#OrganisationalLearning #ShiftingLearningOnline #TEL #TechnologyEnhancedLearning #COVID-19 #AdaptingFutureCurriculum

#OrganisationalLearning

#LearningOrganisation 

#OrganisationalCulture

One (simple, personal viewpoint) model of organisational learning from Poh-Sun Goh

Modified - One simple, personal viewpoint model of organisational learning from Poh-Sun Goh

“We’ve come to a place where we have no choice but to recognize, as individualistic as we want to be, complexity requires group success. We all need to be pit crews now.” - Atul Gawande ['How Do We Heal Medicine' - TED Talk by Atul Gawande] 

https://www.ted.com/talks/atul_gawande_how_do_we_heal_medicine

#Coaching

https://www.ted.com/talks/atul_gawande_want_to_get_great_at_something_get_a_coach

https://bloomfire.com/blog/benefits-learning-organization-culture/

https://en.wikipedia.org/wiki/The_Fifth_Discipline

https://en.wikipedia.org/wiki/Learning_organization

https://hbr.org/2008/03/is-yours-a-learning-organization

Skerlavaj, Miha & Stemberger, Mojca & Škrinjar, Rok & Dimovski, Vlado. (2007). Organizational learning culture--the missing link between business process change and organizational performance. International Journal of Production Economics. 106. 346-367. 10.1016/j.ijpe.2006.07.009. 

https://www.sciencedirect.com/science/article/abs/pii/S0925527306002040

https://www.zenefits.com/workest/what-is-organizational-learning/

https://medicaldeans.org.au/resource/changing-for-good-what-we-learned-in-2020-charts-the-early-impacts-of-covid-19-on-medical-education-in-australia-and-new-zealand/

Park H, Lee YM, Ho MJ, Han HC. How the coronavirus disease 2019 pandemic changed medical education and deans' perspectives in Korean medical schools. Korean J Med Educ. 2021 Jun;33(2):65-74. doi: 10.3946/kjme.2021.187. Epub 2021 Jun 1. PMID: 33957729; PMCID: PMC8169373. https://pubmed.ncbi.nlm.nih.gov/33957729/

Samarasekera, Dujeepa D. MHPE, FAMS, FRCP (Edin); Goh, Denise Li Meng MMed, FRCPCH, MD; Lau, Tang Ching MMed, MRCP, FRCP (Edin) Medical School Approach to Manage the Current COVID-19 Crisis, Academic Medicine: August 2020 - Volume 95 - Issue 8 - p 1126-1127 doi: 10.1097/ACM.0000000000003425

https://journals.lww.com/academicmedicine/Fulltext/2020/08000/Medical_School_Approach_to_Manage_the_Current.5.aspx

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

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

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

https://medicaleducationelearning.blogspot.com/2021/04/the-vision-of-transformation-in-medical.html

(above presented at KSME 2021, 3 June 2021)

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 

https://doi.org/10.3946/kjme.2021.197

⬇

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 

This ’12 Tips’ Paper - published in MedEdPublish last year on the 29 April 2020, has been viewed over 24,000 times [24,286 times (as of 29 August 2021, 0540am, Singapore Time]. I believe that this paper has resonated with the readership of MedEdPublish, and the AMEE community of educators, because it articulates, and reflects the collective experience of a wide cross section of practitioners and ‘applied’ practice [i.e. is relevant and useful] due to the fact that the majority of each ‘tip’ is based on an existing published ’12 Tips’ paper in either Medical Teacher or MedEdPublish, and that each ‘Tip’ mentioned in this paper reflects the passion for technology enhanced learning and focused ‘real-world’  expertise of the 12 authors [who are current members of the AMEE TEL committee], their roles in active educational and training practice, as faculty developers, and in either advisory or collaborative/executive leadership roles in local and international organisational settings. Reflecting our multiple roles (of the participants in this workshop) as individuals, in groups [communities of practice and communities of interest, COP or COI], and as members of organisations - adaptive learning organisations [organisational learning] is underpinned by master adaptive ‘individual’ learners - who ‘show up’ and engage in an open, flexible, grounded and resolute manner. 

