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My opening comments for workshop as reflection and opening discussion - 'e' in TeL = engagement. Learner has 'job to be done'. 'E'ngages technology, online resources, instructor, to get job done. Is and remains 'e'ngaged with the content, process, if job gets done. Technology 'engages' learners, 'extends' engagement, 'expands' engagement.
above first posted on https://www.instagram.com/p/CceT4Pivil3/
above first posted on https://www.instagram.com/p/CceT7lUPyWD/
above first posted on https://www.instagram.com/p/CceT_IrvWZ2/
above first posted on https://www.instagram.com/p/Cce-TNPPMCZ/
above first posted on https://www.instagram.com/p/Cce-WQ_vOvB/
above first posted on https://www.instagram.com/p/Cce-aK6v33-/
Welcome to the workshop. My input for this workshop is supported by this purpose created blog, with created and curated content, for illustration, engagement with you, the participants; and for self-study before, during and after the workshop. My opening comments for workshop as reflection and opening discussion - 'e' in TeL = engagement, were shared with you in an email 24 hours before the workshop as well as this purpose created blog.
All the material I will refer to in the workshop is from this purpose created blog. You can review the material on this blog in several ways. Using a culinary analogy, approach the blog 'like a buffet', or systematically, one dish at a time.
I have organised the material on this blog in several sections. Essentially from top down, after this introduction, and opening section, there is a 'TeL Self-Study Program section, a 'TeL workshop @ CenMED NUS 2022 section, followed by additional sections from earlier workshops and for self-study and review.
I hope you enjoy your afternoon at the workshop. And find the content, and interactive discussions and exercises, interesting and useful. We have taken note of your responses to the pre-workshop online survey, and I have customised the content in the initial sections of this blog to your responses - on my part specifically focused on how to engage, and keep engagement in your learners (as faculty). I also bring to the workshop my background and approach to TeL, which is to focus on the learner, the learning process, learning science and instructional design, the purpose of learning and training and outcomes of the process, select and choose technology which is fit for purpose to get the job done, technology (and practices) which is (are) 'at hand', accessible and widely (freely) available - to engage, extend and expand our contact and interaction 'with' the learner(s).
With warmest regards,
Poh-Sun
19 April 2022, 0203am, Singapore Time
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below from Google Analytics
above and below screenshots from Google Analytics page - accessed on 19 April 2022, 1220hrs, Singapore Time
above and below screenshots from Google Analytics page - accessed on 20 April 2022, 0205am, Singapore Time
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During our pre-workshop planning session, your facilitators - faculty felt that due to the last 2 years of the COVID-19 pandemic, undoubtedly all of the workshop participants would have used TeL, both as teachers, and as students, not to mention in other professional roles, to attend meetings, deliver clinical services, and socially. We felt what was most important was to be responsive to what 'you' want, individually, as attendees, and participants of this workshop. To customise the content, and activities to an individual level.
Engaging you, as workshop participants, using a pre-workshop short survey is therefore important. The two topics / themes which emerged from your answers was - 1) how to engage your learners, and keep them engaged; and 2) to find out (more) about what was available (locally). At this point, I will pause my opening comments, and open the floor to further input, into what each of your want to take away from this workshop. What does success look like to you?
Poh-Sun Goh, 19 April 2022, 1239hrs, Singapore Time
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My comments and input on both 1) and 2) from section above is that both are absolutely critical success factors. What I would suggest is that we explore 'why' 1) and 2) are important. And spend some time going deeper. One or two, or more levels deeper. Or not. We can spend our time during the live workshop at a 'surface' get the job done level, and I will share tips and takeaways which I use, and have observed 'work', and get the job done, in multiple settings (undergraduate, postgraduate, continuing education and training and lifelong learning settings, across geographical, institutional and various resource settings). For those of you who want to go deeper, please share your experiences, and ask questions during the interactive activities during this workshop, and also explore the material on this blog. And feel free to contact me after the workshop. By email. Or Instagram. https://www.instagram.com/gohpohsun/?hl=en
Poh-Sun Goh, 19 April 2022, 1245hrs, Singapore Time
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I will now hand over to my co-facilitators.
