This presentation, containing slides from @nlafferty, @e_hotersall and myself, was used at a workshop for the ASME ASM conference, the 16th of July 2014 in Brighton (ASMEASM2014).

1. Photo paukrus- Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/paukrus/4093830467/
LIVE DISSECTION
of a Twitter-based educational activity
ASME 2014
Brighton

2. Annalisa Manca - @annalisamanca
Educational Technologist
School of Medicine
Ellie Hothersall - @e_hothersall
Public health doctor and theme lead for public health teaching
School of Medicine
Natalie Lafferty- @nlafferty
Director Technology in Learning at the
College of Medicine, Dentistry & Nursing
WELCOME

4. AIMS, OBJECTIVES AND OVERVIEW
• Become familiar with Bandura’s social learning theory
• Understand self-efficacy and why it matters for learning, especially when using
new technologies
• Deconstruct learning activities to find
what helps students’ learning and what
doesn’t
• Plan, design and run a successful online
learning activity based on discussion
• Recognise cognitive load, what
contributes to it and how to deal with it
• Facilitate reflection about social
learning and group dynamics in an
online-based medical education activity

5. SETTING THE SCENE

6. TECHNOLOGY IS DRIVING

7. Learning …
Any time, any where, any place
At work … home … on the go
http://www.flickr.com/photos/earlysound/4490601295/
@nlafferty

8. No longer restricted to libraries & formal learning
@nlafferty

9. MOOCs
Massive Open Online Courses
http://www.flickr.com/photos/fantasticalmonkey/231718162/ @nlafferty

10. @nlafferty

11. Free Open Access Meducation
#FOAMed @nlafferty

12. http://lifeinthefastlane.com/foam/
@nlafferty

13. Supporting MedEd
@nlafferty

14. Changing how we work
@nlafferty

15. @nlafferty

16. PERSONAL (and PERSONALISED) LEARNING
http://www.flickr.com/photos/dalelane/9148453585/
Education … teaching and learning …
looks different for each of us
@nlafferty

17. Signposts to learning
“Guide on the side”
http://www.flickr.com/photos/23958473@N06/2302082384/ @nlafferty

18. PREP

19. Activity – How to …
• Make an account – use a memorable @ (can
change this at a later date)
• Follow some people – search
• Start tweeting!
• Use #asmeasm2014 for all your messages during
the conference

20. First task – in pairs
• Introduce each other on Twitter
• Have you ever participated in a twitter chat? Did
you find it useful for your learning?
• Remember your ‘mentions’ and hashtags
• Include #asmeasm2013 and #TLiDi in your
answer please!

21. HISTOLOGY
Photo from Wikimedia

22. Hashtags – used to categorise
tweets. You can use multiple in a
single tweet.
Mention – Natalie tagged
another user by using their
@twitter name
URL – it can be shortened
using URLshortner services
Reply
View the whole conversation
between @nlafferty and
@BDHodges1
Profile
picture
Name Username
Anatomy of a Tweet
Retweet to share
to your followers
Favourite
Do moreRT – Retweet
MT – Modified tweet
<140 characters_

23. GROSS ANATOMY
Photo from Wikibooks

24. Activity – in pairs
Observe conversations via #hashtags
#FOAMed
#wenurses
#ukmeded
#phdchat
#ASMEASM2014 • Is there a discussion going on?
• Similarities and differences from
normal conversations
• Are the tweets mainly a
“monologue”?
• Is there proper interaction?
• Content of tweets

25. PATHOLOGY –
elements that can
make stuff go wrong

26. Human
behaviour
(learning)
environment
behavioural
patterns
affective and
cognitive
factors
• self-efficacy
• practice
• expectations
• knowledge
• attitudes
• community
• norms
• social system
Bandura’s social learning theory (1971)

27. Self-efficacy (Bandura, 1977)
1977 2004 2008
phobias PTSD education/technology
An individual’s belief in
their ability to succeed in
producing a particular
outcome (Bandura 1977)

28. self-efficacy
skills
teacher
support
tools
Educational activity as a scaffolding structure
https://www.flickr.com/photos/gavatron/10037318335/
information
overload

29. Self-efficacy
expectations
Performance
accomplishment
Vicarious
experience
Verbal
persuasion
Physiological
states
Behaviour/Learni
ng
• Personal mastery / success
• Based on authentic experience
• It can influence self-motivation
• Inferences from social
comparison
• Observation and
interaction with others
• Experience
• Encouragement from
tutors and peers
• Not based on experience
• Emotional arousal can
debilitate performance
Building self-efficacy expectations

30. Self-efficacy
expectations
Performance
accomplishment
Vicarious
experience
Verbal
persuasion
Physiological
states
Behaviour/Learni
ng
Building self-efficacy expectations - in practice
• Model the educational
experience around students’
learning needs
• Consider pre-existing
knowledge and environment
• Encourage
communication and
interaction
• Set appropriate level
of difficulty
• Teacher accountability
• Moderation skills
• Leadership and
engagement
• Peer support
• Help students
overcome fear and
anxiety related to
performance
• Early acquaintance
with tools

