This poster describes the use of ApprenNet in a collaboration between Dr. Rondalyn Whitney (Dept of Occupational Therapy) and Dr. Rodney Murray (Office of Academic Technology) at the University of the Sciences. Dr. Murray will present this topic at the International Association of Medical Science Educators annual meeting at St. Andrews University, Scotland, UK on June 8, 2013.
Survey report how technology can help in personalization of educationJaymineShah
Brainvire has conducted a small survey with among EdTech C-Level professionals and stumbled upon some key findings which could be very crucial for EdTech decision makers, CTOs and CEOs for their digital transformation. This can also be valuable for EdTech start-ups.
Survey report how technology can help in personalization of educationJaymineShah
Brainvire has conducted a small survey with among EdTech C-Level professionals and stumbled upon some key findings which could be very crucial for EdTech decision makers, CTOs and CEOs for their digital transformation. This can also be valuable for EdTech start-ups.
Survey report how technology can help in personalization of educationJaymineShah
Brainvire has conducted a small survey with among EdTech C-Level professionals and stumbled upon some key findings which could be very crucial for EdTech decision makers, CTOs and CEOs for their digital transformation. This can also be valuable for EdTech start-ups.
Survey report how technology can help in personalization of educationJaymineShah
Brainvire has conducted a small survey with among EdTech C-Level professionals and stumbled upon some key findings which could be very crucial for EdTech decision makers, CTOs and CEOs for their digital transformation. This can also be valuable for EdTech start-ups.
The Usage of PollEverywhere by Howard University Faculty Who Took PollEverywh...Dr. Aitza Haddad Nuñez
This study presumes that HBCUs would be specially affected by the integration of technology into the college classroom as a strategy to enhance the active teaching/learning process. In this sense, this study aims to collect preliminary data on the usage of PollEverywhere by faculty members at Howard University, a well-known HBCU, that can be used as a basis for further explorations.
The Usage of PollEverywhere by Howard University Faculty Who Took PollEverywh...Dr. Aitza Haddad Nuñez
This study presumes that HBCUs would be specially affected by the integration of technology into the college classroom as a strategy to enhance the active teaching/learning process. In this sense, this study aims to collect preliminary data on the usage of PollEverywhere by faculty members at Howard University, a well-known HBCU, that can be used as a basis for further explorations.
Individuals are generally of the impression that the physique obtains sufficient minerals and supplements within their diet. Nevertheless, this is not always real. It is at times very important to utilize health and wellness supplements to recompense on the insufficiency of vitamins and minerals.
Técnicas de estudio- Ariticulo Dunlosky 2013CENTRE SUPORT
¿Sabemos realmente si nuestros métodos de estudio son los mejores? ¿Sabemos que son los más productivos o simplemente seguimos usando el mismo método por costumbre?
Pues, para nuestra alegría, resulta que si que han detectado cuales son los métodos de estudio más eficaces, gracias a una investigación llevada a cabo por los investigadores de la Universidad Estatal de Kent, dirigidos por John Dunlosky. En dicha investigación se estudiaron hasta 10 técnicas de estudio diferentes, las más comunes, y las examinaron para detectar cuál era realmente efectiva, y cuál no. Son las siguientes:
Interrogatorio elaborado: Explicación de porqué un hecho o concepto es verdadero.
Auto-explicación: Explicación de cómo se relaciona la nueva información estudiada con la información conocida anteriormente, o la explicación de los pasos tomados para la resolución de problemas.
Resumir: Elaborar resúmenes de textos para aprenderlos mejor.
Destacar / Subrayar: Marcar partes potencialmente importantes que han de ser aprendidas.
Mnemotécnicas: Uso de palabras clave e imágenes mentales para asociar conceptos.
Imágenes para textos: Tratar de formar imágenes mentales del texto mediante lectura o escucha.
Releer: Leer y volver a leer una y otra vez (esta es mi favorita).
Practicar con exámenes: Usar exámenes de la asignatura en particular y practicar con ellos.
Distribución del estudio: Preparar un examen con mucho tiempo y de forma programada (cosa que a veces es imposible, o simplemente somos demasiado vagos para ello).
