Sunday, 8 October 2017

Requirements for Data Informed Personal, and Personalised eLearning and eTeaching

Requirements for Data Informed Personal, and Personalised eLearning and eTeaching
by
Poh-Sun Goh
1st draft on 9 October 2017 @0415am

Privacy. Data Security. Responsible Access/Use. Awareness. Digital literacy. Thoughtful use. Confidence. Public networks and platforms + "Free" commercial/ad driven networks and platforms vs Private/Institutional Intranets and Learning Management Systems

What are some of the key requirements necessary to take full advantage of an eLearning/Technology enhanced learning platform and process?

How can we take advantage of the flexibility, low cost (often "free"), scale and reach of public networks and platforms (for example Instagram, WhatsApp, WeChat, Facebook, Blogger, LinkedIn), and combine this with the greater privacy, rule based use and governance of private (password, dual-key, biometric secured) and institutional networks, which are still potentially vulnerable to potential data breeches, data misuse, hacking, and data loss/theft?

Do we respond by not participating? or restricted/limited participation? creating silos, both online, and some off-line? Not using digital formats? Going offline?

I believe one sensible, and safe approach is to combine, or blend the use of fully public, semi-private, and private digital platforms and approaches, some off-line, some online.

We can learn from our current cautious, and informed use of digital medical records by our healthcare systems; and translate strategies and approaches to the use of student and trainee records and data (learning and training logs, data streams and artefacts). We can also learn from financial practice and the finance industry, in their use of encryption and blockchain for example, at an institutional and system level.

An aware, informed, careful, layered approach, with public, accessible, anonymised data (or fully consented for public dissemination), and separate, indexing, labelling and captioning, and explanatory information layers, with key information (for privacy, or intellectual property reasons) both stored separately, behind biometric and if necessary multiuser ID require secure access, and if necessary, even offline, or unwritten and unrecorded.


http://www.businesstimes.com.sg/opinion/the-smart-in-smart-nation-is-also-about-being-more-human

http://www.businesstimes.com.sg/opinion/a-good-dose-of-digital-is-what-healthcare-needs

http://www.businesstimes.com.sg/technology/us-signals-tougher-stance-with-tech-companies-on-encryption


Google search for "big data and privacy concerns"

Google Scholar "big data and privacy concerns"

Google Scholar "big data and privacy concerns" (since 2017)

Broadening marketing’s contribution to data privacy
Ferrell, O.C. J. of the Acad. Mark. Sci. (2017) 45: 160. https://doi.org/10.1007/s11747-016-0502-9

Hsinchun Chen , Roger H. L. Chiang , Veda C. Storey, Business intelligence and analytics: from big data to big impact, MIS Quarterly, v.36 n.4, p.1165-1188, December 2012

http://www.gartner.com/smarterwithgartner/top-trends-in-the-gartner-hype-cycle-for-emerging-technologies-2017/

http://www.gartner.com/newsroom/id/3784363

https://www.forbes.com/sites/louiscolumbus/2017/08/15/gartners-hype-cycle-for-emerging-technologies-2017-adds-5g-and-deep-learning-for-first-time/#304cb00b5043

https://epic.org/privacy/big-data/

European parliament adopts resolution on big data (2017)

"...big data refers to the recurring accumulation of large amounts of data, including personal data, from a variety of sources, which are subject to automatic processing by computer algorithms and advanced data-processing techniques in order to generate certain correlations, trends and patterns (big data analytics)..."
above quote from
DRAFT REPORT on fundamental rights implications of big data: privacy, data protection, non-discrimination, security and law-enforcement (2016/2225(INI))

https://www.theguardian.com/technology/2012/apr/23/cookies-and-web-tracking-intro

https://www.f-secure.com/sw-desc/tracking_cookie.shtml

https://www.symantec.com/security_response/writeup.jsp?docid=2006-080217-3524-99

https://www.safervpn.com/blog/tracking-cookies/


https://venturebeat.com/2014/10/06/the-cookie-is-dead-heres-how-facebook-google-and-apple-are-tracking-you-now/

