the University of Cape Town. It reports on the evolution of eLearning at the University of Mauritius and the experiences including issues and innovations brought to the University's teaching and learning landscape.
My portfolio is a purposely collection of my work that exhibits my efforts, progress, and achievements in educational technology. This portfolio includes a summary of lessons about edtech that surely help students, especially the future educator. As a future a educator, edtech will surely help me on how I am going to facilitate learning of my future students with the help of appropriate technology.
Educating online/remote Future Engineering Leaders with Practical Competences...Manuel Castro
https://www.icwl-sete.eu/keynotes.html
This presentation will show the principles to include in our Engineering studies the practical competences and to show the long way we were involved during more than thirty years around distance/online education and the implementation of practical competences, the convergence with online learning in the use of Technology Enhanced Learning (TEL) in Engineering and the new way that we are facing after the main effects of the pandemic time where we should go a new era, more inclusive, diverse and personalized adapted for all.
The way we include the practical competences inside the engineering studies, problems, simulations, virtual, remote and pocket labs open a new era in those applications and the incoming immersive environments that drives us to a new hybrid environment as we are facing this in other important areas like industry or conferences. We will include in the presentation some introduction of the IEEE Education Society inside the area of educational activities and collaboration events as well as European projects like ECoVEM where we are applying some of those principles on the development.
Mucopolysaccharidoses (MPS) represent a group of inheritable lysosomal storage diseases caused by mutations in the genes coding for enzymes involved in catabolism of different glycosaminoglycans (GAGs). They are clinically heterogeneous multisystemic diseases, often involving the spine. Bony abnormalities of the spine included in the so-called dysostosis multiplex and GAG deposits in the dura
mater and supporting ligaments can result in spinal cord compression, which can lead to compressive myelopathy.
Spinal involvement is a major cause of morbidity and mortality in some MPS (e.g., MPS IVA, VI, and I), and early radiological diagnosis is critical in preventing or arresting
neurological deterioration and loss of function.
The aim of this study was to investigate the role of diffusion imaging in the evaluation of response to neoadjuvant
breast cancer treatment by correlating apparent diffusion coefficient (ADC) value changes with pathological response.
From June 2007 to June 2009, all consecutive patients with histopathologically confirmed breast cancer undergoing neoadjuvant
chemotherapy were enrolled. All patients underwent magnetic resonance imaging (MRI) (including diffusion
sequence) before and after neoadjuvant treatment. The ADC values obtained using two different methods of region of interest
(ROI) placement before and after treatment were compared with MRI response (assessed using RECIST 1.1 criteria)
and pathological response (assessed using Mandard’s classification).
Fifty-one women (mean age 48.41 years) were included in this study. Morphological MRI (RECIST classification) well evaluated
the responder status after chemotherapy (TRG class; area-under-the-curve 0.865). Mean pretreatment ADC values
obtained with the two different methods of ROI placement were 1.11 and 1.02 · 10)3 mm2 ⁄ seconds. Mean post-treatment
ADC values were 1.40 and 1.35 · 10)3 mm2 ⁄ seconds, respectively. A significant inverse correlation between mean ADC
increase and Mandard’s classifications was observed for both the methods of ADC measurements. Diagnostic performance
analysis revealed that the single ROI method has a superior diagnostic accuracy compared with the multiple ROIs method
(accuracy: 82% versus 74%). The coupling of the diffusion imaging with the established morphological MRI provides superior
evaluation of response to neoadjuvant chemotherapy treatment in breast cancer patients compared with morphological
MRI alone. There is a potential in the future to optimize patient therapy on the basis of ADC value changes. Additional
works are needed to determine whether these preliminary observed changes in tumor diffusion are a universal response to
tumor cell death, and to more fully delineate the ability of ADC value changes in early recognizing responder from
nonresponder patients.
More Related Content
Similar to Daniele Amato Module 4 Other Forms of Teaching - eLearning
educational technology power point presentationCHRESTOPHER
to easilly to learn more fact about this study..
to share it on slide share
to pass these to our teacher as a exam in fijnal.
these the.
to inhance our ability to share these on public.
can give another information.
Two decades of eLearning at the University of MauritiusM I Santally
Keynote speech at the e/merge Africa 2018, hosted by the CILT of the University of Cape Town. It reports on the evolution of eLearning at the University of Mauritius and the experiences including issues and innovations brought to the University's teaching and learning landscape.
