Information technology (it) itself does not facilitate your teaching

1. 1
Information Technology (IT) Itself
Does Not Facilitate Your Teaching
~How To Prepare for the IT-assisted Education~
Hirotaka Onishi MD, MHPE
International Research Center for Medical Education
Faculty of Medicine, University of Tokyo

2. Overview
 Principles
 Development

3. 1. PRINCIPLES

4. Innovative Curriculum
The SPICES model
Harden, 1984
Innovative Traditional
Student-centred —— Teacher-centred
Problem-based —— Passive acquisition
Integrated —— Discipline-based
Community —— Hospital-based
Elective —— Standardized
Systematic —— Opportunistic

5. Reasons for E-Learning
(Harden & Laidlaw. Essential Skills for a Medical
Teacher. 2012)
 an emphasis on student-centred and individualised
learning with 'just-for-you' learning, 'just-in-time'
learning and 'just-the-right-place' learning
 distributed learning with students learning at different
sites
 increased access to medical studies for students
from different backgrounds with programmes
required to cater for an increasingly diverse group of
students
 advances in medicine with the problem of information
overload

6.  the continuum of education from undergraduate
through postgraduate to continuing medical
education
 international dimensions and globalisation with an
expansion of the traditional classroom to include
students from around the world
 the changing roles of a doctor with the need to learn
new skills and acquire new competencies at different
times in their career
 acquisition of the skills and tools that learners need to
develop in order to prosper in an information society

7.  high expectations of students- the 'digital natives'-
who come to medical school with more than 10 000
hours experience in e-learning
 collaborative or peer-to-peer learning, which can be
significantly facilitated by social media networking
 inter-professional education with non-threatening
learning opportunities online where doctors, nurses
and other members of the healthcare team can
participate
 sharing of rich learning resources with potential
financial benefits.

8. CRISIS Framework
(Harden & Laidlaw. Essential Skills for a Medical
Teacher. 2012)
For effective learning
Convenience: makes voluntary participation easy.
Relevance: reflects the user's day-to-day role in
medical practice.
Individualisation: allows learners a say in what is
learnt and adapt the programme to their own needs
Self-assessment: encourages doctors to evaluate
their understanding of the subject and to remedy any
gaps identified.
Interest: arouses attention and encourages learners
to participate in the programme
Systematic: offers a planned programme, with
coverage of a whole subject or an identified part of it
C
R
I
S
I
S

9. Overview of e-Learning
 Learning with the usage of electronic
devices
 Devices: CD, DVD, TV, Computer,
Smartphone…
 Flexible/distributed learning: Broader
concept including e-learning and
distance learning

10. Heart Sound and Contraction Cycle

11. Image of e-Learning
OK…
I got it…
Hmm…Cool!
Did you think
of AMI for
differential
diagnosis for
abdominal
pain?
It’s common
sense
Really?

12. Student A: Did you think of AMI for differential diagnosis for
abdominal pain?
Student B: Really? No, I didn’t.
Student A: A webpage about differential diagnosis said that
AMI sometimes causes epigastric pain.
Student C: I’ve heard of such a case presentation from senior
student.
Student D: I thought that AMI causes chest pain, not
abdominal pain.

13. Examples of e-Learning
(Harden & Laidlaw. Essential Skills for a Medical
Teacher. 2012)
 independent learning using learning modules
available online
 access to information and learning resources online
 web-based synchronous presentation by a teacher to
a group of students
 students learning together online in real time,
facilitated by a tutor
 asynchronous discussion forums or chat rooms and
bulletin boards
 social networks such as Facebook

14.  interactive multi-media activities including games and
simulations online or on a DVD
 virtual patients with whom the learner has to interact
 videos or audio recordings of lectures distributed
through online streaming
 pod casts using mobile devices such as telephones.

15. What Looks Motivating for
Students – UCGC
Ubiquity
Connection
through gadgets
Global and future
perspective
Cost-effectiveness
UCGC: UCG check – (1) ultrasonic cardiography,
(2) urethrocystography, (3) human chorionic gonadotropin

16. Ubiquity
 Students or health professionals are to be motivated
to learn when:
 the topic is related with future role
 the topic is connected to his/her prior experience
 a peer stimulates the thought, e.g. cognitive
dissonance – he/she feels a gap between a new
information and his/her own concept
 While the brain is hot, he/she want to know more
about the topic by:
 reading a textbook
 asking someone not only a teacher but colleagues
 looking up information on the internet

17. Connection through Gadgets
 When he/she learns something from a peer:
 the relationship is strengthened
 both are motivated to learn further (social
constructionism)
 To continue the relationship/friendship,
continuous interaction is needed
 through e-mail, chatting, SNS (social networking
service, such as twitter, facebook, LINE…)

18. Global and Future Perspective
 Students or young health professionals tend to get
bored with the issues just in front of them.
 Teachers should continue to give something new or
unknown to them
 even if teachers don’t know the answer for the issues.
 Global and future issues tend to attract students or
young health professionals.
 E-learning only in a university or a hospital is not so
interesting. E-learning with another area of the country
or even with foreign countries, the need for e-learning
is more strongly understood.

