UPDATED PPT on Role social media in teaching and learning dr manishankar chak...Dr.Manishankar Chakraborty
UPDATED presentation on Social Media and its role in teaching and learning for the workshop conducted by Dr Manishankar Chakraborty for the teaching staff members of Ibra College of Technology, Sultanate of Oman on the 29th of April 2013.
The document discusses how social media and networks can help medical educators develop. It introduces Natalie Lafferty and Anne Marie Cunningham who will discuss their workshop on this topic. They will provide an introduction and allow questions from attendees. Social media strategies for medical education will be discussed, including using hashtags for specific classes or specialties. Cooperation and collaboration through social networks is emphasized.
This presentation discusses the importance of media literacy and technology skills for teachers and students. It introduces several online tools for collaboration, communication, organization, and sharing information, such as wikis, blogs, RSS feeds, social bookmarking, social networking, YouTube, Flickr, and screencasting. These tools can be used for teaching, learning, professional development, and creating a personalized online presence. Contact information is provided for those wanting more details.
This document discusses new ideas for using educational networking through social media platforms like Facebook and blogs. It outlines how Facebook and blogs can be used to engage students, connect them with each other and teachers, and share information. When implemented effectively for educational purposes, these platforms may enhance students' knowledge, motivation, literacy skills, and social development while also increasing engagement and program retention.
This document discusses how school districts and educators can use various social media tools like Facebook, Twitter, YouTube, and Flickr to communicate with stakeholders. It provides statistics on social media use and examples of school districts that are using these tools successfully. The document also addresses common myths about social media and how it can benefit schools by publicizing their achievements and controlling their own messaging.
Overview for librarians seeking to understand and measure the use of social media in their libraries : delivered at Online Conference, London Olympia, 1 Dec. 2010.
UPDATED PPT on Role social media in teaching and learning dr manishankar chak...Dr.Manishankar Chakraborty
UPDATED presentation on Social Media and its role in teaching and learning for the workshop conducted by Dr Manishankar Chakraborty for the teaching staff members of Ibra College of Technology, Sultanate of Oman on the 29th of April 2013.
The document discusses how social media and networks can help medical educators develop. It introduces Natalie Lafferty and Anne Marie Cunningham who will discuss their workshop on this topic. They will provide an introduction and allow questions from attendees. Social media strategies for medical education will be discussed, including using hashtags for specific classes or specialties. Cooperation and collaboration through social networks is emphasized.
This presentation discusses the importance of media literacy and technology skills for teachers and students. It introduces several online tools for collaboration, communication, organization, and sharing information, such as wikis, blogs, RSS feeds, social bookmarking, social networking, YouTube, Flickr, and screencasting. These tools can be used for teaching, learning, professional development, and creating a personalized online presence. Contact information is provided for those wanting more details.
This document discusses new ideas for using educational networking through social media platforms like Facebook and blogs. It outlines how Facebook and blogs can be used to engage students, connect them with each other and teachers, and share information. When implemented effectively for educational purposes, these platforms may enhance students' knowledge, motivation, literacy skills, and social development while also increasing engagement and program retention.
This document discusses how school districts and educators can use various social media tools like Facebook, Twitter, YouTube, and Flickr to communicate with stakeholders. It provides statistics on social media use and examples of school districts that are using these tools successfully. The document also addresses common myths about social media and how it can benefit schools by publicizing their achievements and controlling their own messaging.
Overview for librarians seeking to understand and measure the use of social media in their libraries : delivered at Online Conference, London Olympia, 1 Dec. 2010.
Communication in a Web 2.0 World - New York State School Boards Assn.Evelyn McCormack
This document provides an overview of various social media tools and platforms that can be used by school officials and communicators, including Facebook, Twitter, YouTube, blogs/eNewsletters, and Wikis. It discusses how these tools can help publicize achievements, drive traffic to district websites, and control messaging. Common concerns about social media like wasting time and compromising security are also addressed. Examples of school districts currently using these tools are given.
The document discusses bringing social networking into the classroom. It describes different social networking technologies like Facebook, Flickr, Twitter, and blogs that could be used by teachers and students. Some examples mentioned are having students maintain blogs for software projects, use Flickr to document construction projects, and create shared workspaces on Sharepoint for collaboration. The document argues that when used appropriately, social networking can enrich learning by allowing participation and engagement anywhere at any time.
This document summarizes a presentation about the role of social media in healthcare given by Lee Aase from the Mayo Clinic Social Media Network. The presentation discusses how social media has become an important part of Mayo Clinic's operations and patient outreach over time. It also highlights two Canadian collaborations, including developing an online social media curriculum with Hootsuite and hiring a community director. The presentation promotes the Mayo Clinic Social Media Network as a resource for healthcare professionals to learn best practices in using social media.
This document discusses how social media can help with self-advancement in research. It describes various social media tools like blogs, Twitter, Facebook, SlideShare, and Pinterest. It explains that using social media can help improve traditional metrics like citations and downloads by increasing online visibility. Social media also enhances professional networking by facilitating real-world interactions from online discussions. The document provides advice for new users, like exploring guides, establishing a professional website, finding relevant conversations, and managing information overload. It recommends establishing profiles on LinkedIn, Academia.edu, and ResearchGate to increase findability and exposure.
Bridging the divide - a social media workshopIan Clark
Slides to accompany a workshop looking at social media, how it's used and how we can engage with students using social media. Looks at blogs, Twitter, Flipboard and Instagram.
Going Mobile and Social at Bedfordshire UniversityPeter Godwin
1. The document discusses how Bedfordshire University is adapting to students increasingly using mobile devices and social media for learning and accessing information.
2. A survey found that most masters students use mobile devices as learning tools and are interested in apps and QR codes to access library services and materials.
3. Focus groups revealed that students value being able to access information anywhere at any time, especially around exam periods, but that costs still present a barrier to greater mobile use.
4. The document argues that mobile devices are changing how students access and use information, and that universities need to promote mobile library services to keep up with these trends in technology use among students.
Social networking is growing rapidly and being adopted in educational settings. Some key points:
- Social media usage has grown exponentially in recent years, now accounting for 10% of online time. Popular sites like Facebook and Twitter are increasingly being used for educational purposes.
- Students are actively engaged in social media, with many discussing schoolwork, sharing music/videos, blogging, and participating in online communities.
- Educators are exploring uses like backchannel chat, polling students, collaborating, and connecting to subject experts through sites like Twitter, Facebook, and Ning.