My portfolio is a purposely collection of my work that exhibits my efforts, progress, and achievements in educational technology. This portfolio includes a summary of lessons about edtech that surely help students, especially the future educator. As a future a educator, edtech will surely help me on how I am going to facilitate learning of my future students with the help of appropriate technology.
Educating online/remote Future Engineering Leaders with Practical Competences...Manuel Castro
https://www.icwl-sete.eu/keynotes.html
This presentation will show the principles to include in our Engineering studies the practical competences and to show the long way we were involved during more than thirty years around distance/online education and the implementation of practical competences, the convergence with online learning in the use of Technology Enhanced Learning (TEL) in Engineering and the new way that we are facing after the main effects of the pandemic time where we should go a new era, more inclusive, diverse and personalized adapted for all.
The way we include the practical competences inside the engineering studies, problems, simulations, virtual, remote and pocket labs open a new era in those applications and the incoming immersive environments that drives us to a new hybrid environment as we are facing this in other important areas like industry or conferences. We will include in the presentation some introduction of the IEEE Education Society inside the area of educational activities and collaboration events as well as European projects like ECoVEM where we are applying some of those principles on the development.
Similar to Daniele Amato Module 4 Other Forms of Teaching - eLearning (20)
Mucopolysaccharidoses (MPS) represent a group of inheritable lysosomal storage diseases caused by mutations in the genes coding for enzymes involved in catabolism of different glycosaminoglycans (GAGs). They are clinically heterogeneous multisystemic diseases, often involving the spine. Bony abnormalities of the spine included in the so-called dysostosis multiplex and GAG deposits in the dura
mater and supporting ligaments can result in spinal cord compression, which can lead to compressive myelopathy.
Spinal involvement is a major cause of morbidity and mortality in some MPS (e.g., MPS IVA, VI, and I), and early radiological diagnosis is critical in preventing or arresting
neurological deterioration and loss of function.
The aim of this study was to investigate the role of diffusion imaging in the evaluation of response to neoadjuvant
breast cancer treatment by correlating apparent diffusion coefficient (ADC) value changes with pathological response.
From June 2007 to June 2009, all consecutive patients with histopathologically confirmed breast cancer undergoing neoadjuvant
chemotherapy were enrolled. All patients underwent magnetic resonance imaging (MRI) (including diffusion
sequence) before and after neoadjuvant treatment. The ADC values obtained using two different methods of region of interest
(ROI) placement before and after treatment were compared with MRI response (assessed using RECIST 1.1 criteria)
and pathological response (assessed using Mandard’s classification).
Fifty-one women (mean age 48.41 years) were included in this study. Morphological MRI (RECIST classification) well evaluated
the responder status after chemotherapy (TRG class; area-under-the-curve 0.865). Mean pretreatment ADC values
obtained with the two different methods of ROI placement were 1.11 and 1.02 · 10)3 mm2 ⁄ seconds. Mean post-treatment
ADC values were 1.40 and 1.35 · 10)3 mm2 ⁄ seconds, respectively. A significant inverse correlation between mean ADC
increase and Mandard’s classifications was observed for both the methods of ADC measurements. Diagnostic performance
analysis revealed that the single ROI method has a superior diagnostic accuracy compared with the multiple ROIs method
(accuracy: 82% versus 74%). The coupling of the diffusion imaging with the established morphological MRI provides superior
evaluation of response to neoadjuvant chemotherapy treatment in breast cancer patients compared with morphological
MRI alone. There is a potential in the future to optimize patient therapy on the basis of ADC value changes. Additional
works are needed to determine whether these preliminary observed changes in tumor diffusion are a universal response to
tumor cell death, and to more fully delineate the ability of ADC value changes in early recognizing responder from
nonresponder patients.
Final Exam of the Course -
The application of the Theory of Science of falsification by Karl Popper and at least one example of the concept of paradigm.
Philosophy of Science and the Concept of Health - 3073 HT23 Karolinska Institutet - oct - nov 2023 - Presented by Gert Helgesson, Tomas Mansson and Annelie Jonsson.
Cancer-associated VTE is a critical complication in patients with cancer. However the pathological findings of VTE are limited. Here are investigated the histopathological features of cancer-associated VTE in human autopsy cases.
Cancer-associated Venous Thromboembolism (VTE) is a critical complication in patients with cancer. However the pathological findings of VTE are limited. Here are investigated the histopathological features of cancer-associated VTE in human autopsy cases.