http://www.information-age.com/big-data-vs-privacy-big-balancing-act-123461795/

Confronting the privacy and ethical risks of Big Data (Financial Times, published on 25 September 2013, accessed on 10 October 2017)

https://www2.deloitte.com/ca/en/pages/deloitte-analytics/articles/data-analytics-and-privacy.html

https://www.business.com/articles/privacy-and-security-issues-in-the-age-of-big-data/

http://www.techrepublic.com/article/big-data-privacy-is-a-bigger-issue-than-you-think/

http://theconversation.com/big-data-security-problems-threaten-consumers-privacy-54798

https://www.informationweek.com/strategic-cio/security-and-risk-strategy/top-data-privacy-issues-to-scare-you-in-2016/a/d-id/1323752?

https://www.quora.com/Who-originally-suggested-that-if-youre-not-paying-for-the-product-you-are-the-product

https://www.forbes.com/sites/marketshare/2012/03/05/if-youre-not-paying-for-it-you-become-the-product/#13f770895d6e

"...making incredibly cool sites that seamlessly connect billions of people to their friends as well as to a global storehouse of knowledge..." and
"If you are not paying for it, you’re not the customer; you’re the product being sold"
quote in article below
Silicon Valley is Not Your Friend (NYTimes, Sunday Magazine, 15 October 2017)

"...Perhaps Google is betting that the popularity of smart speakers has made the public less uneasy about a device that constantly listens to them. And Google says the phone isn't recording anything and all the listening and processing is done on the device, using a downloaded music catalog. But some people will, rightly, still have privacy concerns..."
quote in article below
http://money.cnn.com/2017/10/17/technology/gadgets/google-pixel-2-review/index.html

https://www.cnet.com/news/responsible-encryption-deputy-attorney-general-rod-rosenstein-back-doors/

https://www.cnet.com/news/bug-bounty-hunters-can-make-big-bucks-with-the-right-hack/

http://money.cnn.com/2017/10/16/technology/wi-fi-flaw-krack-security/index.html

https://www.cnet.com/how-to/krack-affects-everyone-heres-what-to-do-now/

https://www.cnet.com/how-to/find-out-if-your-yahoo-account-was-hacked/

https://www.cnet.com/news/5g-phone-networks-could-ease-data-limit-worries/








Applied learning analytics for modular content (updated) from Poh-Sun Goh



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

https://medicaleducationelearning.blogspot.sg/2017/09/meded-reusable-modular-learning-objects.html

Wednesday, 27 September 2017

SoTL in MedEd

Dr Goh is a graduate of the Melbourne Medical School in Australia (1987), a Fellow of the Royal College of Radiologists in the UK (1993), Fellow of the Academy of Medicine in Singapore (1998), has obtained a Master of Heath Professions Education from Maastricht University (2012), and is a Fellow of AMEE (2017). He is an Associate Professor and Senior Consultant, Department of Diagnostic Radiology, National University of Singapore and National University Hospital, National University Health System, Singapore. Dr Goh practices on the Clinician Educator Track (80% clinical, 20% education), is an Associate Member of CenMED, NUS and the SoTL-Asia SIG (set up by CDTL, NUS); and is a member of the AMEE (Association for Medical Education in Europe) Technology Enhanced Learning committee. He has been practicing as a clinical radiologist for the last 27 years, and teaching at the National University of Singapore (NUS) and National University Hospital (NUH) for the last 24 years. He has a special interest in Neuroradiology, as well as Technology enhanced learning (eLearning). 

He has been developing and evaluating eLearning platforms and solutions for undergraduate and postgraduate teaching and learning for the last 16 years; and has presented this work at conferences, invited symposia and workshops both locally and internationally. He has published papers on Technology enhanced learning / eLearning in Medical Education journals as well as online papers and reflection pieces. He was a member of the NUS task-force (2005 to 2006) successful in developing a proposal for setting up the Interactive and Digital Media Institute at NUS; as well as member of the Faculty of Medicine Differentiated Track workgroup (2004 to 2005) who was responsible for drawing up the promotion and tenure criteria for the Clinician Scholar track (benchmarked against international best practices, and subsequently accepted by NUS). 