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Thank you for attending the TeL @ CenMED 2022 workshop today, and your active participation.
My final take-away for this workshop is 'look it up, ask for help, from your peers who are early adopters and seasoned users of technology working alongside you, and from trained experts in pedagogy and educational technology at your institution. You can implement this 'tip' immediately. With no additional 'training'.
If you are interested, and have the capacity and passion to go deeper into the principles and foundation of practice(s), continue this faculty development and capacity building path for yourself by going for further courses, attend and actively participate in professional meetings and conferences. Go get formal and further training.
Going deeper builds a foundation for both innovation, and dynamic adaptation to situational changes, to continue to 'get the job done'.
[in this video, Minister Wong comments on professionalising teaching in our universities in Singapore, and use of Technology]
With warmest regards,
Poh-Sun Goh, 20 April 2022, 1215am, Singapore Time
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One week TeL (eLearning) self study program
Simply put, Engagement is driven by a Need, or Want; a Job to be Done, Curiosity, Engaging Content or (Learning/Training) Process; the Learner, the Instructor, the Situation; Physical, Neurological (Feedback loops) and a cocktail of Adrenaline, Dopamine and Serotonin Hormones (Emotional Triggers and Reinforcing Factors) 👉 Performance drives Learning ➡ What is role of the learner, teacher, and environment in supporting and enhancing optimal learning and performance? ➡ Role of Teacher and AI in Medical Education ➡ Transforming Teaching and Learning with Technology ➡ TEL in Medical Education - Adoption Continuum ➡ eLearning and mLearning in MedEd - Why, What and How ➡ Technology enhanced Learning - the ‘Job to be Done’, Who, What and How, ➡ Value Proposition of Technology enhanced Learning (TeL), Matching ‘Technology’ (tools and platforms) and ‘Jobs to be done’ ➡ Education and Training (Process) ➡ Technology enhanced Learning in Medical Education Attention Value See Do Apply Teach ➡ Online learning pathway - progression ➡ TeL in MedEd - First Steps ➡ Medical education disrupted by technology, how to maximise strengths and minimise weaknesses ➡ Technology enhanced Learning - Learning and becoming in the Age of Technology Disruption and Transformation, ➡ TeL in MedEd - A 5 Step program, ➡ Basics of Technology Enhanced Learning in Medical Education - Where and How do I start?, ➡ Nibble and Bite Size mLearning - Start by catching Attention, then show Value, to Know, Do and Feel, ➡ 'See One, Do One, and Teach One' - How learning science informs educational and training practice, ➡ How do you optimally blend, mix, and combine? analogue/digital, in person/online, physical/virtual in medical education health professions education and training, ➡ How learning science informs, and optimises teaching and learning strategies, ➡ Cognitive Load Theory - Principles and Practice
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"His scholarship is centred on developing and evaluating 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." - from https://orcid.org/0000-0002-1531-2053
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Show and (use) TeL (Technology to engage Learners and enhance Learning)
In a nutshell - Show (to catch attention and capture interest - headline, image, video), Tell (describe value-add, use), Do (experience and explore through practice), Share (report back, reflect, discuss, deepen insight - Teach), Write ✍️ (Scholarship deepens insight and refines practices, codifies knowledge, and know how, makes tacit knowledge explicit). Poh-Sun Goh, 16 April 2022, 0443am, Singapore time
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Task, Tech, Teach, Try, Transfer
Poh-Sun Goh, 17 April 2022, 0146am, Singapore Time
Fact - Note, Message, App
Thinking 💭 - Narration, Audio - clip,
Skill - Description, Instructions
Show - Image, Illustrations, Demonstrate, Video, Mixed Reality
Simulations
Feeling, Convictions - any of above
For any of above - choose analog or Tech tool/platform
e.g write ✍️ note, send text, email 📧;
call ☎️, record audio message, podcast;
sketch ✍️ diagram, create digital graphic;
demonstrate technical skill, do video recording (choose point of view e.g operators viewpoint);
simple to high fidelity simulation; immersive virtual and mixed reality
tiny url for above - https://tinyurl.com/mrxhbk3b
tiny url for above - https://tinyurl.com/584rj9ca
#Learning #Technology #TechnologyEnhancedLearning #TeL
#FunctionalApproachNotTechnicalOne #WhyBeforeWhatAndHow
https://telmeded.blogspot.com/2020/09/technology-enhanced-learning-in-medical.html
Hello.