31. PROSECTION

32. Based on previous work by nhssm.org
Original scenarios written by Mr Alex Talbott
and Dr Chloe Sellwood
Twitter chat with Social Media emphasis
Easy to tweak to student focus
http://www.open.edu/openlearn/sites/www.open.edu.openlearn/files/sneezeInLine_0.jpg Creative Commons
Origins of #fluscenario

33. 4. (To understand there is more to public health
than drinking water and inequalities)

34. Warming up
Introduced during Respiratory Block lectures
“Introduction to Twitter” sessions from TILT team
Encouraged to get Twitter account and start using in
advance
Photo: Simon Schoeters/Creative Commons

35. Phase 1
• Background
• Preparation
Phase 2
• Early outbreak
• Communication and risk
Phase 3
• Late outbreak
• Prevention and mitigation
Phase 4
• Wrap up
• Lessons learned
Outline

37. http://hawksey.info/tagsexplorer/?key=0Ar1MOlq1UirpdGQyS0tHamNNQzN5LTFZaFJZcVQ3VVE&sheet=ob5

38. http://hawksey.info/tagsexplorer/?key=0Ar1MOlq1UirpdGQyS0tHamNNQzN5LTFZaFJZcVQ3VVE&sheet=ob5

39. http://hawksey.info/tagsexplorer/?key=0Ar1MOlq1UirpdGQyS0tHamNNQzN5LTFZaFJZcVQ3VVE&sheet=ob5

40. Image: Leximancer.com

41. “Whooping cough: Three more babies die in
outbreak http://t.co/VXAIC5Bu #fluscenario”
“Reading about the emergence of multidrug-
resistant TB and automatically relating this to
the spread of #fluscenario. Hello Library
Weekends.”
Application

42. Table 2: Participation data for both
cohorts.
2012 2013
Total number of students in year 184 127
Students participating via Twitter (%) 160 (87) 119 (94)
Total number of tweets 2,987 3,965
Mean number of tweets per student
(range)
13.8 (1-88) 21.2 (1-105)
Connections between students 5215 1939
What happened?

44. “I found #fluscenario irrelevant as it didn't have much
relevance to the respiratory block.”
“…waste of time”
“I enjoyed using twitter as a new way of teaching and I
feel like I learnt a lot from the opportunity to discuss the
flu scenario with my peers.”
“The fluscenario was a personal highlight for me, I really
found it beneficial.”
B+
Evaluation

45. 0%
25%
0%
13%
63%
0%
15%
11%
11%
6%
35%
22%
Twitter is too public
I did not feel confident using Twitter
I did not feel like I had the time to do it
It wasn't interesting
140 characters are not enough to express
yourself properly
Other
2012 2013

46. https://storify.com/DundeePublicH/fluscenario-week-3-summary

47. https://storify.com/lucyamee/an-e-coli-outbreak-o157

48. DO IT YOURSELF
Son of Frankenstein, 1939

49. DO IT YOURSELF
Activity
• From the principles of Bandura’s theory and
the #fluscenario example, design a social-
media based educational intervention
• Plan the whole structure (remember it is a
scaffolding activity)
Son of Frankenstein, 1939

50. Self-efficacy
expectations
Performance
accomplishment
Vicarious
experience
Verbal
persuasion
Physiological
states
Behaviour/Learni
ng
Building self-efficacy expectations - in practice
• Model the educational
experience around students’
learning needs
• Consider pre-existing
knowledge and environment
• Encourage
communication and
interaction
• Set appropriate level
of difficulty
• Teacher accountability
• Moderation skills
• Leadership and
engagement
• Peer support
• Help students
overcome fear and
anxiety related to
performance
• Early acquaintance
with tools

51. WRAP UP
It’s all about the
learning, not the
technology!

52. http://www.flickr.com/photos/toolstop/4546017269/
Don’t lose focus …
Don’t be dazzled by the technology

53. @nlafferty

54. Start with how you want to teach …
Not with technology
One size doesn’t fit all
@nlafferty

55. http://www.flickr.com/photos/8007281@N08/3259845278/
Develop a teaching & learning toolkit
@nlafferty

56. http://www.flickr.com/photos/ianinsheffield/5611248212/in/photostream/
Personalisation -
Use what’s best for you@nlafferty

57. THANK YOU
@annalisamanca
@e_hothersall
@nlafferty

58. • (Slide 14) Mesko, B. (2011). Online medical content curation and
personal time management with Web 2.0: an exciting era. Cellular
Therapy and Transplantation (CTT), Vol. 2, No. 8
• (Slide 26) Bandura, A. (1971). Social Learning Theory. New York:
General Learning Corporation.
• (Slide 27) Bandura, A. (1977). Self-efficacy: Toward a unifying theory
of behavioral change. Psychological Review, Vol 84, No. 2, pp 191-
215.
• (Slide 27)
• Caprara. (2008). Longitudinal analysis of the role of perceived self-
efficacy for self-regulatory learning in academic continuance an
achievement, Journal of Educational Psychology, 100(3) 525–534
References