“Passions - Technology enhanced learning, Education, Radiology. Technology as a tool, platform and enabler to support and augment face to face customised teaching and learning; with educational principles as the foundation; and Radiology, as well as Medical Education Faculty Development and Scholarship as my academic and clinical focus.” 

His current focus is on building and evaluating the use of hyperlinked radiology and educational case repositories in medical education. Have archived over 10,000 (anonymised) radiology cases online and over 5000 links to educational resources, with over 625,000 page views, as of 8 October 2017; over the last 6 years (since Oct 2011) http://medicaleducationelearning.blogspot.sg/2013/01/use-of-hyperlinked-radiology-case.html?view=sidebar

The material can be used for both exemplar teaching in undergraduate and postgraduate education, as well as thematic case collections to train beyond competency and proficiency toward expert performance and mastery in clinical Radiology, as well as professional practice as a medical educator and educational scholar. 

As an intellectual, and value add + what I bring to the table exercise:long term, deep experience and insight using blogs, eRepositories, social media/online data (learning) analytics for student engagement (and learning); an obsession with / (consuming) passion for and focus on using and evaluating free / open-source / off the shelf eLearning / TEL platforms and solutions.

__________________

"How should you react to achieving a lifetime’s ambition? The restless and the neurotic will press on, set new goals, imagining new threats or rivals to dispatch. Alexander the Great was said to have wept when he saw there were no new lands to conquer. But Bras has decided that, having reached the top, it is time to do something else, to choose a different, calmer life. There is a risk, of course, that once you have reached a peak it is hard to avoid a sense of slipping downhill. But keeping up a three-star level of culinary performance does not seem to Bras to be worth the candle, or the linen, or the silverware."
above quote from article (link to) below
https://www.theguardian.com/commentisfree/2017/sep/22/workplace-chef-michelin-stars-sebastien-bras

https://www.theguardian.com/world/2017/sep/20/sebastien-bras-french-chef-three-michelin-stars-le-suquet-laguiole

http://www.businesstimes.com.sg/life-culture/chef-andre-chiang-to-close-two-michelin-starred-restaurant-on-feb-14

http://www.businessinsider.sg/chef-andre-chiang-is-leaving-singapore-and-being-a-perfectionist-is-among-his-reasons-for-doing-so/

http://www.straitstimes.com/lifestyle/food/restaurant-andre-closing-8-other-chefs-who-gave-back-their-michelin-stars

http://www.straitstimes.com/lifestyle/food/time-to-move-on-and-pursue-other-passions-says-chiang

http://www.straitstimes.com/singapore/chefs-move-to-close-acclaimed-restaurant-stuns-industry

https://www.theguardian.com/books/2017/oct/05/kazuo-ishiguro-wins-the-nobel-prize-in-literature


above from

above from


We live in deeds, not years; in thoughts, not breaths
Philip James Bailey

 We live in deeds, not years; in thoughts, not breaths; 
In feelings, not in figures on a dial. 
We should count time by heart-throbs. He most lives 
Who thinks most, feels the noblest, acts the best. 
And he whose heart beats quickest lives the longest: 
Lives in one hour more than in years do some 
Whose fat blood sleeps as it slips along their veins. 
Life’s but a means unto an end; that end, 
Beginning, mean, and end to all things—God. 
The dead have all the glory of the world.




"Art is long, and Time is fleeting ..."
Henry Wadsworth Longfellow




Creativity, Control, Impact




___________________







Developing digital scholarship in Medical Education (overview of my journey)