Welcome to the TeL (Technology enhanced Learning) Workshop @ CenMed.
During the last 2 years of this ongoing COVID-19 pandemic, all of us (including the participants in this workshop), have had many opportunities to 'use' TeL both personally, and in your educational and training settings. Because of this, we have made the decision not to have any 'pre-reading', or pre-workshop preparation.
During the workshop, all material I will be sharing will all be from a customised blog - accessible here - https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html
At the beginning of this workshop, may I request that you think of, and write down a current personal learning and/or teaching and training challenge and task, and as you review and work through the material in the workshop, keep this focus (on your personal learning/teaching-training challenge-task in mind), and continue to take note of what you encounter and reflections you might have that you might apply to your personal setting. At the end of the workshop, before you log off, spend the last 5 minutes crafting a no more than a one short paragraph description of your takeaway from the workshop, how you would 'apply' what you have learnt from the workshop in your setting - how you would 'use' technology, to teach (and learn). Please 'write' this down (this one short paragraph), and either take a screenshot of this, or a 'digital photograph' of your handwritten one paragraph note. Also do this after each task below - as a digital record of the outcome of each task (for you), for you to share, and develop further, during and after the workshop. (This paragraph and x3 for the three tasks, are intermediate and final outcomes, personal, and personalised, outputs for each task). Submit this via MS Teams – Technology Enhanced Learning Workshop during and at the end of the workshop.
Task 1
What is Learning? Teaching? What do you teach with? How do you teach? How do you know learning has taken place?
https://www.instagram.com/p/BPOF-mTByKL/?igshid=1ja734mx8ide4
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
Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073
Task 2
What is 'Technology'? What is traditional ('live', on-site, in-person, pen and paper, 'bricks and mortar') learning? What is eLearning or TeL? Blended or 'hybrid' learning?
https://www.instagram.com/p/BOJEMQcBemX/?igshid=wqssjty8gk9f
Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14. http://dx.doi.org/10.15694/mep.2016.000105
Task 3
Think of a current teaching, or learning challenge you have. In your setting. How do you currently teach?
Why (describe the thought, selection, and design process) do you do this?
https://www.instagram.com/p/BOJEGHChOOs/?igshid=1su5bj13cskip
https://www.instagram.com/p/BPTacPgBk9I/?igshid=996d0u1kb7j3
https://www.slideshare.net/dnrgohps/the-first-step-in-technology-enhanced-learning-239123793
https://www.slideshare.net/mobile/dnrgohps/everything-i-have-learnt-about-elearning
https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020
I hope you enjoy the content, the educational and training process, as well as the interactive activities during this workshop.
With warmest regards,
Poh-Sun
16 April 2022, 0133am, Singapore time
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Opening comments for #TeLMedEd Workshop #@CenMed
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Below section first posted on
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One sentence takeaway -
Poh-Sun Goh
22 February 2021 @ 1955hrs
"Hungry students, trained teachers, know (and use) what is available (and at hand)."
#MakeSureYourCoreContent-Is-#Modular+#Accessible-#Transferable+AcrossPlatforms-Current-Future. Poh-Sun Goh, 6 May 2021, 1045am, Singapore Time
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eLearning or Technology enhanced Learning
- What it is not, and 'is'
by
Poh-Sun Goh
22 February 2021 @ 1836hrs, Singapore Time
(inspired by a long hot shower)
A 'book' is a 'technology', but alone is 'not' learning.
A 'tablet', mobile device, wearable computing interface/wearable tech, laptop or desktop computer is 'technology', but alone is 'not' learning.
Access to, or visiting a 'library' is 'not' learning.
Access to 'online' digital content is (in and of itself) 'not' learning.
