"The lessons learned for using Technology Enhanced Learning during the COVID-19 pandemic"
Symposium, August 27-31, 2021
Title: The lessons learned for using Technology Enhanced Learning during the COVID-19 pandemic
Presenters: J Sandars, D Fernandes, PS Goh, R Patel
Date: Sunday 29th August 2021
Time (UK): 1000-1130 (start/end)
Chair - John Sandars
Poh Sun - using Technology Enhanced Learning in MedEd - Lessons from Design, Development and Use during COVID-19
John - lessons about implementation - complex socio-cultural systems and the challenge of rapid change
Rakesh - lessons about online clinical skills teaching
Dario Fernandes - lessons from a LMIC perspective
Lessons from Design, Development and Use during COVID-19
Poh-Sun Goh
Transcript
Hello
Thank you to Professor John Sandars, chairman of the AMEE TEL Committee for leading our symposium team, for his opening comments, and setting the stage. I will briefly add to his slides, before handing on the baton to Rakesh and Dario.
My presentation focuses on Lessons Learnt during the Development, Design and Use of Technology Enhanced Learning during COVID-19. In two main sections, in two main areas - our ‘Use’ of TEL; and our opportunity to relook at how we ‘Design and Develop’ process. [Opening Slide]
Thinking in this presentation builds on and extends upon previously published work [Slide 2]
Let’s first look at our ‘Use’ of TEL. During COVID-19, many of us applied ‘emergency measures’ including in eLearning (emergency eLearning or emergency TEL), using (digital) content at hand, combined with digital tools and platforms which were available, off the shelf or repurposed [Slide 3]
Elaborating on how we might re-look at our ‘Design’ and ‘Development’ of TEL - Living with COVID-19/after COVID-19, we now have the opportunity of being more intentional about our design and development of TEL, looking at ‘What’ we are trying to achieve, before ‘What we do, ‘Why’ we do this, before examining and critically re-looking at ‘Why’ certain content, platforms and tools were chosen and used - ‘How” we go about using TEL (What/Why before What/Why and How [Slide 4]
In essence, in the educational and training process, we blend a series of ‘ingredients’, to use a culinary analogy. We work with content, and have certain specific outcomes in mind. What success looks and feels like - what our students and trainees will know, do and feel. Working with subject matter experts, as subject matter experts. The content we use, curated (with permission and attribution) and created, the engagement process, including practice (by recall - of knowledge, use of and applying skills) [Slide 5]
Ideally, our practice is informed by Learning Science - including design and use of Spaced, Interleaved and Block practice, in a Mastery Training and Deliberate Practice framework (implemented through faculty development, embodied and designed into the curriculum, with learning and digitally literate students and trainees) [Slide 6].
Adding to the (ingredient) mix ideally involve faculty acutely aware of, and taking into account Cognitive Load Theory, and making sure each learning and training session, and curricular time does not ‘overload’ the student and trainee [Slide 7].
Our engagement, educational, and training process ideally presents content, and facilitates learning and transfer to practice by awareness and application of Meyer’s 11 instructional design principles [Slide 8].
We then add to the mix Design Thinking and Action Research through usability testing and rapid prototyping [Slide 9].
This ‘culinary’, design and development ‘blend’ is rarely embodied in one person - We do not have to, and should not work in isolation, and this applies even in challenging resource environments - reach out, team up, work together. Read. Get trained. Seek help. Collaborate. Connect with networks through technology tools and platforms - professional organisations and associations. Social media used for professional and educational purposes.
Briefly, we have reviewed the emergency ‘Use’ of TEL, and then looked at how we might take some breathing room, a strategic and tactical ‘pause’, to relook at how we might intentionally design and develop TEL, to live ‘with’ COVID-19, and do better ‘after’ COVID-19 [Slide 10]
Thank you [closing slide, Slide 11]
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To sum up my presentation section - few takeaways, and areas/questions for discussion - related to screenshots closing slides above, include --> faculty development (and student-trainee capability building by 1) building digital literacy, 2) role of and skill in applying learning science, and 3) skilling up our human capabilities (connecting + trust building + connecting + collaborating/working effectively and efficiency through human networks amplified by and blending with technology [COP and COI] specifically skills in communication, empathy, innovation, design thinking, action research, our 'intellect' and 'skill in using tools' - by AI - augmenting 'human' intelligence blended with artificial intelligence, data (quantitative and qualitative) and technology: Poh-Sun Goh, 7 July 2021, 0358am, Singapore Time
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Goh Poh-Sun
Associate Professor, Department of Diagnostic Radiology, Yong Loo Lin School of Medicine, National University of Singapore, Senior Consultant, Department of Diagnostic Radiology, National University Hospital and Associate Member, Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Member, AMEE TEL (Technology Enhanced Learning) Committee (since 2011)
Poh-Sun (MBBS(Melb) 1987, FRCR 1993, FAMS 1998, MHPE(Maastricht) 2012 and FAMEE 2017) practices on the clinician educator tract (80/20 time allocation clinical/education) augmenting his education and training time allocation with technology, and regular cumulative early morning focused scholarly efforts, spent developing and evaluating the use of open access online digital repositories in clinical training, and medical education faculty development, under a mastery training and deliberate practice framework. He focuses his efforts on the challenge of transfer to practice, in the widest possible settings, through use of reusable comprehensive digital content, iterative low cost proof of concept implementation combined with collaborations and partnerships to scale, all anchored on a solid foundation of theory and evidence.