19. Cost-effectiveness
 If the internet environment is available, e-
learning might be more cost-effective.
 Through computers (desktop, laptop and tablet) or
smartphones
 Ubiquity might develop more time-efficient
situation

20. 2. DEVELOPMENT

21. 4 Types of Educational Usage of
ICT (information and computer technology)
1. All the classroom teaching is replaced by
ICT (distance learning, on-line education)
2. Blended learning – combination of
synchronous and bilateral classroom and
ICT education
3. Teaching is done in the classroom but ICT is
utilised (powerpoint, clicker, etc)
4. Related with classroom teaching, LMS
(learning management system) is utilised to
improve learning. (Yoshida, 2014)

22. Teacher’s
instruction
• Web-based
lecture
• Tutorial
session
Self-
learning
• Online
module
• Information
or learning
resources
Multimedia
• Game or
simulation
• Movie or
animation
Collaborat-
ive learning
• Synchronous--
voice, chatting
• Asynchronous
-- e-mail,
bulletin board
system, SNS

23. New Trend
 MOOC (Massive open online course)
 Concept was developed in 1960s. After 2008
many universities started to contribute.
 Free, open and online lecture.
 Discussion and assessment is possible too.
 Flipped classroom
 Information provision is not done by lectures but
by e-learning at home beforehand.
 LMS can check learning behaviour of students.
 Practice or discussion is done in the classroom.

27. e-Learning System
 LMS (learning management system)
 e-syllabus (study guide)
 e-portfolio
 Learning contents

28. LMS
 Previously several commercial products
like WebCT, Blackboard were popular.
 Cost for software and human resources
was enormous
 Currently free softwares became
popular, such as Moodle.
 Technical standard was established.
 SCORM (Shareable Content Object
Reference Model)

29. e-Syllabus
 Teachers or students in a university do not
know very much about the whole structure of
the curriculum.
 Syllabus book is too heavy for ubiquity.
 e-syllabus will improve their understanding of
the whole curriculum.
 Information in the syllabus should be
upgraded to the level of study guide

30. Syllabus  Study Guide
Syllabus Study guide
 Schedule
 Title of the class
 Type of class –
lecture, small group
discussion, tutorial,
practicum, etc
 Assessment
 Textbook
Addition to ,
 Overview of the
contents
 References
 Workbook or
logbook – later
becomes part of
portfolio
(Harden et al. AMEE Guide No.16, 1999)

31. e-Portfolio
 Learners can accumulate what they
learned, experienced and reflected to
deepen the understanding.
 Showcasing what they learned is
another skill.
 Free software becomes available –
Mahara, etc

32. Learning Contents
 Various components/modality should be
combined effectively to avoid boredom.
 Text information on the web is the basis.
 Photo, movie should be integrated.
 Movie seems interesting but if it becomes long
it is also boring – video clip <5 minutes!
 Context is important – using a photo or a movie
might deteriorate the flow of learning.

34. Authoring Softwares for
Learning Contents
 Several softwares are available.
 You can connect different kinds of
information with LMS.
 You can make online quiz too.
 Even a free software becomes available.

35. How to Develop e-Learning
Contents
 It is important for a teacher to connect
various contents to make a story.
 Since each content is reusable, sharing it
with other teachers will decrease future
workload.
 Factors to interfere such sharing
 Incentive
 Platform

36. MedEdPORTAL
 Portal site for learning resources offered by
AAMC (Association of American Medical Colleges)
 After registration you can use many
resources for free. No copy right issue for the
use of classes.
 Teaching materials, curricula, video clips, etc
are reserved after peer review.
 Many US universities count such curricular
contribution to MedEdPORTAL as a teacher’s
educational product.

38. MedEdPORTAL Movie

39. Situation in Many
Universities in Japan
 Universities are accumulating recorded
lectures.
 Students are able to watch recorded
lectures anywhere.
 Some students do not come to campus.
 Many students became bored with
recorded sleepy lectures.

40. Problems
 Recording boring lectures will make
boring lecture movie.
 Live lectures might be better than recorded
lectures.
 It takes long to watch a movie.
 Some watch the movie in 1.5 times speed.
 Video clip < 5 minutes will improve result.

41. Instructional (Systems)
Design (ID, ISD)
 This methodology helps you develop the plan
for a lecture or whole structure of e-learning.
 Many methods have been developed.
 ADDIE model – for the whole curriculum.
 ARCS model – to improve motivation
 In medical education, ID (ISD) is quite helpful
for e-learning and simulation teaching.
 Scenario writers, movie makers, cartoonists,
etc. try to learn ID or ISD.

42. Keller’s ARCS model
- How to Control Motivation -
 Attention
 Arouse and maintain curiosity/attention
 Relevance
 Connect classes and objectives/demands
 Confidence
 Enhance confidence to success
 Satisfaction
 Manage enforcement/motivation

43. How to Use Dental Floss

44. Making a Good Movie Is
Not a Easy Task…
 Making a good movie costs very high
 One minute movie costs 50,000USD?!
 Look for a good movie on the web is
easier.
 Please check copy right issue before you
use it for the classes.

45. Wrap Up
 Teachers should know how IT should
be utilised to maximise your teaching.
 CRISIS and UCGC
 Teaching by a story, use of movies, ID
or ISD are keys for better e-learning
If you like me to share PPT, please contact
onishi-hirotaka@umin.ac.jp