Poh-Sun Goh, 29 August 2021, 0551am, Singapore Time

" ... adaptive learning organisations [organisational learning] is underpinned by master adaptive ‘individual’ learners - who ‘show up’ and engage in an open, flexible, grounded and resolute manner. " Poh-Sun Goh, 29 August 2021, 0551am, Singapore Time

___

Am writing narrated 'script', and posting this online [to make most efficient use of session time], and to engage in 'Micro-Scholarship' (small chunks of open access, accessible for peer review and critique, and to build upon-add to - digital content). Poh-Sun Goh, 29 August 2021, 0602am, Singapore Time

https://telmeded.blogspot.com/2021/06/foameded-micro-scholarship.html

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___

Edje L, Price DW. Training Future Family Physicians to Become Master Adaptive Learners. Fam Med. 2021;53(7):559-566. https://doi.org/10.22454/FamMed.2021.192268. 

https://journals.stfm.org/familymedicine/2021/july-august/edje-2020-0567/

https://www.ama-assn.org/education/accelerating-change-medical-education/when-pressure-s-here-s-how-master-adaptive-learners

Cutrer WB, Miller B, Pusic MV, Mejicano G, Mangrulkar RS, Gruppen LD, Hawkins RE, Skochelak SE, Moore DE Jr. Fostering the Development of Master Adaptive Learners: A Conceptual Model to Guide Skill Acquisition in Medical Education. Acad Med. 2017 Jan;92(1):70-75. doi: 10.1097/ACM.0000000000001323. PMID: 27532867. https://pubmed.ncbi.nlm.nih.gov/27532867/

Yvonne Steinert, David M. Irby & Diana Dolmans (2021) Reframing faculty development practice and research through the lens of adaptive expertise, Medical Teacher, 43:8, 865-867, DOI: 10.1080/0142159X.2021.1931081 https://www.tandfonline.com/doi/full/10.1080/0142159X.2021.1931081

https://postgraduateeducation.hms.harvard.edu/trends-medicine/how-adaptive-leadership-can-drive-systemic-change

Pusic M, Boutis K, Cutrer W, Santen SA. How does Master Adaptive Learning ensure optimal pathways to clinical expertise? Chapter 16, pp 174-192 In: Cutrer W, Pusic MV eds. The Master Adaptive Learner, Amsterdam, NL. Elsevier Publishing Group. Nov 2019

https://www.elsevier.com/books/the-master-adaptive-learner/cutrer/978-0-323-71111-1

Major Approaches & Models of Change Management. Cleverism 2019. Available at: https://www.cleverism.com/major-approaches-models-of-change-management/. Accessed Aug 27, 2021.

#NoBudgetInnovation #BootstrapInnovation #To-#Scale #Be-#Sustainable #ActionResearch #Innovation #RapidProtyping

#Start-with-#NoBudgetInnovation, to #Rapid(ly)Prototype, #ProofOfConcept, #To-Scale, and #Be-#Sustainable

Work with what is at hand, including content, tools, platforms, networks.

Funding and Resourcing (if, when and where necessary) follows

Poh-Sun Goh

23 August 2021, 0848am, Singapore Time

#TransformingLearning #TransformingEducation #TransformingTraining #COVID-19 #Transformation #GoingViral

#TransformingLearning #TransformingEducation #TransformingTraining #COVID-19 #Transformation

#GoingViral - #SocialMedia - #Technology(Networks and Platforms)

Will, before (application of) Skill (and Technology - as tool and platform)

COVID-19 has been and 'is' the transforming 'event', 'trigger' and 'stimulus' for transforming learning, education, and training (in medical education) - not 'Technology'. COVID-19 as a global event, and challenge, to humanity, our resilience, and to our very survival - our 'lives and livelihoods', our current life and future(s), has provided the #Will to #Transform - using our #CollectiveIntelligence and (amplified, assisted and augmented by) #Technology. 