- While offering opportunities, social media also presents challenges in academic settings regarding privacy, ownership of data, and replacing formal learning management
An open and closed case for educational resourcesPhil Barker
Pecha kucha presentation delivered at Repository Fringe, 3 Sept. 2010. Argues that releasing learning materials as open educational resources can be a better way of solving some of the internal issues institutions face regarding managing teaching and learning materials.
This document discusses the rise of mobile devices and the implications for information literacy instruction. Some key points:
- Over 4 billion mobile subscriptions globally as of 2008, with mobile internet use also rising rapidly
- Information literacy frameworks like SCONUL can be adapted for mobile, through things like mobile-optimized websites, tutorials, databases, reference services, and polling applications
- Challenges include varying device capabilities, slow speeds, and costs, but these are improving steadily
- Early examples show potential for mobile information literacy instruction through approaches like tours, databases, reference help, podcasts, and QR codes
- The mobile environment fosters new active learning styles, though librarians should experiment cautiously given rapid technological changes
This document provides an overview of various social media tools and how school administrators and educators can utilize them. It discusses popular tools like Facebook, Twitter, YouTube, blogs and wikis. It provides statistics on usage and examples of school districts and organizations currently using these tools. It also addresses common concerns and myths about social media. The document aims to demonstrate how social media can help publicize achievements, develop professional learning networks, and control messaging to students, parents and the community.
A whirlwind tour of the world of Open Educational Resources and what it might mean for Heriot-Watt University (or other similar institutions).
Please look at the speaker notes!
We're The Young Generation, And We've Got Something To Say!lisbk
A talk on "We're The Young Generation, And We've Got Something To Say!" given at the “Inspiring the iGeneration Web 2.0, teenagers and libraries” conference on 10 October 2007.
See http://www.ukoln.ac.uk/web-focus/events/conferences/igeneration-2007
This document discusses social media and its uses for education. It defines social media as computer-mediated tools that allow people to create, share, and exchange information online. Examples of social media mentioned include Facebook, Twitter, YouTube, SlideShare, and blogging platforms. The document provides examples of how each of these social media tools can be used for educational purposes, such as connecting with experts, collaborating, sharing content and multimedia. It also lists dos and don'ts for using social media and maintaining privacy and security.
This presentation on 'Current and Future Trends in e-learning' was delivered as part of the MEd in Surgical Education - Module 4 at Imperial College London on 27th February 2014.
MOOCs in the age of higher education’s digital transitionEADTU
Larry Cooperman presented on the opportunities and challenges of MOOCs in higher education's digital transition. He discussed how MOOCs have forced conversations about massifying access to education while maintaining quality. However, MOOCs currently have weaknesses like poor course design and lack of learning research. Cooperman argues that education should move towards universal, lifelong learning through open communities and curricula supported by common technology platforms.
This document provides an overview and definitions of new media and social media. It discusses how the U.S. Fish & Wildlife Service is using new media technologies like blogs, social networking sites, YouTube, Flickr, and wikis to communicate and engage with broad and niche audiences. Examples of how these technologies can be applied for communication, collaboration, education and outreach are also presented.
How should Medical Students Interact with Social Media Networking Sites?meducationdotnet
This document discusses how medical students should interact with social networking sites professionally. It notes that while 75% of medical students have Facebook profiles, interactions on social media can jeopardize patients' confidentiality and the doctor-patient relationship if not managed carefully. The document advocates introducing a module in undergraduate medical education to teach students how to manage their digital footprint and reduce risks to confidentiality posed by social media use. The goal would be for students to harness social media's potential while maintaining professional standards of conduct online.
This document summarizes various technology integration projects completed by students at different grade levels at Harrisburg Academy. Students created PowerPoints, websites, word documents, and more on topics ranging from autobiographies to space brochures to history projects. Across grades, students learned skills like using Inspiration, Publisher, FrontPage and more. The document provides many examples and links to student work.
Using Free Open Access Medical Education #FOAMedNatalie Lafferty
These slides accompanied the workshop delivered on #FOAMed at the ASME annual scientific meeting in Edinburgh on 10 July 2013 by Natalie Lafferty, Annalisa Manca and Dr Rakesh Patel.
The workshop aimed to raise awareness and demonstrate how tools such as blogs and twitter can support free open access medical education (#FOAMed) an internationally emerging trend in medical education.
The Health Educators Guide to Social Media - ANZAHPE AMEA 2015David Townsend
Presentation given Monday 30 March at the ANZAHPE AMEA Conference in Newcastle, Australia
Abstract:
The Health Professional Educators Guide To Social Media
David Townsend
University of New England, NSW, Australia
Introduction/ Background
The new frontier of Social Media presents a fantastic opportunity for health professional educators (HPE’s) to expand their professional networks, keep up to date with the latest news and developments in health education and provides an exciting interactive vehicle for communicating with students and trainees
This workshop will be a taster for HPE’s who are interested in Social Media but don’t know where to begin and will provide them with the confidence and tools to get off to a flying start. Our goal is not simply to inform people about the benefits of social media, but instead to get them active and involved so they can experience it for themselves.
Purpose/Objectives
David will be presenting about how Australian & international social media pioneers have used their blogs, Twitter accounts and Facebook to develop networks across the world. He will be expanding upon the results of the study he presented at ANZHPE14 (Townsend, D. Guppy, M. Methods Used by Australian Medical Students to Assess the Quality of Social Media Educational Resources) and showing how the results of this study can be implemented. He will also be sharing how to keep safe online and balance the risks to ensure you protect your professional reputation. This will be a hands on workshop with all participants expected to give social media a go!
Learning objectives:
The workshop will be based on a 60% practical and 40% theoretical mix. At the end of this workshop, participants will be able to:
1. Sign up, Sign in, Follow hashtags & Start interacting on Facebook, Twitter & LinkedIn.
2. Establish a Facebook page & Blog to start interacting with their students & colleagues
3. Protect their professional reputation online
Method or Issues for exploration/ideas for discussion
David will be sharing his social media experience, however the majority of the time will be made up with practical walkthroughs on how to sign up and speak up on social media networks. He will also be providing a printed “how to” guide for use on the day and will be directing participants to the Social Media GP website (www.socialmediagp.org), a website specifically developed for GPs and other health professionals with more advanced information on social media for use after the event. Social Media GP has been developed by David and a team of GP’s, GP registrars and medical students.
