Starting the Scholarship Cycle - With daily draft Blogposts, SlideShare and Instagram posts
Poh-Sun Goh, 12 October 2020 @ 0703am
The Scholarship Cycle (for me), often starts with an initial daily draft Blogpost, SlideShare and Instagram post. I generally develop each initial blogpost further at regular intervals. An extreme example is for up to a year in the lead up to a scheduled invited conference '
plenary or keynote presentation' or closing '
Pecha Kucha' where the blog, like a work in progress 'painting', gets gradually and progressively refined. The other extreme is a quick sketch on back of 'envelope' or napkin.
Blogposts,
Instagram,
SlideShare single slide posts are wonderful ways of capturing ideas, for later sharing via hyperlinks.
As a 'digital scholar', I use initial blogposts as open access 'bulletin boards', to share thoughts, invite feedback, as (the) material (and building blocks) for further online, hybrid and live discussions; then collaborative workshops and symposia, as well as conference presentations; and finally as
peer reviewed journal publications. The Scholarship Cycle progressively and iteratively completes and repeats itself, adding to, and expanding a
digital portfolio of academic work.
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Micro-Scholarship: Three Threads
by
Poh-Sun Goh
19 April 2021 @ 06.58am, Singapore Time
Thread 1
scholarship, like clinical or educational practice occurs in small sequential steps (ideally taken at regular, even daily intervals)
each step is additive, and cumulative, as part an academic journey
each step can be documented, digitally, and visible - for open access, inspection, review
each step can be created, or curated with proper attribution, and 'value add' e.g. commentary, customisation, to enable each step to be a modular, free-standing, usable 'piece' of 'Micro-Scholarship
Thread 2
our efforts (as open, digital scholars), when aligned with the needs and requirements of our users, including communities of practice and organisations become useful, recognised and valued
recognition by an organisation or institution includes awarding certifications of performance levels + (AND) contribution impact value levels (AS VALUED BY the institution or organisation - e.g. Associate or Professor level performance, Associate or Fellow level performance by AMEE
Thread 3
the concept of 'Micro-Scholarship' is a usable, practical and sustainable framework and recipe, similar to practices in the culinary arts, or the arts
where each ingredient, when selected, curated, and prepared (for cooking), is individually of value, visible and can be assessed, tasted, and valued (and is valuable), as well as the completed 'dish', and 'recipes' - all of which can be made openly accessible, for viewing, consumption, and 'sale' to be bought be a consumer or organisation
the idea of taking small cumulative steps, on a regular basis is an analogy that all of us, and the reader, can identify with
the idea of Micro-Scholarship is that each step 'is' usable, valuable, and can be valued and assessed, and recognised - at individual, community of practice, and institutional levels (with metrics of audience size - use, commentary and incorporation into practice - citations, 'valued ' as 'judged' as attaining a certain band of performance - e.g. Associate or Full, Associate or Fellow level performance, and 'valued' for contribution impact by promotion and increasing salary band levels.
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Dolasinski MJ, Reynolds J. Microlearning: A New Learning Model. Journal of Hospitality & Tourism Research. 2020;44(3):551-561. doi:10.1177/1096348020901579
Shail M. S. (2019). Using Micro-learning on Mobile Applications to Increase Knowledge Retention and Work Performance: A Review of Literature. Cureus, 11(8), e5307.
https://doi.org/10.7759/cureus.5307
Emerson, L. C., & Berge, Z. L. (2018). Microlearning: Knowledge management applications and competency-based training in the workplace. Knowledge Management & E-Learning, 10(2), 125–132.