Presenting peer reviewed thematic conference papers twice a year on topic of eLearning/blended learning (at APMEC and AMEE) biannually from 2003 to 2008 → to refining eLearning theme in conference papers highlighting applied educational theory in undergraduate medical education and postgraduate radiology training (at APMEC and AMEE) biannually from 2009 to present (using multiple case studies from a digital repository with deliberate practice) → starting and completing two year Maastricht MHPE program (in 2012) → publishing short MedEdWorld reflections starting from 2013 → peer reviewed extended abstracts/papers for conference presentation on topic of the use of digital repositories + coupled with applied deliberate practice and mastery training paradigms from 2013 → published educational research studies, educational tips and reflections in peer reviewed Medical Education journals / case study in Book Chapter since 2014 + while simultaneously building up on a daily basis a repository of online (anonymised) radiology cases and links to medical education online resources for medical education and faculty development (since October 2011, currently with over 15,000 cases and links to educational resources and over 625,000 page views over the last 6 years)  + engaging in faculty development and the educational scholarship cycle in parallel with above efforts by developing and presenting eLearning / Technology Enhancing Learning workshops and symposia, since 2010; and more recently workshops on the Flipped Classroom, Use of Videos in Medical Education, and Qualitative Research in Medical Education.


Building a portfolio of academic scholarship and The academic cycle 
by 
Goh Poh Sun (first draft on April 10th, 2016 at 1737hrs)

"The process of building a portfolio of academic scholarship requires attention to, as well as regular participation in and focus on an area of academic work; getting training, building experience, and developing an understanding of current and topical academic conversations in that area; by reading, attending major academic conferences, through conference presentations, presenting at symposia and workshops; developing ideas further and deepening insights through reflection and discourse; then continuing the academic cycle by getting feedback on these insights by progressively disseminating these ideas through case studies, reflection pieces and peer reviewed papers, both online and through traditional academic peer reviewed publications and conference presentations."
Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples
by
Goh Poh Sun (First draft June 4, 2015 @ 7pm)


Typical examples or real-life scenarios can be used to illustrate theory, and help students understand fundamental principles. Mastering a topic usually requires exposure to and experience with many examples, both typical and atypical, common to uncommon including subtle manifestations of a phenomenon. The traditional method of doing this is via a long apprenticeship, or many years of practice with feedback and experience. A digital collection of educational scenarios and cases can support and potentially shorten this educational and training process. Particularly if a systematic attempt is made to collect and curate a comprehensive collection of all possible educational scenarios and case-based examples, across the whole spectrum of professional practice. Online access to key elements, parts of and whole sections of these learning cases; used by students with guidance by instructors under a deliberate practice and mastery training framework, can potentially accelerate the educational process, and deepen learning.


_______________________

Click on image / coloured "tile" below to go to individual blog sites




MHPE(2009-2012). Faculty development program at MEU and CenMED, NUS (since 2010); presentations, workshops and symposia at APMEC (since 2011) and AMEE (since 2012); workshop at Faculty Development Conference in Helsinki, Finland (2017); as invited faculty for SIF program and SEARAME conference in Colombo, Sri Lanka (2014); medical education conferences in Kaohsiung, Taiwan (2015); Jakarta, Indonesia (2016); Kuala Lumpur, Malaysia (2018); and visiting professor in Almaty, Kazakhstan (2015). FAMEE (2017).




Click on image / "tile" above to go to Learning Neuroradiology Blog

Instructions on how to add link to an image on website/blogpost below



MedEd Reusable (Modular) Learning Objects




Modular Blended eFaculty Development using Blogs and Instagram

____________



____________

Instagram stream (below) as hyperlinked, online-mobile accessible, interactive SlideDeck

above and below from



Focus on user / customer experience (above)


Focus on "job to be done" (hired for) see below



above from

above from

above and below from















"Digital learning technologies can enable students to grasp concepts more quickly and fully, to connect theory and application more adeptly, and to engage in learning more readily, while also improving instructional techniques, leveraging instructor time, and facilitating the widespread sharing of knowledge. Digital technologies will enable this in new and better ways and create possibilities beyond the limits of our current imagination...
Digital learning today is where smartphones were a decade ago. Adoption is taking hold, and the technology has proven its value along some dimensions. We are on the frontier. We can see new possibilities in front of us. Still more possibilities are beyond our imagination. A decade from now, capabilities we currently think of as emerging and others that we can barely imagine will be as ubiquitous as the smartphone is today..."
above quote from (see link below)
https://odl.mit.edu/value-digital-learning