Communication in a Web 2.0 World - New York State School Boards Assn.Evelyn McCormack
This document provides an overview of various social media tools and platforms that can be used by school officials and communicators, including Facebook, Twitter, YouTube, blogs/eNewsletters, and Wikis. It discusses how these tools can help publicize achievements, drive traffic to district websites, and control messaging. Common concerns about social media like wasting time and compromising security are also addressed. Examples of school districts currently using these tools are given.
The document discusses bringing social networking into the classroom. It describes different social networking technologies like Facebook, Flickr, Twitter, and blogs that could be used by teachers and students. Some examples mentioned are having students maintain blogs for software projects, use Flickr to document construction projects, and create shared workspaces on Sharepoint for collaboration. The document argues that when used appropriately, social networking can enrich learning by allowing participation and engagement anywhere at any time.
This document summarizes a presentation about the role of social media in healthcare given by Lee Aase from the Mayo Clinic Social Media Network. The presentation discusses how social media has become an important part of Mayo Clinic's operations and patient outreach over time. It also highlights two Canadian collaborations, including developing an online social media curriculum with Hootsuite and hiring a community director. The presentation promotes the Mayo Clinic Social Media Network as a resource for healthcare professionals to learn best practices in using social media.
This document discusses how social media can help with self-advancement in research. It describes various social media tools like blogs, Twitter, Facebook, SlideShare, and Pinterest. It explains that using social media can help improve traditional metrics like citations and downloads by increasing online visibility. Social media also enhances professional networking by facilitating real-world interactions from online discussions. The document provides advice for new users, like exploring guides, establishing a professional website, finding relevant conversations, and managing information overload. It recommends establishing profiles on LinkedIn, Academia.edu, and ResearchGate to increase findability and exposure.
Bridging the divide - a social media workshopIan Clark
Slides to accompany a workshop looking at social media, how it's used and how we can engage with students using social media. Looks at blogs, Twitter, Flipboard and Instagram.
Going Mobile and Social at Bedfordshire UniversityPeter Godwin
1. The document discusses how Bedfordshire University is adapting to students increasingly using mobile devices and social media for learning and accessing information.
2. A survey found that most masters students use mobile devices as learning tools and are interested in apps and QR codes to access library services and materials.
3. Focus groups revealed that students value being able to access information anywhere at any time, especially around exam periods, but that costs still present a barrier to greater mobile use.
4. The document argues that mobile devices are changing how students access and use information, and that universities need to promote mobile library services to keep up with these trends in technology use among students.
Social networking is growing rapidly and being adopted in educational settings. Some key points:
- Social media usage has grown exponentially in recent years, now accounting for 10% of online time. Popular sites like Facebook and Twitter are increasingly being used for educational purposes.
- Students are actively engaged in social media, with many discussing schoolwork, sharing music/videos, blogging, and participating in online communities.
- Educators are exploring uses like backchannel chat, polling students, collaborating, and connecting to subject experts through sites like Twitter, Facebook, and Ning.
- While offering opportunities, social media also presents challenges in academic settings regarding privacy, ownership of data, and replacing formal learning management
An open and closed case for educational resourcesPhil Barker
Pecha kucha presentation delivered at Repository Fringe, 3 Sept. 2010. Argues that releasing learning materials as open educational resources can be a better way of solving some of the internal issues institutions face regarding managing teaching and learning materials.
This document discusses the rise of mobile devices and the implications for information literacy instruction. Some key points:
- Over 4 billion mobile subscriptions globally as of 2008, with mobile internet use also rising rapidly
- Information literacy frameworks like SCONUL can be adapted for mobile, through things like mobile-optimized websites, tutorials, databases, reference services, and polling applications
- Challenges include varying device capabilities, slow speeds, and costs, but these are improving steadily
- Early examples show potential for mobile information literacy instruction through approaches like tours, databases, reference help, podcasts, and QR codes
- The mobile environment fosters new active learning styles, though librarians should experiment cautiously given rapid technological changes
This document provides an overview of various social media tools and how school administrators and educators can utilize them. It discusses popular tools like Facebook, Twitter, YouTube, blogs and wikis. It provides statistics on usage and examples of school districts and organizations currently using these tools. It also addresses common concerns and myths about social media. The document aims to demonstrate how social media can help publicize achievements, develop professional learning networks, and control messaging to students, parents and the community.
A whirlwind tour of the world of Open Educational Resources and what it might mean for Heriot-Watt University (or other similar institutions).
Please look at the speaker notes!
We're The Young Generation, And We've Got Something To Say!lisbk
A talk on "We're The Young Generation, And We've Got Something To Say!" given at the “Inspiring the iGeneration Web 2.0, teenagers and libraries” conference on 10 October 2007.
See http://www.ukoln.ac.uk/web-focus/events/conferences/igeneration-2007
This document discusses social media and its uses for education. It defines social media as computer-mediated tools that allow people to create, share, and exchange information online. Examples of social media mentioned include Facebook, Twitter, YouTube, SlideShare, and blogging platforms. The document provides examples of how each of these social media tools can be used for educational purposes, such as connecting with experts, collaborating, sharing content and multimedia. It also lists dos and don'ts for using social media and maintaining privacy and security.
This presentation on 'Current and Future Trends in e-learning' was delivered as part of the MEd in Surgical Education - Module 4 at Imperial College London on 27th February 2014.
MOOCs in the age of higher education’s digital transitionEADTU
Larry Cooperman presented on the opportunities and challenges of MOOCs in higher education's digital transition. He discussed how MOOCs have forced conversations about massifying access to education while maintaining quality. However, MOOCs currently have weaknesses like poor course design and lack of learning research. Cooperman argues that education should move towards universal, lifelong learning through open communities and curricula supported by common technology platforms.
This document provides an overview and definitions of new media and social media. It discusses how the U.S. Fish & Wildlife Service is using new media technologies like blogs, social networking sites, YouTube, Flickr, and wikis to communicate and engage with broad and niche audiences. Examples of how these technologies can be applied for communication, collaboration, education and outreach are also presented.
How should Medical Students Interact with Social Media Networking Sites?meducationdotnet
This document discusses how medical students should interact with social networking sites professionally. It notes that while 75% of medical students have Facebook profiles, interactions on social media can jeopardize patients' confidentiality and the doctor-patient relationship if not managed carefully. The document advocates introducing a module in undergraduate medical education to teach students how to manage their digital footprint and reduce risks to confidentiality posed by social media use. The goal would be for students to harness social media's potential while maintaining professional standards of conduct online.
