how to apply meyer's multimedia theory to presentations
Copilot:
Applying Mayer’s multimedia theory to presentations involves integrating the 12 principles he established to enhance learning and comprehension. Here’s a brief overview of how you can use some of these principles:
Coherence Principle: Keep your slides free from extraneous content. Only include information that supports your main message1.
Signaling Principle: Use cues to highlight important points. This could be through bold text, arrows, or spotlight effects.
Redundancy Principle: Avoid using narration and on-screen text simultaneously. Choose one method to deliver your message at a time2.
Spatial Contiguity Principle: Place related text and images close together to help learners make connections more easily.
Temporal Contiguity Principle: Present corresponding words and pictures simultaneously rather than successively.
Segmenting Principle: Break your content into manageable chunks to prevent cognitive overload.
Pre-training Principle: Provide learners with the names and characteristics of main concepts before diving into complex material.
Modality Principle: Use narration instead of on-screen text when presenting graphics or animations.
Multimedia Principle: Combine words and pictures rather than words alone to improve learning outcomes3.
Personalization Principle: Use a conversational style and first or second person language to make the content more relatable.
Voice Principle: Use a friendly and conversational tone in your narrations.
Image Principle: Use graphics that support the instructional message rather than decorative images.
Remember, these principles are guidelines to help you design effective multimedia presentations. They are grounded in cognitive research on how people learn from words and pictures. For a more detailed application, consider checking out resources that delve into each principle with examples.
Using Micro-Scholarship to Incentivise Faculty Professional Development
IAMSE 2024 Pre-conference workshop
Saturday, 15 June 2024, 0800 - 1100
Speakers
Ennid Duran duran gonzalez - Universidad Autónoma de Guadalajara
Alice Fornari - Zucker SOM at Hofstra Northwell
Poh-Sun Goh - National University of Singapore
Charles Gullo - Gullo Consulting, LLC
Sol Roberts-Lieb - Univeristy of Maryland, Baltimore
Elisabeth Schlegel - Western Atlantic University School of Medicine
Description
The demands on health professions educators are increasing rapidly. They are asked to increase their work in teaching and learning, scholarly activity, service, administration, and clinical practice. This work often comes without new incentives or time to learn the skills needed to tackle these expanding roles. This workshop provides the theoretical foundation, the opportunity to practice the skills, and a group draft publication for all participants and leaders. This is an innovative idea for a pre-conference workshop in that it extends the traditional workshop into one with a tangible, transcribable publication.
Taking the first step in the scholarly journey is critical for most health professions educators. Getting started, learning the process, finding a community of practice and publishing are concerns held by scholars at all levels. Micro-Scholarship provides the tools to begin that journey (creation of a Micro-Asset) and stack them to form a product recognized by traditional scholarship (Macro-Asset). Similarly, many educators want and need professional development but aren't incentivized for their time, effort, and changes to their practice. This workshop will guide attendees through the answers to these questions by immersing them in the background of Micro-Scholarship, the need for effective and incentivized faculty development, and the creation of a group opinion paper, suitable for publishing, on the need to incentivize faculty development.