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Neuroscience, Re-imagined AI, Established Teaching linked to Digital Scholarship and the Scholarship Cycle
Poh-Sun Goh
23 March 2021 @ 0435am, Singapore Time
Basically using current neuroscience thinking and understanding of our how our neocortex makes sense of the world and learns, and cutting-edge new pathway AI development (research translated into real-world working prototypes) + linking this to how we teach interactively to facilitate learning + then using this to feed into and informing micro-scholarship/digital scholarship cycles of modular creation and curation > social media 'snap-shot' sharing of bite-size concepts for interactive sharing and discussions > drafting short form text in blogposts which cumulatively are 'built up' > then progressing to 'live' presentations to peers, using prior digital content including created and curated with attribution content on blogposts as base-core material > then journal paper writing (similar to writing manuscript drafts, by single, pairs or teams of authors). The key idea is being 'open' about the whole creation and digital integration, application and education scholarship process (Boyer applied to Digital).
above from
Understand Intelligence First (before designing AI), Learning First (before Technology or TeL), User (needs) First (before Design[ing])
Poh-Sun Goh, 25 March 2021 @ 0655am
Why, before What, and How
Put the user front and center of a design process.
Learning, specifically outcomes, and performance measures or metrics (how will we know learning or effective training has taken place) before selecting Tools and Platforms, which may or may not use 'high'-Tech or Technology, underpinned by (deep) understanding of learning science, including pedagogy, instructional design principles, and neuroscience.
Understand (functionally, and ideally at a 'deep' level) Intelligence, before designing AI (artificial or Augmented Intelligence) platforms, systems and Apps.
above posted on
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Reading, R(w)riting, Recall, Reflection, Respond and Reply
Reading text, specifically sentences, is a progressively immersive, and engaging experience; which when combined with systematic note-taking, note-making, recall, interactive use and discussion, and reflection; leading to application and use of 'read' ideas, in form of constructed text, not only engages the brain, at a fundamental neurological and neurobiology basis, but also leads to fundamental 're-wiring' of the brain, and is the foundation of learning, and the 'training effect'.
Poh-Sun Goh, 24 March 2021 @ 0710am
"...an industry that depends on people getting lost in the printed word is getting dividends from a digital app built for fleeting attention spans..."
above quote from article below
Getting Lost in a Book: The Science of Reading Comprehension
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Clark, I., & Dumas, G. (2015). Toward a neural basis for peer-interaction: what makes peer-learning tick?. Frontiers in psychology, 6, 28. https://doi.org/10.3389/fpsyg.2015.00028
D'Amato, Rik & Wang, Yuan Yuan. (2015). Using a Brain-Based Approach to Collaborative Teaching and Learning with Asians. New Directions for Teaching and Learning. 2015. 10.1002/tl.20135.
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(From) Technology enhanced Learning (TeL) to Enhance(d) Learning
(From) AI to Augmenting Intelligence by (Deep) Understanding (of) Intelligence (and Learning)
Informed by Performance Science (Coaching, Psychology, Sociology and Anthropology)
Poh-Sun Goh, 25 March 2021, 7.22pm, Singapore Time
Our (ultimate) goal is supporting, facilitating and (constantly) improving Learning, and Training
Enhancing our efforts, with or without the latest Technology, by selecting, if appropriate, for the setting, and user(s), the more effective, and efficient method(s) to Learning, and Train. Informed by learning science, an (deep) understanding of fundamental biology (neuroscience or brain science), motivation, and social and environmental factors which all influence learning and training. With varying effect sizes. Adding insights from coaching (performance) science, including addressing mindsets, cumulative efforts (cumulative addition of slight edges) adding up to outsize effects, feedback and mastery training paradigms.
above from
Goh P, Sandars J, 2019, 'Digital Scholarship – rethinking educational scholarship in the digital world', MedEdPublish, 8, [2], 15, https://doi.org/10.15694/mep.2019.000085.1
Goh, PS. 'Medical Educator Roles of the Future'. Medical Science Educator. Online publication 30 September 2020. https://doi.org/10.1007/s40670-020-01086-w
see also
The online address of the website/blog used to deliver the IAMSE 2020 Plenary presentation on the same topic is
Goh, P.S. Technology enhanced learning in Medical Education: What’s new, what’s useful, and some important considerations. MedEdPublish. 2016 Oct; 5(3), Paper No:16. Epub 2016 Oct 12.
http://dx.doi.org/10.15694/mep.2016.000102
see also
The online address of the website/blog used to deliver the AMEE 2016 Pecha Kucha presentation on the same topic is