This document summarizes various technology integration projects completed by students at different grade levels at Harrisburg Academy. Students created PowerPoints, websites, word documents, and more on topics ranging from autobiographies to space brochures to history projects. Across grades, students learned skills like using Inspiration, Publisher, FrontPage and more. The document provides many examples and links to student work.
Using Free Open Access Medical Education #FOAMedNatalie Lafferty
These slides accompanied the workshop delivered on #FOAMed at the ASME annual scientific meeting in Edinburgh on 10 July 2013 by Natalie Lafferty, Annalisa Manca and Dr Rakesh Patel.
The workshop aimed to raise awareness and demonstrate how tools such as blogs and twitter can support free open access medical education (#FOAMed) an internationally emerging trend in medical education.
The Health Educators Guide to Social Media - ANZAHPE AMEA 2015David Townsend
Presentation given Monday 30 March at the ANZAHPE AMEA Conference in Newcastle, Australia
Abstract:
The Health Professional Educators Guide To Social Media
David Townsend
University of New England, NSW, Australia
Introduction/ Background
The new frontier of Social Media presents a fantastic opportunity for health professional educators (HPE’s) to expand their professional networks, keep up to date with the latest news and developments in health education and provides an exciting interactive vehicle for communicating with students and trainees
This workshop will be a taster for HPE’s who are interested in Social Media but don’t know where to begin and will provide them with the confidence and tools to get off to a flying start. Our goal is not simply to inform people about the benefits of social media, but instead to get them active and involved so they can experience it for themselves.
Purpose/Objectives
David will be presenting about how Australian & international social media pioneers have used their blogs, Twitter accounts and Facebook to develop networks across the world. He will be expanding upon the results of the study he presented at ANZHPE14 (Townsend, D. Guppy, M. Methods Used by Australian Medical Students to Assess the Quality of Social Media Educational Resources) and showing how the results of this study can be implemented. He will also be sharing how to keep safe online and balance the risks to ensure you protect your professional reputation. This will be a hands on workshop with all participants expected to give social media a go!
Learning objectives:
The workshop will be based on a 60% practical and 40% theoretical mix. At the end of this workshop, participants will be able to:
1. Sign up, Sign in, Follow hashtags & Start interacting on Facebook, Twitter & LinkedIn.
2. Establish a Facebook page & Blog to start interacting with their students & colleagues
3. Protect their professional reputation online
Method or Issues for exploration/ideas for discussion
David will be sharing his social media experience, however the majority of the time will be made up with practical walkthroughs on how to sign up and speak up on social media networks. He will also be providing a printed “how to” guide for use on the day and will be directing participants to the Social Media GP website (www.socialmediagp.org), a website specifically developed for GPs and other health professionals with more advanced information on social media for use after the event. Social Media GP has been developed by David and a team of GP’s, GP registrars and medical students.
This document discusses social networking and medicine. It begins with a warning that social media is disruptive technology. It then lists objectives for the session such as defining social media, listing ways patients and clinicians use social media, and identifying guidelines for physician use of social media. The document discusses major social media sites and how physicians can use them to connect with patients and other doctors. It also addresses managing your online reputation as a physician and providing strategies for appropriate social media use.
How to Disseminate Knowledge and Promote Your Career Using Social MediaMichael Gisondi
This lecture was presented to faculty members in graduate medical education at Albert Einstein Healthcare Network on November 2, 2022.
I describe the use of social media to promote the careers of academic physicians and researchers. I explain how to build platform, disseminate research, teach, and be a public health advocate online using social media.
A social media revolution: Using social media to enhance teaching, student le...Sue Beckingham
This keynote presentation discusses how social media can be used to enhance teaching, student learning, and engagement with professional networks. It provides examples of how students at Sheffield Hallam University have created social media groups to facilitate peer learning. The presentation also outlines how academics can develop an online presence through professional networking platforms like LinkedIn and building a personal learning network on Twitter to stay informed on their field and collaborate with international colleagues. Building an online scholarly identity and participating in digital communities of practice are presented as important aspects of becoming a digitally savvy academic.
Using social media to enhance your research handoutEmma Gillaspy
This document provides an overview of how social media can be used to enhance research. It discusses using social media for information management, networking, collaboration, and building an academic profile. Some key benefits highlighted include facilitating collaboration, managing one's online presence, staying up-to-date on the latest research, and engaging in academic discourse. The document also provides guidance on copyright and IPR, recommends various social media tools for academics, and encourages researchers to consider how social media aligns with the "wisdom of crowds" concept.
The Use Of Social Media In Medical EducationJulie Hewett
The document discusses the use of social media in medical education. It defines social media and provides examples like Facebook, Twitter, LinkedIn, Ning and Google Wave. It describes how these tools can be used for communication, sharing information, collaborating and connecting. The document outlines how these platforms are being used by medical schools, libraries, organizations and individuals for announcements, helping students study, gathering and sharing resources and networking. It also discusses potential issues like ethical considerations and preparing students for proper social media use.
This is an interesting ppt on social media and networking, their role in medical education with 12 tips to use them effectively for medical education...
Studying and Using Social Media in Academic Research_Paton_Chrisyan_stanford
The document discusses using social media in academic research. It provides examples of studies using technologies like iPods, Twitter, Facebook and Skype for data collection and communication. It raises questions about developing research methods for studying social media given its rapid evolution. It also discusses establishing a research agenda for IMIA to explore leveraging social tools and implications at the intersection of health, informatics and social media.
How to Use Social Media to Promote Your Academic CareerMichael Gisondi
This document outlines tips for using social media to promote one's career and disseminate knowledge as an academic. It discusses building an online platform through consistent branding, producing relevant content across appropriate platforms like Twitter, and curating others' work. The document also provides guidance on leveraging altmetrics and blogging each publication to disseminate research more widely. Finally, it explores how to teach and advocate for public health online by meeting learners and audiences where they are on social media.
This document provides information on posting and sharing materials on wikis and blogs in a safe and responsible manner. It defines wikis as collaborative websites that allow users to add, edit, or delete content. Blogs are online journals where writers share views. Examples of different types of wikis are given, covering topics like entertainment, politics, food, health, games, and more. Guidelines are provided for creating wikis using Wiki Space and blogs using Blogger.com. The document stresses the importance of conducting oneself responsibly online, treating digital spaces as classrooms, and asking permission before using others' content.
Engaging with Patients Online: The do’s and don’t’s, and what’s to gainKatja Reuter, PhD
These slides were presented at the the Annual Meeting of the American College of Rheumatology (ACR) and Association of Rheumatology Health Professionals (ARHP) on Nov 15, 2016 in Washington DC. The presentation highlights ways in which physician-scientists may reach and engage patients online for different purposes such as health promotion, study recruitment, attracting patients, and reputation building. The presentation also touches upon tracking online activities for performance reviews and responding to negative reviews.