Cancer related vascular biology at CCBIO907 Centre for Cancer Biomarkers by Agnete ST Engelsen.
A recent article from the American Heart Association stressed the importance of the histopahological features of cancer-associated Venous Thromboembolism with the presence of Intrathrombus Cancer Cells and Prothrombotic Factors.
Poster from the revised article "Spinal involvement in Mucopolysaccharidoses" (A.Leone, Childs Nerv. Syst., 2015). Reviewd by Russell Oulette and Anna Hildenbrand Michelman I Karolinska Institutet.
Background Mucopolysaccharidoses (MPS) represent a
group of inheritable lysosomal storage diseases caused by
mutations in the genes coding for enzymes involved in catabolism
of different glycosaminoglycans (GAGs). They are
clinically heterogeneous multisystemic diseases, often involving
the spine. Bony abnormalities of the spine included in the
so-called dysostosis multiplex and GAG deposits in the dura
mater and supporting ligaments can result in spinal cord
compression, which can lead to compressive myelopathy.
Spinal involvement is a major cause of morbidity and mortality
in some MPS (e.g., MPS IVA, VI, and I), and early
radiological diagnosis is critical in preventing or arresting
neurological deterioration and loss of function.
Discussion Management of MPS, however, requires a multidisciplinary
approach because of the multiorgan nature of the
disease. Indeed in order to appreciate the relevance and nuances
of each other's specialty, radiologists and clinicians need
to have a background of common knowledge, rather than a
merely compartmentalized point of view. In the interest of the
management of spinal involvement inMPS, this review article
aims on one hand to provide radiologists with important
clinical knowledge and on the other hand to equip clinicians
with relevant radiological semiotics.
The assignment is to describe and review a teaching experience within higher education, reason about the experience based on pedagogical theories/principles and discuss how the teaching session could be developed in order to better facilitate meaningful learning for the students.
Describe the aims, main content, the set-up and who the students are/the student group. The description should also show the context in which the teaching takes place and the learning outcomes in the course syllabus that your teaching session supports the students in achieving.
Review this session based on the pedagogical theories and principles that have been brought up during the course in relation to, for example, meaningful learning, student-centred teaching, the role of the teacher, outcome-related teaching, constructive alignment, etc. Discuss the ways in which the teaching/supervision facilitates the students' learning and what may constitute difficulties/obstacles.
Discuss what you could consider changing or developing in your teaching, describe how you would go about it and justify changes based on relevant pedagogical theories and concepts. Also describe how you could go about following up the students' learning (if you do not already do this). Your reasoning should be supported by references to course literature and/or other literature/research within higher education. Compile the literature you refer to in a list of references according to an accepted referencing system.
Together with a peer or a colleague, decide on an occasion in the coming weeks when you will have the chance to observe his/her teaching. Decide also on a time point for when you can provide your colleague with feedback based on your observations. Agree on what the feedback is to focus on: What does your colleague want you to look at? Another option is to form pairs of critical friends within the group who observe each other 's teaching.
After the feedback to your colleague, you describe:
1.Your preparations, how you conducted your observation and the feedback you gave.
2.What did you learn yourself from observing your colleague's teaching?
3.What did you learn yourself through giving feedback?
Choose a teaching situation significant to you in which you were the teacher/supervisor (or if not possible as student). The incident may have been problematic, difficult to handle or surprisingly positive. The situation you experienced should have aroused emotions and contain some form of dilemma that does not have an obvious "right" answer. Prepare a PowerPoint (or similar) where you address the following:
1) Describe the course of events, the various actors involved and the environment in which the situation took place.
2) Describe why the incident was "critical or significant" for you.
3) Describe what you thought and felt when it happened, and afterwards.
4) Define the problem(s)/difficulties alternatively the success factors in the situation.
5) Analyse the incident based on the following questions:
How has it come about that I look at the situation this way?
What assumptions did I make about the students (the target group), the problem or "success", the teaching environment or the situation?
In which other way(s) could the situation have been interpreted (other actors' perspectives)?
How could clarification of e.g., learning outcomes, forms of working or guideline documents have facilitated or clarified the situation?
How do I reach an understanding of what happened?
6) Give suggestion(s) of actions that would have been able to prevent/improve (a problematic/difficult situation) or, alternatively, protect/improve (a positive situation).
