Monday, 14 August 2017

Tips for Learning and Training / AI and Machine Learning

3. Time on task

"It takes time to learn anything worthwhile. To accumulate knowledge and skills. To integrate this new learning, and be able to, and be confident applying this in the workplace, and real life settings.
This is the difference between undertaking a program of training, and formal courses, compared with short symposia and workshops, or an isolated lecture. Formal training programs gives students time, space, and a place to learn. On a regular basis. This promotes a cumulative increase in learning. Combining theoretical learning with practical case studies integrates basic principles with practice points, and promotes transfer of learning from the classroom to the real world. Online learning programs should include elements from traditional classroom practices which facilitate learning. This includes scheduled time to review the learning material, to work on applying what is learnt by working on assessments and assignments, individually and by learning collaboratively with peers; as well as provide opportunities for timely feedback from instructors."

above from
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

Hence the questions which are often asked when inquiring about the background and training of a prospective employee/trainee:
-Educational and training background?
-Duration?
-Where?
-With whom?
-Doing what? (curriculum)
-Know, know how, show how, does
-Tell me about...
-What do you think about...
-What would you do when...
-Show me...
-Demonstrate how you would...
-Let's see how this candidate...


11. The motivation of your learners, their interest/attention/engagement is key
-Why before How

"Effective learning, and deep learning require interest in a topic, a commitment to learning by our students, regular and systematic participation in an educational process and program, with active engagement with the educational content and the training process. Effective teaching requires awareness of the educational background and prior experience of our students, efforts to maintain and increase motivation in our students, careful and knowledgeable selection of instructional content, and use of interactive and active learning exercises, sequenced and built into a systematic and programmatic educational and training process. Educational technology can anchor and facilitate both effective learning and teaching."

above from
Goh PS. eLearning or technology enhanced learning in medical education - Hope, not hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16
http://www.ncbi.nlm.nih.gov/pubmed/26982639

above from

https://medicaleducationelearning.blogspot.sg/2017/01/12-ideas-for-2017.html

and


"At OpenAI, Mr. Amodei and his colleague Paul Christiano are developing algorithms that can not only learn tasks through hours of trial and error, but also receive regular guidance from human teachers along the way."
above quote from
https://www.nytimes.com/2017/08/13/technology/artificial-intelligence-safety-training.html

"To get computers to think like humans, we need a new A.I. paradigm, one that places “top down” and “bottom up” knowledge on equal footing. Bottom-up knowledge is the kind of raw information we get directly from our senses, like patterns of light falling on our retina. Top-down knowledge comprises cognitive models of the world and how it works."
above quote from
https://www.nytimes.com/2017/07/29/opinion/sunday/artificial-intelligence-is-stuck-heres-how-to-move-it-forward.html

also

https://www.nytimes.com/2016/12/14/magazine/the-great-ai-awakening.html

and

"... a computer that can learn as humans do, cumulatively, over the long term ..."
above quote from
http://www.nytimes.com/2010/10/05/science/05compute.html

https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html

Saturday, 29 July 2017

Consciousness and the Brain by Stanislas Dehaene

"Global workspace theory
My colleagues and I introduced the theory of a Global Neuronal Workspace
(GNW) as a putative neurobiological architecture capable of accounting
for cognitive and neuroscience observations on unconscious and
conscious processing (Dehaene & Naccache, 2001)......   ....The hypothetical neurobiological mechanism for global availability is a set of large cortical pyramidal cells with long-range excitatory axons (GNW neurons), together with their relevant thalamo-cortical loops. These cells are present throughout the human cortex, yet they are particularly dense in prefrontal, cingulate, and parietal regions. They form a long-distance network that interconnects associative cortical areas and allows them to flexibly recruit, in a top-down manner, virtually any specialized area. Through their numerous reciprocal connections, GNW neurons are thought to amplify and maintain a specific neural representation for an arbitrary duration, thus keeping it “on line” or “in mind”
above from
Neurosciences and the Human Person: New Perspectives on Human Activities Pontifical Academy of Sciences, Scripta Varia 121, Vatican City 2013


See also
Consciousness and the Brain: Deciphering How the Brain Codes Our Thoughts By Stanislas Dehaene





http://ideas.ted.com/want-to-know-what-aliens-will-be-like-just-look-at-an-octopus/







Thursday, 13 July 2017

15th APMEC 2018 - ESME, Pre-conference workshop, Main conference symposium











"As learning analytics data provides a snapshot of how engaged students are and how they are performing, this could be considered a useful indication of where excellent teaching is taking place"
above quote from








"...it was "trivial" - meaning easy - to tie the information directly to people and reveal exactly where they went online, the terms they searched for and the things they bought  ...The data analysed by the pair connected a list of sites and links visited to a customer identifier. However, he said, by drawing on public information that people share about their browsing habits, it became possible to connect that entry on a list to an individual."
above quote from