Roberts-Lieb, S, Goh, PS and Sandars, J. (2024). Micro-Scholarship: An Innovative Process Using Common Technology Tools. Medical Science Educator. Published online 27 January 2024 https://doi.org/10.1007/s40670-024-01989-y
Goh, PS, Schlegel, E. (2023). Small, Sustainable, Steps to Success as a Scholar in Health Professions Education - Micro (Macro and Meta) Matters. TAPS, 8(2), 76-79. https://doi.org/10.29060/TAPS.2023-8-2/SC2861 (award for most accessed article in TAPS for 2023)
Goh, P. S., Roberts-Lieb, S., & Sandars, J. (2023). Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical teacher, 45:3, 307-312. https://doi.org/10.1080/0142159X.2022.2133689
Basics of AI in Health Professions Education: AI for All
Workshop Description
This workshop will cover the basic ideas, principles and practices of AI in Health Professions
Education (HPE). There will be short faculty presentations, and opportunities for both interactive
discussions, demonstrations and exploration using AI in HPE. We will start by exploring basic ideas and principles at a working level, to build a foundation for further discussion and exploration. We will then explore how and where AI is embedded in how we practice and the tools and platforms we use, including when we do online search, take advantage of autocomplete and chatbot options, AI tools and extensions within work productivity software, and standalone AI platforms and mobile Apps. The aim of this workshop is to build AI literacy, practise common applications such as developing NBME-style questions, structured clinical case based teaching outlines, AI facilitated short teaching video production, or even write fun class summary poems to elevate the mood on a difficult subject. Further goals include developing a deeper appreciation of the potential and pitfalls of using AI, exploring pedagogy, policies as well as research and scholarship avenues using AI in HPE. At the end of this workshop, participants will have a foundation to actively participate in discussions using AI in HPE, as well as foundational knowledge to actively explore and use AI in HPE.
-To review the basic ideas, principles and practices of AI in Health Professions Education (HPE).
-To build AI literacy, practise common applications
-To build a a foundation to actively participate in discussions using AI in HPE, as well as
foundational knowledge to actively explore and use AI in HPE.
Who Should Attend
Health professions educators who are interested in reviewing the basic ideas, principles and
practices of AI in Health Professions Education (HPE); building AI literacy, practising common
applications, building a foundation to actively participate in discussions using AI in HPE, as well as foundational knowledge to actively explore and use AI in HPE.
Lopez, M., Goh, PS. (2024). Catering for the Needs of Diverse Patient Populations: Using ChatGPT to Design Case-Based Learning Scenarios. Med.Sci.Educ. Published online 13 January 2024. https://doi.org/10.1007/s40670-024-01975-4
“Artificial intelligence and machine learning, and instructors in their role as trainers and coaches, give feedback and provide dynamic, personalised customisation of learning content and training experiences.”
- including idea that we are already using AI whenever we do an online search, use common software and mobile Apps, and interact with our mobile and computing devices
What is available, how to use AI, examples
- how can we use embedded AI intentionally?
- how can we best blend use of technology, including AI, with learning science, instructional design and sound pedagogy?
Can Chat GPT and Bard provide references for its answers?
"explaining and justifying answers with evidence and literature as indicator of learning"
--
"What is Learning?
How can we promote, encourage and support deep learning rather than superficial surface learning?
How can we, as educators, instructors, guides and coaches facilitate the learning process?
How can we best use AI to support, and facilitate learning? For example by requiring learners to demonstrate understanding, by explaining, justifying and supporting their answers; including providing evidence, literature, theory and logical arguments and explanations."
Poh-Sun Goh, 28 November 2023 @ 0923am, Singapore Time
"One of the key differences between Google Bard and ChatGPT is their access to the internet. Google Bard has real-time access to the internet, which means that it can access the latest information and keep its responses up-to-date. ChatGPT, on the other hand, does not have real-time access to the internet." - https://www.simform.com/blog/google-bard-vs-chatgpt/
Using Chat GPT 3.5, and three prompts,
- Develop clinical case to manage breathless patient
- With suspected COVID-19 (follow up prompt)
- Develop clinical skills training simulation to manage patient with suspected pneumothorax
Selected transcript from TED talk above: Machine Learning, AI, and the Future of Education | Marc Natanagara | TEDxBrookdaleCommunityCollege - https://www.youtube.com/watch?v=gjDPtzJQnyM&t=2s (accessed 31 December 2023)
Develop clinical skills training simulation to manage patient with suspected pneumothorax
Response below:
To develop a clinical skills training simulation to manage a patient with suspected pneumothorax, you can consider the following steps:
1. Identify the learning objectives: Determine the key concepts and skills that you want the simulation to teach. For example, you may want to focus on identifying the signs and symptoms of pneumothorax, performing a chest examination, and interpreting chest X-rays.