Introduction to Social Media for Academics | EcodemiaRichard Roaf
The document discusses using social media to engage the public in research on sustainable development. It provides examples of how academics and universities are using platforms like blogs, YouTube, Facebook, and Twitter successfully. It then offers best practices and a four stage process for getting started with an integrated social media strategy, including assessing resources, surveying the current landscape, establishing guidelines, and reviewing efforts.
NeuroDevNet NCE in collaboration with York University's KMb Unit reviewed and assessed existing guides for researchers to use social media for dissemination of research finding and engaging with their stakeholders (end users). The guides are ranked from beginner to advanced, and are presented in an annotated bibliography format which also indicates platforms/tools reviewed in each guide.
How does social media fit into the ethical, legal and professional boundaries of oncology nursing? What are concerns and opportunities that an oncology nurse must be aware of when interacting with colleagues, patients and professional social media sites?
At the end of this activity, the learner will be able to:
State the ethical, legal and social justice elements of social media.
Describe how to integrate social media into the practice of oncology nursing.
Develop tools and skills to apply social media to the oncology nurses’ professional and personal daily activities.
Presented in February of 2014 to ONS Chapter meetings.
Social networking twitter - jason pinkalTalaya Harris
Twitter is a microblogging platform that allows users to share messages up to 140 characters. It has over 284 monthly active users who use it to share messages, images, videos and links. Educators are increasingly using Twitter to create online learning communities by following experts in their fields, informing students of assignments, and having students summarize lessons in tweets. This facilitates sharing of ideas and questions outside of the classroom.
1 Social Media and Education Class Objectives • .docxjoyjonna282
1
Social Media and Education
Class Objectives
• To provide an overview of the use of social media in educational institutions
• To explore how social media is used to advance education
Introduction
The internet has opened up spaces for individuals from different parts of the world,
generations, class, gender and race to gain access to higher education. These forms
of “borderless” learning platforms allow professors to facilitate linear interactions
with students as students take charge of their learning by posing questions and
posting content virtually. The popularity of online courses is demonstrated by a
study conducted by the learningSloan Foundation study consisting of more than
2,500 colleges and universities. The study findings indicated that online enrolments
were growing substantially faster than overall higher education enrolment, and the
17% growth rate in online enrolments far exceeds the 1.2% growth rate in the
overall higher education population (Allen & Seaman, 2010, cited in LeNoue, Hall,
Eighmy, 2011, pp. 4-5). Allen and Seaman classified an online course as one in which
more than 80% of content is delivered online and reported that over 4.6 million
students were taking such courses during the fall 2008 term (p.5). Clearly, online
courses are becoming a preferred means of learning mainly because of their
convenience—students are able to navigate, full time employment, family
responsibilities and other commitments. Many online instructional settings utilize
content management systems that allow for a two way communication between
students and the professor. The forums deviate from lecture structures and
professors in the online context as seen as facilitators of knowledge encouraging
active and experiential learning and teamwork to enhance cooperation and
collaboration. Would you categorize the online classes provided by UCW as a social
media forum?
Beyond online classrooms, universities use social media mainly for marketing,
communication and alumni relations. Universities now combine the use of social
media with their own homepages as a recruitment tools (For example, last year
UCW’s homepage provided access to Facebook, Twitter and YouTube). Universities
are also using social media to reach out to their alumni. A 2012 survey by the
Council for the Advancement and Support of Education (an association of university
and college professionals in development, alumni affairs and communications)
shows that 83 percent of U.S. colleges and universities are using social media to
engage alumni, with 96 percent on Facebook, 80 percent on Twitter, 73 percent on
YouTube, and 68 percent on LinkedIn (Frank, 2013). These statistics give an
illustration of how social media are used for communication between universities
and the public.
http://www.case.org/Samples_Research_and_Tools/Benchmarking_and_Research/Surveys_and_Studies/Social_Media_Survey.html�
2
Social media has also gained ...
Social Networking, Online Communities & Research - WCHRI RoundsColleen Young
This presentation explores how researchers can leverage the social web throughout all stages of research from study design, recruitment and through to knowledge dissemination and integrated KT. Colleen Young discusses the synergies of online communities and research, the people who lead and manage the communities and researchers. The presenter encourages discussion throughout the presentation and will tailor its flow to the attendees' knowledge and participation.
This document discusses various paradigms related to open, semantic, social and mobile research and scholarship. It begins by defining open access, semantic technologies like audio and video, and social media platforms for researchers like social bookmarking sites CiteULike and Mendeley. It then discusses the Higher Education Authority's policy in Ireland requiring researchers receiving public funds to make their publications openly accessible within 6 months of publication. Overall, the document outlines changing technologies that are opening up and enhancing research through open sharing and collaboration.
Presentation given at the 'Digital learning and assessment in the Biosciences: approaches, successes and future horizons' at the University of Glasgow 21 June 2016 as part of the HUBS Bioscience Learning and Teaching Workshop Series.
Is the emperor wearing clothes? A debate on hype vs reality in elearning & ...Natalie Lafferty
My slides from the closing plenary of the AMEE eLearning Symposium 6 September 2015 in Glasgow, which was a debate on the hype vs the reality of elearning in medical education between David Cook and myself.
The document discusses a project at the University of Dundee to develop students' skills as producers of open online learning. Students create learning resources and test mini open online courses on topics like copyright, learning design, and assessment. The resources are iteratively tested and refined. Observations show the importance of educational and multimedia design. Students gain experience in digital teaching, reflection, and time management. Next steps involve openly running the courses for staff and students and continuing to evolve this approach.
Students as agents of change: Experiences of co-producing a mini OOCNatalie Lafferty
This document summarizes the experiences of students at the University of Dundee co-producing an open online course (MOOC). It discusses how the university has a tradition of supporting peer-led and student-selected learning projects. Students helped create mini online courses on topics like copyright, assessment, and using social media for learning. The courses were iteratively tested and refined. Observing student participation identified challenges like varying digital skills that informed further development of the educational approach to better support students as online content producers.
This presentation gives an overview of some of the barriers to technology enhanced learning (TEL) in NHS locations presented at the NHS-HE Forum meeting held on 25 November 2014. It summarises some of the key points being presented in a paper for the NHS HEE - HEA TEL Hub Technology Working Group prepared by Malcolm Teague of Jisc (Janet) and Natalie Lafferty, University of Dundee.