- Poh-Sun Goh, 18 July 2021, 0411am, Singapore Time

Ideas can however go 'viral' (like COVID-19) with speed and impact, globally, amplified and scaled by technology, including 'social media'. Which taps into, and blends the powerful ideas or concept of 'Communities of Practice' (COP) and 'Communities of Interest' (COI), supported, augmented, amplified and scaled by and through (judicious, intentional - sometimes! use of) technology.

- Poh-Sun Goh, 18 July 2021, 0438am, Singapore Time

https://en.wikipedia.org/wiki/The_Tipping_Point

'This is the Moment' song lyrics (Google search)

Anthony Warlow singing "This Is The Moment" live (YouTube)

https://en.wikipedia.org/wiki/Chariots_of_Fire

"Chariots of Fire” is a film that digs deep into the human spirit. It not only presents us the story of two men and the motivations they have for running, it reaches to the very essence of the questions of why we exist and what significance our lives have."

above quote from essay below (accessed 18 July 2021)

https://www.ukessays.com/essays/media/analysis-of-chariots-of-fire-media-essay.php

https://en.wikipedia.org/wiki/Matthew_effect

Google search for 'The Matthew Effect'

https://en.wikipedia.org/wiki/Educational_equity

Google search for 'Educational Equity'

https://www.linkedin.com/pulse/why-we-need-develop-sustainable-scalability-today-without-yann-herv%C3%A9

Google search for 'sustainability and scalability'

“Nothing else in the world…not all the armies…is so powerful as an idea whose time has come.”–Victor Hugo, The Future of Man. From the series Great Ideas of Western Man.

' ... within the complex ecologies of formal educational systems, textbooks remain central to learning experiences and video remains a supplemental resource ...' - Justin Reich [page 231, Conclusion (Chapter), in 'Failure to Disrupt: Why Technology Along Can't Transform Education', Harvard University Press, Cambridge, Massachusetts, 2020]

https://telmeded.blogspot.com/2021/07/communityofpractice-cop.html

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.

first presented at

https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html

🔄

⬆️

https://www.slideshare.net/dnrgohps/online-learning-pathway-generic-one-example

https://www.slideshare.net/dnrgohps/online-learning-pathway-progression

https://medicaleducationelearning.blogspot.com/2020/04/iamse-2020-plenary-presentation-medical.html

Goh, PS. Medical Educator Roles of the Future. Med.Sci.Educ. 30, 5–7 (2020). https://doi.org/10.1007/s40670-020-01086-w

https://medicaleducationelearning.blogspot.com/2021/04/the-vision-of-transformation-in-medical.html

https://medicaleducationelearning.blogspot.com/2020/06/medical-education-disrupted-by.html

https://telmeded.blogspot.com/2020/12/tel-in-meded-during-covid-19-looking.html

#CommunityOfPractice #COP #CommunityOfInterest #COI #MedED #TEL

... education is “a fostering, a nurturing, a cultivating standard form of social activity”, through “a process of sharing experience till it becomes a common possession” ... "education must transform its immature members from “uninitiated and seemingly alien beings into robust trustees of its own resources and ideals.” As such, education cannot be divorced from the purposes and practices of the community. " - John Dewey, Experience and Education (1938) quoted in https://nus.edu.sg/alumnet/thealumnus/issue-126/perspectives/panorama/whither-the-university-and-not-just-where-is-it-but-when-is-it (accessed 6 July 2021, 0606am, Singapore Time) 

https://en.wikipedia.org/wiki/Community_of_practice

https://hbr.org/2000/01/communities-of-practice-the-organizational-frontier

https://www.scaledagileframework.com/communities-of-practice/

http://www.communityofpractice.ca/background/what-is-a-community-of-practice/

http://www.communityofpractice.ca/background/why-communities-of-practice-are-important/

https://adaptmethodology.com/communities-of-practice/

http://www.med.monash.edu.au/assets/images/scs/nutrition-dietetics/s01-what-is-a-cop.pdf