2. Design the simulation: Create a scenario that simulates a patient with suspected pneumothorax. This could include designing a manikin or using a virtual patient simulator. Ensure that the scenario is realistic and includes all the necessary equipment and supplies.
3. Develop the curriculum: Create a curriculum that outlines the learning objectives, simulation scenario, and assessment tools. This should include a detailed description of the simulation scenario, the expected outcomes, and the assessment criteria.
4. Conduct the simulation: Run the simulation with the participants. Ensure that the simulation is conducted in a safe and controlled environment. Provide feedback to the participants and encourage them to reflect on their performance.
5. Evaluate the simulation: Evaluate the effectiveness of the simulation in achieving the learning objectives. This could include assessing the participants’ knowledge, skills, and confidence before and after the simulation.
For more information on nursing care management for patients with pneumothorax, you can refer to the following resource 1:
* Pneumothorax Nursing Care and Management: Study Guide 1
I hope this helps! Let me know if you have any other question
"One of the key takeaways from our workshop is to recommend our participants build experience on one core platform, app or AI tool e.g. chat GPT or Bard; whilst also being open to newer options." - Poh-Sun
Trends in teaching and learning with OER: from microlearning to microscholarship (10 minutes)
Poh-Sun Goh, National University of Singapore
Leveraging the power of OER and Open Digital Practices, we envisage a future where learning transcends the traditional classroom and evolves into a continuous, accessible, and inclusive journey. In this presentation, we explore the transformative potential of "Micro-Learning, Micro-Practice, and Micro-Scholarship" in making educational and professional development accessible to all, one micro-step at a time. With a focus on “small bites” of learning, we will explore the intricate roadmap of progressing gradually but significantly through a structured pathway of micro-steps, mirroring the compounding growth observed in nature. Each step is nurtured through meticulous instruction, guided reflection, and feedback, supported by an inclusive Community of Practice (CoP). We will highlight the role of contemporary technology tools and platforms in not only supporting these micro-steps but in facilitating an environment that fosters sharing and collaboration through a network of individuals and institutions, both formal and informal. We promote the co-creation and curation of content that is reusable across platforms, promoting a culture of sharing and collaboration through open access documents, websites, and digital repositories.
Good morning. Thank you for attending this symposium.
In my short presentation, I want to make the case for “open” digital practice - with “open” meaning “public” visible, accessible, and assessable practice - from the very get-go. In other words, from the very beginning, and throughout our learning, educational, and training practice we aim to be open, and public every step of the way.
The argument is that by doing so, there is minimal additional effort to create public, sharable content on demand, as we are making individual components, and individual steps, open and public along the way.
This content, in digital form, can then be easily shared in modular small pieces, or combined into larger pieces of work. As open educational resources. This approach is accessible to all, and is a sustainable practice.
Modern digital tools, platforms and Apps facilitate and support this process, allowing our efforts to scale, and compound.
Being digital first, and digital ready, from the very outset; engaging in open, public micro-learning and micro-practice; makes accessible content for sharing, conversations and collaborations within and across learning communities, and networks of individuals and institutions, supporting a culture of sharing and collaboration through open access documents, websites, and digital repositories.
-
To share an observation, and a simple strategy - That we ‘do’, and ‘to’ learn, practice, teach and share, including engage in scholarship in small steps, in small pieces - working with key words and phrases, definitions of ideas, cited references including key points and relevant takeaways from these; illustrations; practice tips and pointers. These can be written, narrated or demonstrated, including in video, audio, and on newer display platforms and formats. Each piece in digital form, each piece potentially modular and reusable - working with created, curated and combined content (with appropriate permission and correct attribution). We are all familiar with the process to taking note of what catches our attention, is relevant and useful; making notes and sharing these notes. In this symposium we will focus on strategies to engage in open digital practice, including developing Open Educational Resources (OER) and using these in Medical Education - by sharing ways of thinking, and doing, including approaches, tools and platforms. Two open access recent publications allude to this process (Goh & Schlegel, 2023; Goh, Roberts-Lieb and Sandars, 2023).