Dr Poh-Sun Goh
吳 宝 山
Short Bio:
Am a Clinical Radiologist at NUHS/YLLSOM@NUS. Working at NUH since 1989.
Also Medical Educator, with Masters in Health Professions Education (MHPE) from Maastricht University (2012); with deep passion for both eLearning/Technology enhanced Learning and Faculty Development - locally and internationally.
Latest publication below
My signature achievement is to have a curry named after me, Poh-Sun's Chicken Curry.
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Further Reading Below
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Goh P.S, Sandars J. (2020) 'Rethinking scholarship in medical education during the era of the COVID-19 pandemic', MedEdPublish, 9, [1], 97, https://doi.org/10.15694/mep.2020.000097.1
https://www.mededpublish.org/manuscripts/3116
Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P.S., Hege, I., Masters, K., Oh, S.Y., Patel, R., Premkumar, K., Webb, A., Pusic, M. (2020). 'Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic'. MedEdPublish, 9, [1], 82, https://doi.org/10.15694/mep.2020.000082.1
https://www.mededpublish.org/manuscripts/3068
Goh P.S, Sandars J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, [1], 49, https://doi.org/10.15694/mep.2020.000049.1
https://www.mededpublish.org/manuscripts/2943
Sandars, John & Patel, Rakesh. (2020). The challenge of online learning for medical education during the COVID-19 pandemic. International Journal of Medical Education. 11. 169-170. 10.5116/ijme.5f20.55f2.
https://www.researchgate.net/publication/343810557_The_challenge_of_online_learning_for_medical_education_during_the_COVID-19_pandemic
Cecilio-Fernandes D, Parisi M, Santos T, Sandars J, 2020, 'The COVID-19 pandemic and the challenge of using technology for medical education in low and middle income countries ', MedEdPublish, 9, [1], 74, https://doi.org/10.15694/mep.2020.000074.1
https://www.mededpublish.org/manuscripts/3024
Al-Balas, M., Al-Balas, H.I., Jaber, H.M. et al. Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Med Educ 20, 341 (2020). https://doi.org/10.1186/s12909-020-02257-4
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02257-4#change-history
Mseleku, Z. (2020). A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic. SAGE, 57(52), 6. https://ijisrt.com/assets/upload/files/IJISRT20OCT430.pdf
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Balakrishnan Ashokka, Say Yang Ong, Kwang Hui Tay, Ne Hooi Will Loh, Chen Fun Gee & Dujeepa D. Samarasekera (2020) Coordinated responses of academic medical centres to pandemics: Sustaining medical education during COVID-19, Medical Teacher, 42:7, 762-771, DOI: 10.1080/0142159X.2020.1757634
https://www.tandfonline.com/doi/full/10.1080/0142159X.2020.1757634
Samarasekera D, Goh D, Yeo S, Ngiam N, , et al. 2020, 'Response and Lessons Learnt Managing the COVID-19 Crisis by School of Medicine, National University of Singapore', MedEdPublish, 9, [1], 92, https://doi.org/10.15694/mep.2020.000092.1
https://www.mededpublish.org/manuscripts/3034
Yong X, Chew C, Chin C, Ong C, , et al. 2020, 'COVID-19 in Singapore: Graduate Medical Education in The Face of a Global Pandemic', MedEdPublish, 9, [1], 189, https://doi.org/10.15694/mep.2020.000189.1
https://www.mededpublish.org/manuscripts/3471
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Say Goodbye to Best Practices in Higher Ed (Tomorrow's Professor, posting number 1839)
https://tomprof.stanford.edu/
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https://www.exed.hbs.edu/videos/harvard-business-school-live-online-classroom
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http://www.smj.org.sg/covid-19
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How 2020 changed the way we use technology (Financial Times, January 3, 2021)
Where’s the spark? How lockdown caused a creativity crisis (Financial Times, January 18, 2021)
https://www.nytimes.com/interactive/2020/04/07/technology/coronavirus-internet-use.html (NY Times, April 7, 2020)
How Has 2020 Changed Our Technology Use? (Lumavate, Oct 1, 2020)
https://www.deloittedigital.com/us/en/blog-list/2020/how-technology-is-changing-the-world-during-covid-19.html (May 21, 2020)
https://www.accenture.com/us-en/insights/technology/tech-vision-coronavirus-trends (June 19, 2020)
https://www.mckinsey.com/featured-insights/mckinsey-global-surveys
https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-teaching-and-learning-edition
https://failuretodisrupt.com/
https://jwel.mit.edu/sites/mit-jwel/files/assets/files/reich_pandemic_slides.pdf