https://www.nuhs.edu.sg/education/healthcare-professionals-administrators/CET/Pages/default.aspx

https://medicine.nus.edu.sg/cet/

https://medicine.nus.edu.sg/cenmed/faculty-development-programs/events.html

Pyrko I, Dörfler V, Eden C. Thinking together: What makes Communities of Practice work? Human Relations. 2017;70(4):389-409. doi:10.1177/0018726716661040

https://journals.sagepub.com/doi/full/10.1177/0018726716661040

.".. community of practice (is) built on shared experiences and shared skills mastered over the course of long apprenticeships ... in Rome, these communities of practice formed the basis of artisan collegia, ... gave citizens a sense of community, civic identity and belonging ... for much of history people in similar trades usually cooperated, collaborated and supported one another ... these tightly bound communities evolved because people who shared skills and experiences unique to their crafts tended to make sense of the world in similar ways, and also because their social status was often also defined by their trade ..." James Suzman, in Work: A History of How We Spend Our Time, Part 4 - Creatures of the City, Chapter 11 - The Bright Lights, page 292, 2020 edition, Bloomsbury Circus, Great Britain 

https://www.bloomsbury.com/uk/work-9781526604996/

"... if a community of peers creates the resources available to learners, the new technology that emerges from their efforts belongs to the peer-guided genre of learning at scale ... these communities have dramatically reshaped how people participate in lifelong learning ... making open, networked, apprenticeship learning a central part of schooling requires rethinking all aspects of the ecology of schools, from curricula to assessment to schedules to teacher professional development and beyond." - Justin Reich, Failure to Disrupt: Why Technology Alone Can't Transform Education, Conclusion Chapter, page 235, 2020 edition, Harvard University Press, Cambridge, Massachusetts.

https://www.hup.harvard.edu/catalog.php?isbn=9780674089044

#FOAMedEd #Micro-Scholarship

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

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 first posted on https://telmeded.blogspot.com/2020/10/micro-scholarship-and-digital.html

see alsohttps://telmeded.blogspot.com/2021/05/visibility-value-valuing.html

and https://telmeded.blogspot.com/2021/05/visibility-value-valuing.html

#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

https://linktr.ee/PohSunGoh

https://medicaleducationelearning.blogspot.com/2021/05/categories-of-scholarship-in-medical.html

#Scholarship #Discovery < #Integration < #Application = #Teaching, #Bench < #Bedside, #Transfer to #Practice > #Theory, #Application and #Use > #Theoretical ( more > or > less #Valued, #Valuable)

- #aThoughtExperiment #PointOfView #Observation #ToBeDiscussed #ToBeDebated #ToBeValidated

Poh-Sun Goh, 9 July 2021, 0605am, Singapore Time

#Visibility #Value #Valuing #PiecesOfScholarship #ComponentsOfScholarship #IngredientsOfScholarship #PreparationForScholarship #FormulationProcessOfScholarship

Visibility and Value of the Components, Preparation and Formulation Process of Scholarship - Informed by Observations in a Car Workshop, Open Kitchen, and Writing/Artists Studio

Poh-Sun Goh

13 May 2021, 0618am, Singapore Time

This week I had the opportunity to observe my almost 20 year old car undergo a complete engine overhaul, including replacing many, if not all the major components of it's engine; observe and engage in deep discussion with the chef in an open kitchen about the ingredient sourcing and preparation process, as well as finer points involved in following a cooking recipe, including dynamic adjustments for cooking conditions and the individual diner's tastes; and took time to reflect on the development journey of a professional writer and artist, including the value of notebooks containing early ideas or sketches of early illustrations, the value of short essays and pieces of prose, and small prototypes and small drawings (both of which are published - as collections of short essays, and exhibited and sold small pieces of art). I believe that these observations and reflections can inform how we think about, and value the components, ingredients, and pieces of 'Micro-Scholarship', as well as simpler and early products of a Scholarship journey, on the way toward more traditional 'milestones' signifying achievement of significant scholarship - the peer reviewed published journal paper, conference paper, invited commentary or conference presentation, the published book chapter or book. Each component, piece and ingredient when made visible, and accessible; and accompanied by sufficient 'explanation' by the scholar (including showing how they form standalone or part of larger works of the Scholarship of Discovery-Creation-or Innovation, Integration, Application or Teaching; or combination of these categories), including metrics of usage (audience size, views, engagement, citations, links to, references to), and comments and feedback on, reviews of; provide quantitative and qualitative metrics and indicators of value; and can be used assess and evaluate the impact of a Scholar's work, as part of an appointment, performance review or promotion process, as a complete portfolio of work.