Learning is a physiological (cognitive) process, which requires a combination of 'hunger' or 'desire' to learn, active 'interaction' with content, and a learning or training process (ideally following a deliberate practice with feedback and reflection, and mastery training paradigm), informed by learning science, instructional design principles, pedagogically and technologically literate and trained instructors and teachers (including for clinical practice domain experts), with students and trainees undergoing a stepwise, progressive, cumulative, both to the task and for the task, but ultimately a lifelong, self-directed, self-motivated (including knowing when and how to seek both human and increasingly AI guided coaching and instruction) educational developmental process.
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(University of Nottingham MMedSci in Medical Education TEL Panel Q&A Session)
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Take-aways and Closing comments for #TeLMedEd Workshop #@CenMed
Poh-Sun Goh
posted on 6 May 2021, 0511am, Singapore Time
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Technology is a 'Tool'. To 'enhance' 'Learning'.
Learning is the key. The objective. ➡️Task 1
Expand your 'Toolbox' and 'Toolkit'. Know about, and have some awareness of what is out there. Available. Accessible. To your students, and you, the instructor (the 'subject matter expert'), at your institution - in the workplace. ➡️Task 2
'Why, before What, and How'. What is the 'Job to be Done'? In what context? Undergraduate. Postgraduate. Workplace. Just-in-time (look it up, ask someone, read up, attend course-get training). Lifelong learning. Growth-Personal-Professional Development. ➡️Task 3.
Principles, Pedagogies, Practices - EdTech (instructional design principles, Pedagogy (how we learn, learning pedagogy, learn and teach effectively and efficiently), Practices (to Share, and Scale, in Sustainable manner) - Poh-Sun Goh, 6 May 2021, 0530am Singapore Time
https://www.slideshare.net/dnrgohps/elearning-or-tel-in-meded-a-hierarchy-of-engagement-and-learning
“Have a child, plant a tree, write a book.” - attributed to the Cuban poet José Martí, to the Talmud and to “Arabia”, to Ernest Hemingway, Jonathan Swift, Jeremy Belknap, to Taoism, to Laurence Sterne and to “the religion of the Magi” (Zoroastrianism) ...
“The best time to plant a tree was 20 years ago. The second best time is now.”
– Chinese Proverb
'Response to AI is to become 'more human' - empathy, mindfulness, counselling - mentoring - guiding - coaching - teaching - [leading] (orientation and formal training)'. - Key takeaway from my keynote presentation at upcoming KSME 2021, accessible at
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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
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
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(presented at AMEE 2014)
Some discussion points:
1. Limited attention span of current generation of students
Students are able to focus for long periods on what interests them.
Students want to become healthcare professionals and have worked hard to get into training program.
2. Too much focus on IT
Key is learning objectives, learning pedagogy, and curated or created content.
3. Value add of online learning
IT can be used to broaden access significantly - "broadcast" and provide pesonalised content - "narrowcasting".
More slides for reference/discussion below.
(presented at AMEE 2014)
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Additional Content below (from earlier TEL workshops)
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above from
Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper No:5. Epub 2017 Apr 4 https://doi.org/10.15694/mep.2017.000067
“Above image reproduced by permission of the publisher, © 2012 by tpack.org”
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Take Home Points below (from earlier TEL workshops)
3 take home points
1. focus on your teaching and learning objectives, not the technology ... (e)Learning (small "e", big "L"... focus on the Learning) ... focus on understanding learning needs, curricula design, scaffolding, learner support and customised learning, assessment with feedback and evaluate what you are doing ... document and make transparent your process
2. use "simple" tech - email, SMS, blogs (websites) to broadcast, and "narrowcast" .. targeted message ... connect ... disseminate ... document
3. keep refining your teaching techniques, and improving as an educator (Glassick's criteria - clear goals, adequate preparation, appropriate methods, significant results, effective presentation, AND reflective critique ..... Glassick, C.E., Huber, M.R. & Maeroff, G.I. (1997). Scholarship Assessed - Evaluation of the Professiorate. San Francisco, CA: Jossey-Bass).