Failure To Disrupt Book Club: September 21, 2020 (YouTube)
Failure to Disrupt: Why Technology Alone Can't Transform Education (YouTube)
Justin Reich, “Failure to Disrupt: Why Technology Alone Can’t Transform Education” (YouTube)
Failure to Disrupt: Why Technology Alone Can't Transform Education (YouTube) - This session is hosted as part of the Gamification, Technology and Learning Motivation (GTLM) course offered by Prof. Kathan Shukla, RJMCEI, IIM Ahmedabad. Guest speaker: Prof. Justin Reich
https://failuretodisrupt.com/keynote-sharing-change-and-constancy/
Failure to Disrupt Why Technology Alone Can’t Transform Education Justin Reich (Harvard University Press)
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http://www.nus.edu.sg/alumnet/thealumnus/issue-124/perspectives/focus/joining-the-dots-to-map-out-tomorrow
https://news.nus.edu.sg/a-degree-in-learning-to-be-human/
http://nus.edu.sg/cdtl/professional-development/expand/toolkit-for-e-learning
http://www.cit.nus.edu.sg/teaching-learning-continuity/
http://www.cit.nus.edu.sg/docs/Teachingfromhome-QuickStart-guide.pdf
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https://www.straitstimes.com/opinion/home-based-learning-3-digital-myths
https://www.kbsingapore.org/kb-teachers-and-students-reflections/home-based-learning-what-have-we-learnt
https://www.straitstimes.com/singapore/panic-buying-circuit-breaker-and-reopening-a-timeline-of-spores-covid-19-fight
https://www.straitstimes.com/singapore/covid-19-one-year-on-how-singapore-adjusted-to-pandemics-dark-clouds
https://www.straitstimes.com/multimedia/graphics/2020/12/coronavirus-one-year-on-singapore-asia/index.html?shell
https://www.straitstimes.com/multimedia/graphics/2020/12/covid19-inventions/index.html?shell
https://www.straitstimes.com/singapore/budget-debate-at-a-glance-transforming-singapore-for-a-post-covid-19-future
https://9to5mac.com/2021/03/18/tim-cook-routine-apple-work/
https://people.com/human-interest/apple-ceo-tim-cook-expects-return-to-office-post-pandemic/
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https://telmeded.blogspot.com/2021/01/new-tech-2021.html
https://www.straitstimes.com/opinion/go-glocal-to-grow-in-asean
https://www.edb.gov.sg/en/edges-of-southeast-asia.html
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To sum up my presentation section - few takeaways, and areas/questions for discussion - related to screenshots below, include --> faculty development (and student-trainee capability building by 1) building digital literacy, 2) role of and skill in applying learning science, and 3) skilling up our human capabilities (connecting + trust building + connecting + collaborating/working effectively and efficiency through human networks amplified by and blending with technology [COP and COI] specifically skills in communication, empathy, innovation, design thinking, action research, our 'intellect' and 'skill in using tools' - by AI - augmenting 'human' intelligence blended with artificial intelligence, data (quantitative and qualitative) and technology: Poh-Sun Goh, 28 June 2021, 0628am, Singapore Time
My 'thinking' about use of Technology in (Medical) Education and Training in general are summed up in the closing Slide - screenshot below - with further screenshots of sections of this slide, and links to an elaboration on the idea of #MicroScholarship (in the context of #FOAMeded) and full Slide Deck last.
#FOAMedEd + #Micro-Scholarship
#FOAMedEd
FOAMedEd embodies content (knowledge, skills, attitudes) curated by a COP (community of practice) and COI (community of interest) - customised for a particular 'historical' (at the point of creation + curation of this content) 'job to be done' (specific task + localised and contextualised) - this 'historical' and 'context' information should be added to 'reusable' digital artefact - which is ideally in its most granular, reusable, platform agnostic format - text, illustration, micro-content (media)
Customisation and Personalisation requires combination of digital literacy + personal user insight into task and whether content 'works' + sensitivity and openness to situational 'feedback' and 'coaching' (both human and AI - artificial and augmented human intelligence)
Poh-Sun Goh, 17 June 2021, 0737am, Singapore Time
#Make #Each (and #Every) #Step Count, and be #Counted, #Daily, #Cumulatively - #makeVisible #Path #Steps #Journey #Milestones and #endGoals
Poh-Sun Goh, 9 July 2021, 0529am, Singapore Time
above from
#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.
above posted on blog link below