1) The document discusses how technology can be used to create personalized learning opportunities for teachers in the information age.
2) It explores how social media and online tools like blogs, RSS readers, and reference managers can help develop personal learning networks and allow learning to occur anywhere and anytime.
3) The document examines emerging trends in personalized learning like flipped classrooms, spaced learning, and adaptive learning that tailor the educational experience to individual students.
Slides from my presentation as part of the Creating effective learning with new technology in the 21st century:
the importance of educational theories
Symposium at AMEE 1 Sep 2014, Milano, Italy
MOOCs and health sciences education: Hype or disruption?Natalie Lafferty
This a presentation I gave as part of the IAMSE Web Seminar series on 6 February 2014 looking at MOOCs and exploring their potential in health sciences education.
These slides accompanied the workshop delivered on #FOAMed at the AMEE conference in Prague 27 AUgust 2013 by Natalie Lafferty, Annalisa Manca, Dr Ellie Hothersall and Dr Laura Jane Smith.
The workshop provided an introduction to Free Open Access Medical Education and some examples of how this approach can be used in Medical Education.
Engaging students in the curriuclum: Students as producers of learningNatalie Lafferty
This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott Kendall and Satoko Orihashi. The abstract for our session read:
With the growing use of technology in learning and 24/7 access to information, there is growing interest in ensuring students develop 21st-century learning skills such as enquiry, participation, creativity and digital literacy. One way of nurturing these skills in students is to involve them in developing learning resources. In the School of Medicine students have identified that student-led eLearning development can evolve lifelong learning skills and encourage interprofessional and collaborative working. Furthermore, creating learning resources and peer-led teaching activities not only demonstrate students’ understanding of the curriculum, but also helps them gain a deeper understanding of the subject material, as well as pedagogical skills.
Trends and approaches in medical education in the digital age Natalie Lafferty
This document discusses trends and approaches to medical education in the digital age. It notes that virtual learning environments and online resources are increasingly being used to support teaching and learning. However, students still value face-to-face teaching and clinical skills training. New technologies allow learning to occur anywhere and anytime through online videos, lectures, MOOCs and social networks. This poses both opportunities and challenges for facilitating active learning and developing professional online behaviors. Effective integration of technology requires partnership between teachers and students to develop skills and resources for lifelong learning.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Moving beyond Blackboard: The VLE journey at DundeeNatalie Lafferty
This presentation was given as part of the E-Learning for the Learner: the challenge of providing learner centred education in the Age of the Internet Symposium held at the Association for Medical Education in Europe annual meeting held in Lyon, France, 27-29 August 2012
The document discusses setting up a reflective blog for teaching in medicine. It begins by asking why one should blog and provides some examples. It then discusses how blogging can promote social learning and learning in a global community. The document also discusses using Web 2.0 technologies to create personal, group, and publishing spaces. It introduces Bloom's taxonomy and discusses how blogging can enable reflection and dialogue. The document provides examples of medical education blogs and reviews options for hosting a blog on sites like WordPress, Blogger, Tumblr, and Flickr. It encourages beginning bloggers to dip their toe in the water and give blogging a try.
Beyond the Garden Wall: Using Wordpress to support teaching and learning.Natalie Lafferty
The document discusses using WordPress to support teaching and learning beyond traditional virtual learning environments. It provides examples of medical schools and universities using WordPress blogs for teaching purposes. Student response was positive, with thousands of hits on the blogs during teaching blocks. Students engaged with cases, images, and assessments on the blogs and wanted more of this type of supplementary content. There are plans to further develop and evaluate the use of WordPress blogs to deliver educational content in a more open and accessible way compared to traditional learning management systems.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
FOAMed: An introduction
1. 1
Natalie Lafferty
School of Medicine
College of Medicine, Dentistry & Nursing, University of Dundee
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5
UK: Scotland License.
FREE OPEN ACCESS MEDUCATION:
An Introduction
AMEE Workshop 27 August 2013, Prague
Natalie Lafferty, Annalisa Manca, Ellie Hothersall, Laura-Jane Smith
2. 2
This guide provides a brief introduction to Free Open Access Medical Education (FOAMed) a
growing trend in medical education. It includes some examples of FOAMed activities, tools you can
use to create your own FOAMed resources and examples of sites that have resources that you can
use to support your teaching or your own learning.
SETTING THE SCENE
If you want to know how we practiced medicine 5 years ago read a textbook.
If you want to know how we practiced medicine 2 years ago read a journal.
If you want to know how we practice medicine now, go to a (good) conference,
If you want to know how we will practice medicine in the future, listen in the hallways
and use FOAM
- from International EM Education Efforts & eLearning by Joe Lex 2012
1
Technology has been driving massive change in education and health care. Medical education has
been an early adopter of technology and championed open educational resources (OERs) with many
medical schools sharing learning resources via learning repositories such as MedEd Portal, the
Health Education Assets Library and Jorum. With the emergence of Web 2.0 technologies (also
referred to as the read, write web) it has become easier for individuals to create, share and remix
content using tools such as blogs, wikis and social media sites such as YouTube, Vimeo and Flickr.
that enable individuals not only to consume content but also to participate in the creation, sharing and
remixing of information. These tools are increasingly supporting self-directed and independent
learning and the development of new communities, collectives and networks of interest and learning
both nationally and internationally.
Individuals are no longer restricted to looking for information by asking a local colleague or hunting in
the local library. Those who are digitally connected post questions on Twitter or on their blogs and
get feedback and signposts to what they’re looking for via online conversations with their personal
learning network. By subscribing to RSS feeds information is pushed to individuals making it easier to
keep up to date with research in journals. Using Web 2.0 tools like Twitter and content curation tools,
such as blogs, social bookmarking and social referencing tools, information and resources can easily
be curated, shared and disseminated. Those involved in teaching are discovering a wealth of
resources online and using blogging tools and curation tools to mash-up and weave them into their
own teaching narratives to meet local learning and curriculum objectives. As growing numbers of
healthcare professionals have engaged with these technologies, creating content and making new
connections the free open access medical education (FOAMed
2
) concept has emerged and
internationally growing numbers of individuals are tagging their content as FOAMed and identifying
themselves as part of this global movement.