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Alternative version of content in 'didactic format', presented at 2020 version of this workshop on link below:
------- (the following message shared with participants by email before the session ..... this engagement process (with the audience) illustrates one of the simplest methods to use technology to enable and enhance learning .... which we are not only all familiar with, it is one that all of us use on a daily basis, most often for other purposes, like workplace meetings (disseminate meeting materials beforehand by email, to allow valuable live meeting time to be spent productively on interactive discussions and decision making - sharing content, facilitating engagement, with tangible outcomes) ..... this method is simple to use, accessible to all, and is one simple way to start an eLearning or eTeaching journey ..... and add to your instructional toolbox) -------------
Dear Participants,
The full text of my introduction presentation at the Technology Enhanced Learning Workshop is below. Please review this before the session and skim through the material on my session blog. We can discuss this further during the live workshop online.
With warmest regards,
Poh Sun
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"Hello.
Thank you for joining us for this online workshop organised by CenMED, NUS. Thank you to my co-facilitators for joining me in sharing key ideas, and useful tips for using technology in medical education with you, the participants. We encourage you to actively engage with the material by reviewing, taking notes, reflecting on your own educational practice, and thinking about how to apply some of these ideas and tips in your setting.
My presentation with be short, and focused on three takeaways. This presentation is complemented by an online open access blog, which includes links to additional online material that I hope you find useful.
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The first takeaway is summed up in the following elegant quote "All teaching, regardless of how it is delivered is basically: present content, provide practice and feedback, assess learning. Sure, there is more, but focus on that."
accessible at the following link below.
This quote reminds us that is is the learning process, and training outcome that we should be focused on as educators. The technology is there is assist us.
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My second takeaway is that we should therefore focus on what the student and trainee “sees” or experiences, and “does”, illustrated in the following slides, and available on the links below
and
https://www.slideshare.net/dnrgohps/learning-continuum-mapped-on-to-self-vs-instructor-directed-axes
and
and
and
and
and
and
and
and
and
and
As educators we should facilitate, encourage, and promote active engagement of the student and trainee with the educational content, and a learning process, which can include taking notes, reflection, recall, discussion, use and application of the educational content - knowledge, skills and attitudes. Recall facts, answer questions, illustrate and demonstrate skills, offer online / simulated practice, use video to record and provide feedback on performance (under appropriate consent and privacy conditions), and use media, including video, and increasingly VR and AR to allow our learners to visualize, situate and empathise with clinical practice settings.
“I hear I forget, I see I remember, I do I understand."
- Confucius
"Tell me and I forget, teach me and I may remember, involve me and I learn."
- Benjamin Franklin
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My third takeaway is to start off with what you are familiar with, and use what is available and at hand. Use "simple" tech - email, SMS, blogs (websites) to broadcast, and "narrowcast" .. targeted message ... connect ... disseminate ... document. This is illustrated in the following graphic (embedded text link), and elaborated further in the short article in TAPS (The Asia Pacific Scholar), and listed in three short SlideShare documents details below. The Centre of Instructional Technology Website at NUS below has detailed "how to do it" information for instructors. http://www.cit.nus.edu.sg/
Goh, P.S. eLearning in Medical Education - Costs and Value Add. The Asia Pacific Scholar (TAPS). Published online: 2 May, TAPS 2018, 3(2), 58-60. DOI: https://doi.org/10.29060/TAPS.2018-3-2/PV1073
It is likely that the rapid shift to online live large and small group teaching and meetings triggered by the COVID-19 pandemic will accelerate our application of technology to enhance and enable learning. The SlideShare post link below, and recent MedEdPublish articles elaborate on this.
Goh P.S and 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
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
Taylor D, Grant J, Hamdy H, Grant L, , et al. 2020, 'Transformation to learning from a distance', MedEdPublish, 9, [1], 76, https://doi.org/10.15694/mep.2020.000076.1
Fawns T, Jones D, Aitken G, 2020, 'Challenging assumptions about “moving online” in response to COVID-19, and some practical advice', MedEdPublish, 9, [1], 83, https://doi.org/10.15694/mep.2020.000083.1
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
I will now hand over to the next speaker.
Thank you."