"...Enter, Engaged Time .... the Attention Web, measuring visitor activity by tracking scrolling, mouse movements or keystrokes –  .....know how many people are actively consuming .. content and for how long ... Engaged Time correlates with .... likelihood to return to ... site as well as reading comprehension" 
above quote from





(from Reuters, on 19 July 2017)



(from BBC, on 25 May 2017, "Amazon's newest bricks and mortar store opens in New York)




(GP training.net)















Pre-conference workshop
Title
How to use data (analytics) to inform eTeaching and eLearning Goh Poh Sun (GPS), Sergio Hernandez-Marin (SHM), Lim Wee Khee (LWK)

Objectives
To illustrate and demonstrate the utility of off the shelf/free(ly available) data analytics to inform eTeaching and give visibility of eLearning (activities) by our students.

Workshop description
The workshop will be based on actual case studies from an experienced medical educator (GPS), who has been using Google Blogger (with in built data analytics), exclusively (rather than PowerPoint) for clinical teaching, and medical education faculty development over the last 6 years (in undergraduate, postgraduate and CME/CPD settings). Co-facilitators in the workshop (SHM and LWK) will share added insights from a technical-strategic (SHM) and market-engagement (LWK) perspective. Participants will have the opportunity to build their own prototype teaching blog (with use of Google Blogger as an illustrative freely available, and free to use platform), together with seeing how embedding additional online tools into a teaching blog (like Slideshare, SurveyMonkey, and Padlet) can give educators further data and visibility of student engagement, and actual learning within an eLearning process and platform. Participants will be expected to have engaged in one to two hours of pre-reading, and a pre-workshop exercise. Participants should bring a WiFi enabled laptop or tablet computer to the workshop.

Who should attend
Health professions educators (Medical, Nursing and Allied Health), and staff who have an administrative and leadership role in supporting and working with eLearning/Technology enhanced learning teams.


Main conference symposium
Title
Using data (analytics) to inform eTeaching and eLearning Goh Poh Sun (GPS), Sergio Hernandez-Marin (SHM), Lim Wee Khee (LWK)

Brief description of session
The central thesis of this symposium will be to demonstrate and illustrate how data (analytics) can inform an educational practitioner (in their educational practice), and anchor scholarly teaching and educational scholarship.
The three panelists bring (to the audience) long standing practical frontline and academic experience in their roles as a clinical teacher and in medical education faculty development (GPS), in data analytics and strategic thinking (SHM), and in the real world application of social media analytics in business (LWK).
This interactive symposium and panel discussion (with the audience) will be anchored by a purpose built dedicated presentation online blog (for approximately 30 minutes to one hour of pre-session online review BEFORE the session), each symposium presenter giving a (maximum) 10 minute short overview presentation, followed by ONE HOUR of interactive live discussion (during the session) with the audience (who should bring a WiFi enabled mobile phone, Tablet or Laptop to the session to engage with the panelists - both synchronously and asynchronously, the day before, during, and day after the symposium).





Medical Education Peer Reviewed Publications (selected)

The intention of writing a recent series of reflection pieces (article 5, 6, 7, 9 and 11), as well the other articles below, was to set down in print as many of the useful ideas / and pointers I could think of, and which I have found useful and currently use, on the subject of TeL and implementing this, distilled from my reading, practice, and scholarly inquiry since 2002, as well as from the last 6 years of faculty development presentations, symposia and workshops I have been involved in designing and have participated in at NUS, at APMEC and AMEE; and have presented as invited speaker to conferences in Colombo, Sri Lanka; Kaohsiung, Taiwan; Jakarta, Indonesia; and as visiting professor in Almaty, Kazakhstan.
(articles in Medical Teacher and MedEdPublish have been viewed over 5,000 times in the 2015 and 2016, and papers 2, 4, 5 and 6 are amongst the top rated papers in Oct, Nov, Dec 2016 and Jan 2017 - see below)

1. 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

2. Goh, P.S., Sandars, J. Insights from the culinary arts for medical educators. MedEdPublish. 2017 Jan; 6(1), Paper No:10. Epub 2017 Jan 18.

3. Goh, P.S. A proposal for a grading and ranking method as the first step toward developing a scoring system to measure the value and impact of viewership of online material in medical education - going beyond “clicks” and views toward learning. MedEdPublish. 2016 Oct; 5(3), Paper No:62. Epub 2016 Dec 9.

4. Goh, P.S. Presenting the outline of a proposal for a 5 part program of medical education research using eLearning or Technology enhanced learning to support Learning through the continuum of Undergraduate, through Postgraduate to Lifelong learning settings. MedEdPublish. 2016 Oct; 5(3), Paper No:55. Epub 2016 Dec 7. 

