This document discusses using Instagram and other social media platforms like Blogger and SlideShare to engage learners in eLearning and digital scholarship in medical education contexts. Short content like images, graphics and text on Instagram can capture attention and showcase concepts at a glance. Analytics of engagement on these platforms provides insights into teaching and learning that can support evaluation, research and dissemination of educational content and processes. The approach aims to make digital resources and faculty development openly accessible online.

1. Role of Instagram (-Like Content) in eLearning, eTeaching, Digital Research and
Scholarship
Poh-Sun Goh
Associate Professor and Senior Consultant
Department of Diagnostic Radiology, Yong Loo Lin School of Medicine
National University of Singapore
and
Associate Member
Centre for Medical Education
Yong Loo Lin School of Medicine
National University of Singapore
Email: dnrgohps@nus.edu.sg
Key words:
Instagram, Social Media, Technology Enhanced Learning, Learning Analytics, Digital Scholarship
Abstract:
The start of any learning (and teaching) journey is to capture attention, show relevance and
value (quickly, at a glance), in order to then engage the learner in an educational and training
process. Short form text, compact illustrations and graphics, and anonymized Radiology images
can be used to catch attention, show relevance and value “at a glance”, convey the gist of a
concept or idea, and give an overview of available (digital) content. This PechaKucha
presentation will illustrate the use of Instagram (as a freely available, free, “off the shelf”
presentation and engagement platform), combined with Blogger and other embedded open
access, free to use online tools (like SlideShare, Padlet and WhatsApp) coupled with Digital and
Learning Analytics (to support an open access, anonymized Radiology Image + Medical Educator
Faculty Development key slide + curated with citation online content digital repository) - for
Clinical Radiology Training (at Undergraduate, Postgraduate and Lifelong learning settings) as
well as for Medical Educator Faculty Development (in eLearning / Technology Enhanced
Learning in presentation, workshop and conference symposia settings). The data and learning
analytics process gives visibility of the audience (size and composition), engagement with the
digital content and learning process, as well as insights into partial and completed learning
tasks and actual performance. This supports evaluation of teaching and learning, as well as
educational research and digital scholarship (to document, reflect, evaluate, assess,
disseminate and facilitate peer review, feedback and critique).

2. References:
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http://dx.doi.org/10.15694/mep.2016.000148
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http://dx.doi.org/10.15694/mep.2016.000117
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http://www.ncbi.nlm.nih.gov/pubmed/27414992
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http://www.ncbi.nlm.nih.gov/pubmed/26558420