References:
Goh, P. S., Roberts-Lieb, S., & Sandars, J. (2023). Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical teacher, 45:3, 307-312. https://doi.org/10.1080/0142159X.2022.2133689
Goh, PS, Schlegel, E. (2023). Small, Sustainable, Steps to Success as a Scholar in Health Professions Education - Micro (Macro and Meta) Matters. TAPS, 8(2), 76-79. https://doi.org/10.29060/TAPS.2023-8-2/SC2861
Microsoft Co-Pilot Prompt: Open Education In Health Professions Education including references and further reading
Response: (1 January 2024)
Open education is a movement that aims to provide free and accessible educational resources and opportunities for anyone, anywhere. In health professions education, open education can help to address the challenges of increasing demand, limited resources, and changing needs of learners and educators. Some examples of open education in health professions education are:
Open textbooks: These are textbooks that are freely available online, often with a Creative Commons license that allows users to reuse, remix, and redistribute them. For instance, Creative Clinical Teaching In The Health Professions is an open textbook that offers practical guidance and strategies for clinical educators.
Open online courses: These are courses that are delivered online, usually without any fees or prerequisites, and that can be accessed by anyone with an internet connection. For example, the IHI Open School offers courses on quality improvement, patient safety, health equity, and graduate medical education.
Open journals: These are journals that publish peer-reviewed articles online, without charging authors or readers any fees, and that allow users to access, download, and share the articles freely. For example, Health Professions Education is an open journal that covers topics such as curriculum, assessment, evaluation, and research in medical education.
Open education in health professions education has many potential benefits, such as:
Enhancing access and equity: Open education can reduce the barriers of cost, location, and time for learners and educators, and enable them to access high-quality and relevant educational resources and opportunities .
Promoting collaboration and innovation: Open education can foster a culture of sharing and co-creation among learners and educators, and encourage them to adapt, improve, and create new educational resources and practices .
Improving quality and outcomes: Open education can support the development of competencies and skills that are essential for health professionals, such as critical thinking, problem-solving, communication, and lifelong learning .
However, open education in health professions education also faces some challenges, such as:
Ensuring quality and credibility: Open education relies on the voluntary contributions and reviews of learners and educators, which may not always guarantee the accuracy, validity, and reliability of the educational resources and activities .
Addressing ethical and legal issues: Open education involves the use and reuse of intellectual property, personal data, and sensitive information, which may raise concerns about plagiarism, privacy, consent, and attribution .
Supporting engagement and motivation: Open education requires learners and educators to be self-directed, autonomous, and responsible for their own learning and teaching, which may not always match their preferences, expectations, and needs .
Therefore, open education in health professions education requires careful planning, implementation, and evaluation, as well as ongoing support and guidance from various stakeholders, such as institutions, educators, learners, and policymakers .
If you are interested in learning more about open education in health professions education, you can refer to the following references and further readings:
: What is Open Education? | Open Education : Open Education in Health Professions Education: A Scoping Review | SpringerLink : Creative Clinical Teaching In The Health Professions - Open Textbook Library : IHI Open School | Institute for Healthcare Improvement : Health Professions Education – DOAJ : Open Educational Resources in Health Education: A Cross-Sectional Study | SpringerLink : Open Educational Practices in Health Education: A Scoping Review | SpringerLink : Open Education and Critical Pedagogy | SpringerLink : Quality Assurance of Open Educational Resources: What Do We Know and What Should We Do? | SpringerLink : Ethical and Legal Issues of Open Access and Open Educational Resources | SpringerLink : Motivations, Challenges, and Opportunities for Engaging in Open Educational Practices: A Mixed Methods Study | SpringerLink : Open Education in Health Professions Education: A Framework for Action | SpringerLink