The transcript of the full text of my presentation for the workshop is above. Poh-Sun
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"One simple, doable, first step for us to take as educators is to (progressively) make our teaching and training material available for review and use online, as (some open access, some restricted access) digital content (following appropriate and accepted professional usage guidelines, including those for professional use, consent, privacy, and attribution/intellectual property). This facilitates use and review by both students, and fellow educators, to use, and re-use (with attribution). This content can be progressively, and systematically curated and indexed by theme, topic, and ideally also in its most modular, granular form. To encourage, and facilitate re-use, re-purposing, and just in time review. For example - key takeaways, recent and topical papers, guidelines, quotes, illustrations, tables, video clips, modular VR and AR content. Our role as teachers, instructors, demonstrators, educators, content creators, curators, editors, filters/screeners/reviewers, guides and coaches can be assisted by AI, informed by digital and learning analytics."
Poh-Sun Goh (16 April 2020 @ 0915am)
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End of Session Exercise
Illustrated below, with narrated slide audio clip link below (Using AVR audio note taking free App for IOS platform, one of many for illustration. Note Android has similar Apps.)
for above slide
(audio clip taken off-line)
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Note: I have moved additional/complementary/supplementary illustrations and links to a separate webpage below (to reduce cognitive overload)
Please feel free to review this material if you have time, interest, energy, motivation and additional bandwidth
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Additional / Supplementary Modular Content
[for links which are not active - copy and do Google search for copied text of link in search bar]
[for pages which are not active - copy title and do Google search for copied text of title of webpage which will give you this https://thesecondprinciple.com/, or go to site homepage as instructed https://thesecondprinciple.com/]
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Scholarship.jpg){kind=spacer}
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Additional Case Study and Example
TeL (Tech), Micro-Scholarship and Envisioning future of (medical) education and healthcare are three intersecting themes. That I will engage workshop participants on during our 'live' Zoom session. Poh-Sun Goh, 13 April 2022, 0655am, Singapore Time
A topic - subject of (general) interest is presented below - illustrating not only 'content', but also the use of 'technology', driven by 'pedagogical' intent and (implementation / application of) design (thinking).
In this workshop, will use (these examples) of generic topics of wide(r) interest to illustrate use and application of TeL during the workshop.
To 'do' assignments based on these topics, or ones of your own choosing, to explore use of, and practice using TeL, during the workshop, and to discuss and present publicly, as workshop exercises.
➡ 👉 (engaging in) Micro-Scholarship produces better Scholarship, 👉 (engaging in) Micro-Scholarship refines the ingredients, and components making up Scholarship, 👉 (engaging in ) Micro-Scholarship deepens insights into practice, 👉 (engaging in) Micro-Scholarship deepens learning, 👉 (engaging in) Micro-Scholarship produces better Scholarship, Practice and Learning, 👉 (engaging in) Micro-Scholarship leads to better Scholarship, Practice and Learning, ➡ ↠ ⇾ ↠ ➡ At the core, the beating heart, of Micro-Scholarship is a Design Thinking, Action Research, process, 👉 At the core, the beating heart, of Micro-Scholarship is a Design Thinking, Action Research, process - attuned to user needs, usability, rapid prototyping, and iterative improvement, 👉 At the core, the beating heart, of Micro-Scholarship is a Design Thinking, Action Research, process - attuned to user needs, usability (testing), rapid prototyping, and iterative improvement - user(s) = audience = (members of a) CoP and CoI (Community of Practice and Interest), (rapid) prototype(s) = 'Micro-Assets', with 'Micro-Learning' = reflection (on and in practice), and 'Micro-Practice' = open (digital) activities and practices, ⬅ ☆
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Designing Your Life Trailer (Vimeo) (video)
https://designingyour.life/ (blog)
Google search for 'design thinking and wicked problems' (key word and phrase Google text search), and image search and video search [digital literacy, foundational skill development example] - now write short summary, and prepare presentation on this topic - then Translating or transferring learning to practice through (Micro-)Scholarship (idea) and ➡ more here ⬅ from Awareness, through Exploration, Practice (with reflection and feedback), and engaging in Sharing, Teaching and Scholarship to deepen insights (into Practice), repeat cycle at higher levels of performance and practice - Translating or transferring learning to practice through (Micro-)Scholarship (idea) and ➡ more here ⬅
Ben Matthews, Skye Doherty, Peter Worthy & Janine Reid (2022) Design thinking, wicked problems and institutioning change: a case study, CoDesign, DOI: 10.1080/15710882.2022.2034885
von Thienen, Julia & Meinel, Christoph & Nicolai, Claudia. (2013). How Design Thinking Tools Help To Solve Wicked Problems. 10.1007/978-3-319-01303-9_7.