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Daniele Amato Module 4 Other Forms of Teaching - eLearning
1. Teaching and Learning in Higher
Education: An Online Doctoral Course
Autumn 2022
Prof. Per Palmgren
eLearning
Other forms of teaching
Daniele Amato, Radiology I Teaching and Learning in Higher Education Course
2. Technology Enhanced Learning - TEL
Learning supported by Technology
1. Learning: online “blended” with face-to-face events providing an
individualized approach to learning.
2. Web 2.0 tools (e.g. blogs and wikis, Facebook, Twitter).
3. Mobile devices and apps.
4. Simulation (VR).
5. MOOCs (Massive Open Online Courses).
Bullock, de Jong, Technology-enhanced learning 2014
4. Technology Enhanced Learning - TEL
Efficiency depends on Learner aptitude and course design and
mode of “delivery” needs to suit purpose.
“Blended” approach (“face-to-face”).
Simulation can enhance teamwork and technical skills.
Simulation “blended” in a real workplace environment helps with
learning transfer.
Bullock, de Jong, Technology-enhanced learning 2014
5. Technology Enhanced Learning - TEL
A FRAMEWORK for evaluating effectiveness (Kirkpatrick, 1979):
1. Reaction of the participants to the programme.
2. Learning or knowledge of principles, facts, techniques.
3. Performance: changes in practice from the learning.
4. Outcomes: tangible results of the programme in terms of
healthcare outcomes.
Bullock, de Jong, Technology-enhanced learning 2014
6. Technology Enhanced Learning - TEL
How to improve RESEARCH into TEL (Selwyn, 2012):
1. Be close to the digital technology researched.
2. Be aware of the “GLOCAL” context of education and technology.
3. Be open-minded and curious in methodology.
4. Be rigorous in methods.
“The best academic research is pursued with the intention of making education
fairer as well as merely more effective or efficient”
8. Learning Technology
A. Education for life as a principle for health-professional education;
B. Competency-based education;
C. Learning Technology.
Frenk, The Lancet 2022
11. Learning Technology
C. Learning Technology
- make health professional education effective, efficient and inclusive;
- encourage transprofessional collaboration at clinical, institutional and systems levels;
- make the education of healthcare professionals resilient to future pandemics, disruptions and the
changing needs of society.
Frenk, The Lancet 2022
12. Learning Technology
C. Learning Technology
- Innovate on “blended” educational models (face-to-face);
- Increase institution-to-institution global education networks and consortia;
- Develop enhanced robotics and simulation training;
- Implement experiential learning in multiple professions and areas of expertise;
- Prepare staff for success in a technology-dependent learning environment;
- Rigorously assess educational interventions to improve learning and teaching..
Frenk, The Lancet 2022
18. CONCLUSIONS
- SMALL GROUPS.
- ASK QUESTIONS each other (CONFIDENCE).
- CREATE CONNECTIONS AS “SPECIALISTS/PRACTICIONERS”.
- RESPONSIBILITY, RESILIENCY and FREEDOM.
- The “THIRD EYE” of the Teacher.
Learning Technology
Learning: online “blended” with face-to-face events providing an individualized approach to learning
Web 2.0 toolsEnhancing the active engagement of the learner through the generation of material (e.g. blogs, and wikis), and/or communication via social networking software (e.g. Facebook, Twitter).
Mobile devices and appsSpecific, downloadable software programmes supporting learning in the workplace by providing ready access to information.
SimulationIncluding mannequins, case scenarios and computerised environments that imitate the real world offering structured expose and enabling skills practice in a safe environment.
MOOCsNon-award-bearing, free structured courses, offering the potential to free up class time for deeper learning.
The Question is:
«Can Technology enhance Learning?»
WHERE’S THE EVIDENCE: Can technology enhance learning?
E-learning is at least as efficient and effective as traditional lecture-based learning,(4,30–32,36,37) but efficiency depends on learner aptitude and course design,(26) and mode of ‘delivery’ needs to suit purpose.(11)A blended approach can facilitate learning preferences and face-to-face contact is important.(19,27)Simulation can enhance teamwork and technical skills and simulation blended in a real workplace environment, helps with learning transfer.(29)For further evidence see:http://repository.alt.ac.uk/839/2/ALT_TEL_evidence_document_for_BIS_low-res.pdf
A framework for evaluating effectiveness (adapted from Kirkpatrick D (1979) Techniques for evaluating training programs. Training and Development. 33(6): 78–92)
Level 4 Outcomes: tangible results of the programme in terms of health care outcomesLevel 3 Performance: changes in practice resulting from the learningLevel 2 Learning or knowledge: principles, facts and techniques learnedLevel 1 Reaction: participants’ reaction to the programme
HOW TO: Improve research into TEL (adapted from Selwyn Selwyn N (2012) Editorial. Ten suggestions for improving academic research in education and technology. Learning Media and Technol-ogy. 37(3): 213–9.