EXAMPLES OF FOAMed ACTIVITIES & COMMUNITIES
Key players in the FOAMed movement are Mike Cadogan and Chris Nickson who are based in
Australia and run the Life in the Fast Lane blog. Both Mike and Chris are emergency medicine
specialists and have been blogging for many years sharing clinical cases, quizzes and countless
other resources. Life in the Fast Lane has been an inspiration for many others in emergency
1
http://freeemergencytalks.net/2012/08/joe-lex-international-em-education-efforts-e-learning/
2
Life in the Fast Lane – FOAMed - http://lifeinthefastlane.com/foam/
3. 3
medicine and the FOAMed label was coined by this community at the International Conference of
Emergency Medicine in Dublin 2012. If you follow the link in the footnote 1 you’ll find links to
commentaries on FOAMed as well as links to the FOAMed community on Twitter and elsewhere.
One easy way to find examples of FOAMed resources and activities is to take a look at tweets on
Twitter
3
that have been tagged #FOAMed, you don’t need a Twitter account to view these. FOAMed
tweets are archived on Symplur
4
and you can take a look at analytics here and see who the major
influencers are. Hashtags
5
are used on Twitter as a way of categorising tweets allowing conversations
to be followed and searched for – (check the footnote for more information).
There are FOAMed resources, communities and activities across many of the medical specialties and
also amongst paramedics and nurses. These typically have formed around blogs and Twitter
hashtags and chats, some focusing on case discussions, others running as journal clubs or
discussing topics of interest identified by the community. Some examples include:
#gasclass
6
- A case based discussion blog aimed at trainee anaesthetists which covers
anaesthetics and critical care. Cases are posted on the blog and discussed on Twitter with
the #gasclass hashtag. Gasclass has attracted an international audience to its weekly case
discussion.
#bluejc
7
– A Twitter journal club supported by the British Journal of Obstetrics and
Gynaecology (BJOG). Each month the BJOC makes a paper available as open access to
support this journal club, questions are posted ahead of the club and the discussion takes
place on Twitter with the #bluejc hashtag. A summary of the discussion on Twitter is
published in a subsequent edition of the BJOC. The Royal College of Obstetricians and
Gynaecologists have recognised participation in #bluejc for CPD if evidence of a copy of
tweets accompanied by a reflection on the discussion is submitted.
#twitfrg
8
– The Twitter finals revision group was set up by Sophie Bishton whilst a final year
medical student as an online revision tool to support medical school finals. Along with a small
team of other students Sophie prepares case discussions and these are discussed on Twitter
with the #twitfrg hashtag at 20.00hrs (UK) on Thursday evenings. The #twitfrg blog posts
revision notes and transcripts of the weekly cases discussions are archived on Storify (see
footnote 7). Whilst aimed at medical students these case discussions regularly attract
participation from medics.
#weNurses
9
– This blog serves as a hub for connecting nurses and runs a weekly twitter chat
for nurses covering a wide range of topics. This community also supports Twitter chats for
pharmacists and paramedics and provides access to archives of these chats.
GMEP
10
– The Global Medical Education Project set up by Mike Cadogan of Life in the Fast
Lane fame is a burgeoning hub where individuals can share FOAMed resources. The site is
currently in beta version and a state of evolution but already hosts many reusable clinical
images, clinical cases, anatomy illustrations and assessment questions. The site is free to
3
Twitter #FOAMed - https://twitter.com/search?q=%23FOAMed
4
Symplur FOAMed - http://www.symplur.com/healthcare-hashtags/foamed/
5
Twitter hashtags - https://support.twitter.com/articles/49309-using-hashtags-on-twitter
6
#gasclass - http://gasclass.wordpress.com/ &
7
BlueJC - http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291471-0528/homepage/test.htm
8
Twitter Finals Revision Group - http://twitfrg.blogspot.co.uk/ & http://storify.com/twitfrg
9
weNurses - http://www.wenurses.com/
10
GMEP - https://gmep.org/
4. 4
join.
Pediatric Education
11
– An extensive collection of paediatric cases created over several
years by Donna D’Alessandro. Each case highlights key learning points, links to the latest
research and images relating to the case.
FOAMed TOOLKIT
There are a raft of Web 2.0 and social media tools that can be used to support participation in
FOAMed learning activities and the development and hosting of FOAMed resources. Some examples
are detailed below, but the list if by no means exhaustive.
1. Video sharing sites - YouTube; YouTube.edu; Vimeo; BlipTV
Teaching and training resources are increasingly being shared on social media sites as many
organisations, institutions and individuals use these sites to host their video resources. These
videos can be viewed directly on these sites but can also be embedded on any web page and are
common features on blogs and wikis.
2. Presentation sharing sites - Slideshare, Prezi, Sliderocket, Google Drive, Haiku Deck
Increasingly conferences and meetings post PowerPoint slides on presentation sharing sites such
as Slideshare to support sharing with delegates and the wider community. Here presentations
can be viewed and downloaded directly from Slideshare but can also commonly be embedded on
other web pages such as blogs. There is also growing interest in other presentation tools such as
Prezi, Sliderocket and Haiku Deck, which also support online viewing and mobile accessibility.
3. Image sharing sites - Flickr, Picasa, Wellcome Images
Photo sharing sites are a rich source of images that can be reused under Creative Commons
licences. Images can be downloaded and reused in presentations and publications where
appropriate attribution is provided. Some academic and research conferences also share poster
presentations on sites such as Flickr to support the wider dissemination of these communications.
4. iTunes/iBooks/AppStore
iTunes is a free application that helps to organise music, podcasts, iBooks and apps from the
Apple store. Content can be viewed and listened to on a PC or Mac and on hand held devices
such as iPhones, iPads and iPods. Many universities are now distributing recordings of lectures,
podcasts, videos and iBooks to students via iTunes-U. There are also growing numbers of health
related apps that can be downloaded from the iTunes App store, whilst some are paid for apps,
there are many that are free. Growing numbers of medical related apps are also now available
for other android mobile devices.
5. Blogging tools
Blogging tools such as Wordpress, Blogger, Typepad and Tumblr offer an easy way to set up a
website and have become central to many FOAMed resources and activities. Individuals can
subscribe to RSS feeds from these sites to keep up to date with new posts and information
11
http://www.pediatriceducation.org/
5. 5
updates or subscribe by email. Commenting features support community engagement and
conversations.
Wiki tools such as PB Works and Wiki Spaces also serve similar functions as blogging tools and
support information sharing around specific subject areas and disciplines.
Examples of ways in which blogs can support to educational activities are illustrated in the figure
below.
6. Social networking tools
Sites here include Facebook, Twitter, Google+, LinkedIn. These networking sites can support
collaboration and discussion amongst individuals with common interests and support communities
of practice.