5. Goh, P.S. The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar. MedEdPublish. 2016 Oct; 5(3), Paper No:31. Epub 2016 Oct 18.
http://dx.doi.org/10.15694/mep.2016.000117
https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-November-2016.aspx

6. 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.

7. Goh, P.S. Technology enhanced learning in Medical Education: What’s new, what’s useful, and some important considerations. MedEdPublish. 2016 Oct; 5(3), Paper No:16. Epub 2016 Oct 12.
8. Sandars, J., Goh, P.S. Is there a need for a specific educational scholarship for using e-learning in medical education? Med Teach. 2016 Oct;38(10):1070-1071. Epub 2016 April 19.

9. Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16
http://www.ncbi.nlm.nih.gov/pubmed/26982639

10. Goh, P.S., Sandars, J. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Med Teach. 2016 Aug;38(8):858. Epub 2016 Jul 14.

11. Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. Epub 2015 Nov 11.

12. Sandars J, Patel RS, Goh PS, Kokatailo PK, Lafferty N. The importance of educational theories for facilitating learning when using technology in medical education. Med Teach. 2015 Mar 17:1-4.

13. Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5.

14. Liaw SY, Wong LF, Chan SW, Ho JT, Mordiffi SZ, Ang SB, Goh PS, Ang EN. Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial. J Med Internet Res. 2015 Jan 12;17(1):e5.

Thursday, 29 June 2017

AMEE 2017/4th International Conference on Faculty Development in Helsinki, August 2017 titled "Modular Blended eFaculty Development using Blogs and Instagram"








Twitter Activity on AMEE hashtag during 1 month before AMEE conference 2011-2016 #AMEE2017 #meded @amee_online












(Accepted) Workshop proposal for the 4th International Conference on Faculty Development held jointly with AMEE 2017.

Submission ID: 73

Titled: Modular Blended eFaculty Development using Blogs and Instagram

Presenter: Poh-Sun Goh, National University of Singapore, Singapore

Background: This workshop will demonstrate how to deliver blended eLearning using a Blog to provide access to modular content, and to host an online engagement platform, augmented by Instagram for bite-sized content review. The presenter will share practical tips by drawing from experience using this "recipe" to deliver blended faculty development workshops and symposia on eLearning locally, regionally and internationally over the last 5 years (at own university, regional conferences, APMEC and AMEE).

Who should attend: Educators involved in faculty development with an interest to learn how to use a freely available, easy to use, flexible eLearning platform and tools to support and augment their faculty development programs and activities, from an enthusiastic practitioner with experience in blended eFaculty development in multiple educational settings at local and international levels (own university, regional conferencesAPMEC, and AMEE).

Structure of the workshop: The workshop will be supported by a purpose built blog and bite sized Instagram content, for pre-workshop literature review and familiarisation with the platform and tools (2 to 3 hours preparation required).
A highly interactive presentation and discussion format will then be used during the "live" workshop, focusing on why and how to use a set of online tools for blended modular eFaculty development, with the workshop itself demonstrating the presentation and audience engagement process.

Intended outcomes: Participants will develop familiarity with a blended eFaculty presentation and audience engagement process for modular faculty development, and learn how to use a freely available, easy to use, flexible eLearning platform and tools to support and augment their faculty development programs and activities.

Invited teaching faculty for NUHS NCIS organised Radiation oncology target delineation workshop - 10 August 2017 (Thursday)

Invited teaching faculty for NUHS NCIS organised Radiation oncology target delineation workshop - 10 August 2017 (Thursday) - presentation blog.






Short Bio:

A/Prof Goh Poh Sun, MBBS(Melb), FRCR, FAMS, MHPE(Maastricht), FAMEE
Associate Professor and Senior Consultant, Department of Diagnostic Radiology, National University of Singapore and National University Hospital, National University Health System, Singapore. 

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 practices on the Clinician Educator Track (80% clinical, 20% education), 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 26 years, and teaching at the National University of Singapore (NUS) and National University Hospital (NUH) for the last 23 years. He has a special interest in Neuroradiology, including Head and Neck Radiology. 
More information on Medical Education and eLearning Portfolio weblink below

Invited presentation for Medicine Review Course, July 8th, 2017 @ Academia, SGH; 1pm for half hour

Invited presentation for Medicine Review Course, July 8th, 2017 @ Academia, SGH; 1pm for half hour, on topic
"Diagnostic imaging: common misdiagnosis of x-rays and how to avoid them" - see email on Jan 17, 2017.
Organised by College of Physicians Singapore (Dr Lim Siew Eng, contact at Academy of Medicine, Michelle Quek)
Largest int medicine review course for physicians in training (residents), some smaller groups of medical students, nurses and some senior doctors post graduation.
To (teach them techniques and skills to read common x-rays cxr, axr, kub, bone x-rays so that they can avoid mistakes).