Intercalar estudios: Distribuir, dentro de nuestras horas de estudio, diferentes tipos de asignaturas (en la misma sesión, es decir, si vamos a estar 4 horas seguidas, estudiar 4 asignaturas distintas por ejemplo).
Pues bien, ¿cuáles de estas técnicas creéis que fueron las ganadoras por su eficacia? Premio, una de ellas fue la de distribuir el estudio en el tiempo, y la otra, practicar con exámenes de la asignatura que estemos estudiando. Todas las demás fueron desechadas, haciendo hincapié en las peores, donde entran las técnicas de “releer”, “subrayar” y “hacer resúmenes”. Si, creo que la mayoría hemos basado nuestros grandes métodos de estudio en cosas poco o nada eficaces. Así lo expresa Dunlosky:
“Me sorprendió que algunas de las estrategias que los estudiantes utilizan mucho -, como leer y subrayar – parece proporcionar beneficios mínimos en su aprendizaje y desempeño. Con tan solo reemplazar estas técnicas con la buena distribución del estudio, los estudiantes se benefician”
Por otro lado hay técnicas que, aunque no han destacado por ser las mejores, si que han recibido críticas positivas, como son las mnemotécnicas (para conceptos clave específicos, pero no para todo tipo de estudios ni mucho menos), el estudio intercalado, el interrogatorio elaborado o la autoexplicación.
Así que ya sabéis, aunque hasta el 65% de los estudiantes confiesa usar la técni
Designing for innovative learning: Between making pedagogical decisions and u...Nadia Naffi, Ph.D.
Naffi, N. (2016). Designing for innovative learning: between making pedagogical decisions and unleashing the control on decisions. Workshop. Marianopolis College, Montreal, Canada
Abelardo Paerdo, Jurgen Schulte
In conventional learning environments, instructors are typically faced with the trade-off between the quality of the student experience and the workload in terms of hours dedicated to deliver that ex- perience. This trade-off is exacerbated in the context of courses with large student cohorts. In these scenarios, instructors are fully aware of strategies that would increase the quality of a course such as frequent, personalised feedback, but the required resources sig- nificantly reduce (if not completely remove) the catalog of support actions.
In the ideal one-to-one scenario instructors establish a conversa- tion with the student to gain insight about their current state in terms of the learning objectives, select the most appropriate sup- port action, and deliver it to the student usually verbally, visually or both. Technology may provide support when scaling these three steps: gaining insight, selecting a support action, and delivering it to the student. But with it comes to technology, a second trade-off appears, that of the effectiveness of a tool versus its complexity of creation and deployment. A tool may provide an effective scaling of one of these stages, but they are very complex to design and/or equally complex to gain adoption by the regular instructor.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
This is a toolkit for course teams to use to improve student retention and engagement on their courses. It was developed by the HERE Project team (2012).
These slides are part of the BbWorld17 Blackboard Learn Roadmap presentation given by Jim Chalex, VP for Product Management, Blackboard. These slides were compiled by Rodney B. Murray, PhD, with permission from Blackboard Inc.
Presentation originally delivered at a Thomas Jefferson University retreat in June of 1999! Ideas are sound but not much has changed. Is your University looking out for possible disruption?
DIY Podcasting: Benefits for Teaching and LearningRodney B. Murray
Podcasts are audio or video recordings designed to be downloaded and played on portable media devices. Podcasting has its roots in early MP3 music player (pre-iPod) and RSS (really simple syndication) technologies. This presentation will outline the history of podcasting, benefits of podcasting for teaching and learning, how podcasts are created and used, and discuss the basic tools to help anyone get started on creating podcasts.
Set Your iPads Free: Using Apple TV to Unleash the Power of Mobile and Flip ...Rodney B. Murray
Presentation on "technology in service of pedagogy" given at the International Association of Medical Science Educators (IAMSE) meeting at St. Andrews University, Scotland in June 2013.
Podcasting & Web 2.0: Implications for Health Care EducationRodney B. Murray
Podcasting is the fastest growing consumer electronic technology since the DVD. Podcasting involves the recording of audio programs that are then made available for listening from a website or downloading via a "pod catcher" for playback while walking, exercising, or commuting. Like many other consumer technologies (slides, TV, VCR, CD-ROM, WWW), podcasting is fast becoming a hot topic in educational technology. Learn how podcasting is already being used to educate learners of all stripes and how to find relevant podcasts and become a podcaster with only a small investment.