7. Social bookmarking tools
Social bookmarking tools such as Delicious, Diigo and Zootool allow individuals to save and
access bookmarks via any web browser building shareable and searchable collections of online
resources. These can be shared with colleagues and others via email and RSS feed
subscriptions.
8. Rapid learning asset development tools
There’s a wide range of tools that can be used to support open content creation. Some students
will be aware of these but not all and so here too you may want to highlight tools appropriate for
their project. Free tools include:
Audacity and Garageband for recording and editing audio
Screenr.com, Screencastomatic for recording screencasts
Pixlr.com for editing images
Skitch for annotating and labeling images
Prezi for creating presentations
BlogsReflection/
Portfolio
Reviews of
research
News &
views
Formative
assessment
Just-in-time
learning
Teaching –
guide on
the side
Patient
experiences
Supporting
communities
Comments support audience engagement
6. 6
Haiku Deck – a free iPad app for creating visual presentations
iBooks author for creating iBooks for ipads
Xerte for developing online tutorials
Google Drive for creating documents and presentations
GoAnimate for developing animations
Commercial tools such as Articulate and Articulate Storyline are quite expensive, however you
can download 30 day free trials of these tools to see if you think it’s worthwhile your institution
investing in them
9. Collaborative working
Tools that support collaborative working include Google Drive, Microsoft 365 and wikis. File
storage sites such as Dropbox and SugarSync also support file sharing. Google Hangouts and
Skype can also support virtual meetings, desktop sharing and Google Drive allows synchronous
editing of documents all of which can be used to support learning activities.
10. Reference tools
Sites such as CiteULike, Mendeley, Zotero and Colwiz support reference management but also
have social aspects to them with the ability to create groups around specific interests to share and
discuss articles. These tools can support research collaboration and local and national research
networks.
11. Content aggregator and curation tools
Tools here include Netvibes, Yahoo Pipes, Scoop.it, Pinterest and they offer a way to aggregate
and curate content which can signpost students to learning opportunities. Collections can be
created around different topics and areas of interest to support both personal learning and to
serve as a guide to others.
DON’T FORGET ABOUT COPYRIGHT AND PATIENT CONFIDENTIALITY
If you start to develop and share your own FOAMed resources it’s important to think about copyright
issues and whether you have patient consent to reuse clinical images and recordings. Many
individuals seem to think that if you find an image or resource via a Google search you can download
it and reuse wherever you want. It’s important to remember that copyright law applies to online
content in the same way that it does with paper-based resources. Make sure your students (and
colleagues) know about copyright issues and how they can re-use content shared via Creative
Commons Licences.
There are different types of Creative Commons (CC) licence with differing levels of restriction. These
are
Attribution
The rights holder lets others copy, distribute, display, and perform their copyrighted work
- and derivative works based upon it - but only if you give them credit.
Noncommercial
The rights holder lets others copy, distribute, display, and perform their work - and
derivative works based upon it - but for noncommercial purposes only.
No Derivative Works
7. 7
the rights holder lets others copy, distribute, display, and perform only verbatim copies of
their work, not derivative works based upon it.
Share Alike
The rights holder allows others to distribute derivative works only under a licence
identical to the licence that governs their work.
The Creative Commons website
12
includes more information on its range of licences and there is also
a video
13
on YouTube, which gives a summary of Creative Commons.
You can find reusable images via a Google image search if you use the advanced search function,
the same applies to images on Flickr. Wellcome Images
14
has a rich collection CC images and again
Xpert is a good site to search for images and you can download them as PowerPoint slides which
include the appropriate attribution. Another site with CC images is morgueFile
15
. Also remember
GMEP, which was mentioned previously and includes clinical images, which can be reused.
When it comes to using clinical images or using patient cases, it’s essential that you have permission
to reuse and share these openly on the web, if in doubt don’t publish. You should never include any
patient identifiable information in resources that you publish online. Many medical regulatory bodies
have guidance on the use of clinical recordings so if in doubt refer to your local guidelines.
SOME FINAL TIPS
Keep it simple – follow a handful of people on Twitter, be selective, read what they are saying,
evaluate how useful the information they share is for you and your own learning and teaching
needs. Dip into conversations if you feel conformable doing so. Follow a Twitter chat or a
hashtag. Lurking is totally acceptable! Take a look for a few minutes each day, when you’re
on the bus, standing in the queue for a sandwich, you can take part in FOAMed anytime,
anywhere, anyplace.
Start a blog – write a post – ask for comments and feedback – reply to comments – keep the
conversation flowing!
Get a good RSS reader
16
– try Feedly
17
– save time and make information come to you – read
blog posts, listen to podcasts, watch YouTube videos, follow Twitter chats.
Use bookmarking or curation tools to help you store and archive things that you find useful,
use tags so that you can find them again when you need to.
Try a few solutions – see what works, what you are comfortable with – it’s all about
personalisation. Over time you’ll see what works for you and develop your own learning cycle
supported by Web 2.0 and social media tools like the one illustrated below.
12
Creative Commons website - http://creativecommons.org/
13
Creative Commons video on YouTube - http://www.youtube.com/user/JustinG4000#p/a/u/0/1DKm96Ftfko
14
Wellcome Images - http://images.wellcome.ac.uk/indexplus/page/Home.html
15
morgueFile - http://www.morguefile.com/archive
16
A potted guide to RSS - http://youtu.be/YJinqplM0bY
17
Feedly - http://cloud.feedly.com/#welcome
8. 8
Source: Mike Cadogan - http://lifeinthefastlane.com/2011/11/essentials-of-em-talk-2/
Take a look at this blog post for more tips from members of the FOAMed community -
http://mededelearning.wordpress.com/2013/07/09/what-are-your-top-tips-on-foamed/
FOAMed HELP
If you get stuck or need advice or more tips, email or tweet us!
Natalie Lafferty - Twitter - @nlafferty - Email – n.t.lafferty@dundee.ac.uk
Annalisa Manca - Twitter - @annalisamanca - Email – a.manca@dundee.ac.uk
Dr Ellie Hothersall - Twitter - @e_hothersall - Email – e.hothersall@dundee.ac.uk
Dr Laura-Jane Smith - Twitter - @drlaurajane - Email - laura-jane.smith@ucl.ac.uk
…. AND FINALLY
Remember: it’s all about connections, people, ideas… Sharing the knowledge, being inquisitive and
open to dialogue … keep #FOAMed alive and join the conversation.
SOCIAL LEARNING CYCLE