"...Traditional universities have a few trump cards. As well as teaching, examining and certification, college education creates social capital. Students learn how to debate, present themselves, make contacts and roll joints. How can a digital college experience deliver all of that?
The answer may be to combine the two..."
above quote from (see link below)
https://www.economist.com/news/briefing/21605899-staid-higher-education-business-about-experience-welcome-earthquake-digital



"...What the Internet provides is a new means of distribution that allows knowledge to be propagated on a global scale for little or no cost. The producer (the professor) no longer has to have his or her “market” for their teaching limited to face-to-face distribution but instead can, by putting it up on the web in an online course or a MOOC, distribute it to the whole world...
Today most students still take face-to-face classes and geography plays a big factor in the decision about where they’re going to go. MOOCs may offer free courses from top-tier universities, but MOOCs (for the most part) don’t offer credit or any other recognized credential for students who enroll for the free version. Faculty, even if they’re teaching online, still are the primary creators and distributors of the information they teach…as long as they’re expected to interact with their students, answer questions, and participate in discussions. The village may have expanded its borders a bit, but most of the goods it produces are still being distributed to a limited range of customers.
For now..."
above quote from (see link below) 
http://idfive.com/the-future-of-higher-education-in-the-digital-age/









"One of the most consistent findings from our research is that, for some tasks, medium doesn't seem to matter. If all students are being asked to do is to understand and remember the big idea or gist of what they're reading, there's no benefit in selecting one medium over another.
But when the reading assignment demands more engagement or deeper comprehension, students may be better off reading print...
we found a select group of undergraduates who actually comprehended better when they moved from print to digital. What distinguished this atypical group was that they actually read slower when the text was on the computer than when it was in a book. In other words, they didn't take the ease of engaging with the digital text for granted. Using this select group as a model, students could possibly be taught or directed to fight the tendency to glide through online texts."
above quotes from article below
http://edition.cnn.com/2017/10/06/health/print-education/index.html

http://www.bbc.com/culture/story/20170915-ten-of-the-most-beautiful-modern-libraries-in-the-world

"Today, we’re no longer trusting machines just to do something, but to decide what to do and when to do it. The next generation will grow up in an age where it’s normal to be surrounded by autonomous agents...How do we teach our children to question not only the security and privacy implications but also the ethical and commercial intentions of a device designed by marketers?"
above quote from
Co-Parenting With Alexa (NYTimes, 7 October 2017)




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


"Requirements for Data Informed Personal, and Personalised eLearning and eTeaching

Privacy. Data Security. Responsible Access/Use. Awareness. Digital literacy. Thoughtful use. Confidence. Public networks and platforms + "Free" commercial/ad driven networks and platforms vs Private/Institutional Intranets and Learning Management Systems

What are some of the key requirements necessary to take full advantage of an eLearning/Technology enhanced learning platform and process?

How can we take advantage of the flexibility, low cost (often "free"), scale and reach of public networks and platforms (for example Instagram, WhatsApp, WeChat, Facebook, Blogger, LinkedIn), and combine this with the greater privacy, rule based use and governance of private (password, dual-key, biometric secured) and institutional networks, which are still potentially vulnerable to potential data breeches, data misuse, hacking, and data loss/theft?

Do we respond by not participating? or restricted/limited participation? creating silos, both online, and some off-line? Not using digital formats? Going offline?

I believe one sensible, and safe approach is to combine, or blend the use of fully public, semi-private, and private digital platforms and approaches, some off-line, some online.

We can learn from our current cautious, and informed use of digital medical records by our healthcare systems; and translate strategies and approaches to the use of student and trainee records and data (learning and training logs, data streams and artefacts). We can also learn from financial practice and the finance industry, in their use of encryption and blockchain for example, at an institutional and system level."
above from
https://medicaleducationelearning.blogspot.sg/2017/10/requirements-for-data-informed-personal.html



MedEdWorld Reflections





"Using technology to enhance teaching and learning - Making sense of research, and Developing scholarship"