https://telmeded.blogspot.com/2021/05/buildingblocks-of-learning-scholarship.html

https://telmeded.blogspot.com/2020/10/micro-scholarship-and-digital.html

Why do this?

Poh-Sun Goh

13 May 2021, 0650am, Singapore Time

The real question, of course, is why bother, and expend this enormous amount of effort to document, in painful, meticulous and open access detail, each and every step of a scholarship journey - both 'Micro-Products' and a reflection of significance and impact of each component, piece and ingredient. 

I deeply believe that this additional effort is worthwhile, valuable and significant. To not only make the creative and development process of 'final' larger significant pieces of work more open for analysis, assessment and evaluation; but also, in a usable, accessible form, make the small pieces, components and ingredients of 'Micro-Scholarship' visible and accessible so that they can be re-used, modified, refined, and added to, by both the scholar, as well as members of a wider Community of Interest (COI) and Community of Practice (COP). 

#BuildingBlocks-of-#Learning #Scholarship #OpenScholarship #OpenLearning #AdaptiveLearning #ModularLearning

#BuildingBlocks-of-#Learning #Scholarship #OpenScholarship #OpenLearning #AdaptiveLearning #ModularLearning 

Poh-Sun Goh

11 May 2021, 5 May 2021, 0605am, Singapore Time

Our thinking, the way we perceive, and interpret our experience, choose our reaction to experience, formulate thought, and choose our action, our response through higher cognitive intentional decision making, and emotional regulation, rather than emotional or reflex reaction is founded on biology, the relative and dynamic interaction between our neocortex, our limbic system, and hindbrain-spinal cord level, modified by training, learning, coaching and experience.

The building blocks of our thinking are ideas, combined into mental models. We build our mental frameworks, theories, beliefs and convictions from a foundation of abstract ideas, and concrete experiences, stories, data and evidence. The ideas that form the foundation of our thinking are generally those that we use often, are useful, uppermost in our minds, and at hand. Modified, added to, or removed in a dynamic interaction with experience, with a lag period, or thresholds which have to be crossed, or tipping points, before new ideas are added to our toolbox or repertoire. 

Making notes of these ideas, regularly, daily, on a cumulative basis, in notebooks, and online (e.g. on daily blogposts) offers the possibility of making our constant process of taking in, capturing and collecting, and progressive integration and application of (new) ideas, and modification of existing one, visible, open and accessible. We think with what is at hand, accessible, uppermost in our minds, and with what has been made rapidly and instinctively accessible, through use, training and deliberate practice. 

The final endpoint products of Scholarship (e.g. the published peer reviewed paper, the conference presentation, an invited commentary, a published book or monograph) are composed of individual ideas, collected, adapted, integrated, modified, built upon, collected and occasionally 'created', during a progressive, thematic, focused intellectual journey. Making this process open, and accessible, down to the most granular level, offers the possibility of making the academic and scholarship process assessable for both peer and personal review, personal reflection, inspection, evaluation, and to by engaged with by a (professional) Community of Interest (COI), and Community of Practice (COP). This is the essence of 'Open Micro-Scholarship".

https://telmeded.blogspot.com/2020/10/micro-scholarship-and-digital.html

https://telmeded.blogspot.com/2021/05/visibility-value-valuing.html