Podcasting & Web 2.0: Implications for Health Care Education
An Innovative Use of ApprenNet to Facilitate Meaningful Intra-professional Critique in Expanded Class Sizes in Allied Health
1. An Innovative Use of ApprenNet to Facilitate
Meaningful Intra-professional Critique in
Expanded Class Sizes in Allied Health
Rondalyn Varney Whitney, PhD, OT/L
Department of Occupational Therapy, University of the Sciences, Philadelphia PA
Rodney B. Murray, PhD
Office of Academic Technology, University of the Sciences, Philadelphia PA
2. Introduction
Key factors in developing curricula for allied health programs are a) to foster
strong reasoning skills, b) provide practices that create a reflective student, and c)
offer innovative approaches for the treatment of chronic health concerns. Barriers
include expanding class sizes, lack of in-class time available to model and
stimulate meaningful peer-to-peer critique and limited instructor skills in the use of
technology in the classroom. The ShowMe ApprenNet project evolved out of the
intention to harness the promise of the iPad for synchronous and asynchronous
learning and to address the barriers to optimal learning.
The objectives of the assignment were:
Identify performance skills or patterns in multiple patient populations that could be
addressed via a short, asynchronous learning modules, as delivered via the iPad app
ShowMe
Synthesize theoretical concepts that guide intervention and provide rationale for the
intervention
Demonstrate clinical reasoning skills by providing meaningful feedback on peer
designed interventions via ApprenNet.
3. Method
ApprenNet is a learner-centered platforms that allows experts and learners to
interact in a reciprocal teaching and learning experience and through this
interaction, create a robust learning community
The opportunity for feedback provides in an innovative, interactive exchange
without consuming valuable course time. Each student can participate, further
enticing and making way for both enthusiastic and reticent peers to develop skills
of critique and analysis. Students can spend individual and group time reflecting
on this experience through written reflection and class discussion and an
aggregate report is given by the instructor to the larger class. Discussion follows
to highlight the effectiveness of method, outcomes, and the opportunity for this
mode of Telerehabilitation within the scope of occupational therapy practice.
4.
5. Results
Using the app, ShowMe, provided students with an opportunity to apply
their understanding of occupational therapy intervention to the virtual
context, a novel but promising environment with which to achieve client-
centered goals.
Each student creates their own unique ShowMe, building and expanding
upon their original idea. They then upload their intervention and through
ApprenNet, receive multiple rounds of peer-review. Students compare and
contrast each student-paired ShowMe intervention, following prompts
provided. These prompts were generated in consultation with the
Instructional Designers at USciences. A leader board of 5 lessons
eventually emerges, and I comment on the salient features of the
interventions that percolate to the head of the class.
6. Conclusion
Combining the iPad with ApprenNet increases the power of each tool and allows
students to conceptualize the exponential power of technology for meeting
tomorrow’s health care concerns. Further, this technology facilitates greater peer-
to-peer critic, essential to student-centered learning.
7. Future Directions
• Telemedicine has been identified as one of the top 10 emerging practice areas for
Occupational Therapy yet the opportunity for creative student centered learning is a
challenge within larger class sizes.
• Looking ahead, I plan to pilot an expanded lesson in the Research 2 course in the
current spring semester (2013) and the leadership courses, Fall 2013.
• eLearning tools can promote continued peer-to-peer and expert clinical oversight of
students dispersed in experiential learning beyond brick and mortar learning
environments of University of the Sciences.
• ApprenNet provides a platform for eLearning that can be leveraged for multiple
asynchronous learning opportunities and this years’ experience, as described above,
provides both encouragement and instructional design for integration into future
experiential learning content.
• This innovative program has been selected by Rodney B. Murray, Ph.D., Executive
Director of the Office of Academic Technology to be the exemplary project he will
highlight in at the International Association of Medical Science Educators (IAMSE).
8. Questions?
• Rondalyn Varney Whitney, PhD, OT/L
Department of Occupational Therapy
r.whitney@usciences.edu
• Rodney B. Murray, PhD
Office of Academic Technology
r.murray@usciences.edu
• University of the Sciences in Philadelphia
www.usciences.edu