above first posted on
above first posted on
Hsieh, Ying-Ying, "The Rise of Decentralized Autonomous Organizations: Coordination and Growth within Cryptocurrencies" (2018). Electronic Thesis and Dissertation Repository. 5393.
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The 3 P's of Technology enhanced Learning - or 3 Priorities, 3 Practices and 3 Principle Tasks, and 3 Focus areas for each (illustrated by upcoming Technology enhanced Learning workshop for Faculty Development @ CenMED, NUS)
Poh-Sun Goh, 4 April 2022, 0121pm, Singapore Time
3 Principle Tasks
- 1) Engagement - How to catch attention, show value, maintain interest?
- 2) Enlargement - How to scale, yet customise?
- 3) Engineering (learning) - How do you know, see, and feel success(ful)? As educator. As learner.
3 Practices
- 1) Learning Science - knowing what works, and does not
- 2) Digital Literacy and Faculty Development
- 3) Democratisation, Sustainability and Scalability of ideas, recipes, platforms and solutions - including use of open access content, tools and platforms
3 Priorities
- 1) engage faculty (during workshop) by individualisation and focused customisation (this is role of pre-session survey), and interactive elements during live workshop
- 2) encourage faculty to focus on individualisation and focused customisation and personalisation with 'each and every one' of their students/residents/trainees/audience when engaging with them online - including knowing what students want, have access to (tech and resources), and what training level of student-audience is
- 3) be outcome focused - not only what audience - students want, but what training objectives are or might be (for session, or within larger organisational or curriculum context)
https://telmeded.blogspot.com/2022/03/telmeded-workshop-cenmed-nus-2022.html
"Micro-Scholarship is an activity for this digital age, acknowledging and anchored on digital learning, digital reflection and digital conversations and engagement, amplifying these through digital practice, and aligning this to expression and exhibition of professional knowledge and skills as digital artefacts, output, and Scholarship." Poh-Sun Goh, 5 April 2022, 0506am, Singapore Time
https://telmeded.blogspot.com/2022/04/digitallearning-digitalpractice.html
https://microscholarship.blogspot.com/2022/01/upcoming-workshops-on-micro-scholarship.html
"Teaching (and training) others makes us better practitioners, deepens our own learning; (engaging in Micro-)Scholarship takes us further, providing deeper insights into (the Scholarship of) Practice, (Teaching), Application, Integration (of knowledge), Discovery (Creating and innovating 'new' knowledge)." Poh-Sun Goh, 5 April 2022, 0715am, Singapore Time
Goshtasbpour, F., Swinnerton, B. J., & Pickering, J. D. (2022). Twelve tips for engaging learners in online discussions. Medical teacher, 44(3), 244–248. https://doi.org/10.1080/0142159X.2021.1898571
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About the Speaker:
Dr Goh Poh-Sun
吳 宝 山
Associate Professor, Department of Diagnostic Radiology, Yong Loo Lin School of Medicine (YLLSOM), National University of Singapore (NUS), 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. Am a certified Newfield/YLLSOM Associate Coach, successfully completing The Coach Partnership/Newfield Coach Training Program for NUS YLL SOM (2021), after which further engaged in another 6 month cycle of Coach Training - representing 125 hours of coach specific training - Newfield's Coach Certification Program (2022).
More here https://linktr.ee/PohSunGoh
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.
Two recent publications below
Goh, PS. 'The vision of transformation in medical education after the COVID-19 pandemic'. Korean J Med Educ. 2021;33 (3): 171-174. Publication Date (Web): 2021 August 27
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
My signature achievement is to have a curry named after me, Poh-Sun's Chicken Curry.
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Google Analytics Snapshot of Session Blog access
and Snapshots of Online Interactions During Workshop
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