1. Have nothing to sell.2. Be certain only of the uncertainty of it all – ‘technologies are subjected continually to complex interactions and negotiations with the social, economic, political cultural contexts into which they are situated.’3. Be close (but not too close) to the digital technologies that are being researched.4. Always ask, ‘What is new here?’ Be aware of ‘old wine in new bottles’.5. Retain a sense of history – to work against over-estimating the short term and under-estimating long-term impacts.6. Be aware of global, national and local contexts of education and technology. Notably, ‘show sensitivity towards the importance of local contexts, cultures and circumstances’.7. Engage with the politics of education and technology – recognising issues of ‘power, control, conflict and resistance’.8. Make good use of theory when and where it is helpful.9. Be open-minded and curious when it comes to methodology–- be rigorous and appropriate when it comes to methods.10. Always consider how education, technology and society might be made fairer. ‘The best academic research is pursued with the intention of making education fairer as well as merely more ‘effective’ or ‘efficient’.
Alison Bullock, Peter GM de Jong, Technology-enhanced learning 2014.
A recent article from THE LANCET stressed the importance of elearning for educating health professionals particularly after the disruption of the COVID-19 pandemic.
Here are distinguished three types of education:
Education for life as a principle for health-professional education;
Competency-based education
Learning Technology (elearning or Technology Enhanced Learning – TEL for Bullock – DeJong)
According to the article the Education for Life is the Response to two dynamic factors the stimulate the change in the life of a person: the newest educational technologies leading to the transformation of the health systems.
This transformation can happen according to three dimensions: learning throughout life (lessons of life for ourselves), learning to promote and restore healthy lives (i.e. patients), individuals learning to live their own lives (peers, colleague and teachers themselves).
The competency based-education starts from the fundamental competencies (i.e. Medicine) through the knowledge of theories, concepts and facts accepted by the literature and the scientific community that form the basis for professional practice.
At the second level we found the specialised competencies (i.e. Masters) based on the knowledge and skills for the practice of different professions or specialisations.
At the end we have the integrative competencies including those complex capabilites such as critical thinking, numeracy, creativity, emotional intelligence, ethical deliberation, communication proficiency (including the intercultural communication) and the teamwork.
(resembles «the extended ideas» of the SOLO Taxonomy framwork).
The Learning technology aims at making health professional education effective, efficient and inclusive;
encourageìing transprofessional (multidisciplinariety) collaboration at clinical, institutional and systems levels (holistic); making the education of healthcare professionals resilient to future pandemics, disruptions and the changing needs of society.
- Innovate on “blended” educational models (face-to-face);
- Increase institution-to-institution global education networks and consortia.
- Develop enhanced robotics and simulation training (VR).
- Implement experiential learning (competency based education) in multiple professions and areas of expertise.
- Prepare staff for success in a technology-dependent learning environment (TRAINING).
- Rigorously assess educational interventions to improve learning and teaching.
My example is called
Imaios – APP where is shown the Cross Sectional Anatomy – Real Time – Dynamic Learning_ MRI Head
CONCLUSIONS
The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
Imaios – APP Cross Sectional Anatomy – Real Time – Dynamic Learning_ MRI Head + COLORS for the anatomical-functional areas.
CONCLUSIONS
The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
Imaios – APP Cross Sectional Anatomy – Real Time – Dynamic Learning_ MRI Spine LS + Anatomical points of reference + XRAY.
CONCLUSIONS
The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
Imaios – APP Cross Sectional Anatomy – Real Time – Dynamic Learning_ CT Abdomen + Anatomical points of reference + Functional Study PET-CT.
CONCLUSIONS
The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
Imaios – APP Cross Sectional Anatomy – Real Time – Dynamic Learning_ Cross sectional anatomical analysis from cadavers – condemned to death+ Anatomical points of reference.
CONCLUSIONS
The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
CONCLUSIONS
The whole TEACHING/LEARNING activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
Teachers as advisors, mentors and SPIRITUAL GUIDES.
Thanks for Your attention. I will turn over to You.