eTeaching templates

eTeaching templates
by
Dr Goh Poh Sun (on Friday, June 26, 2015 at 0730am)


We can make the online teaching process simpler by using eTeaching templates. These templates, or a templated teaching process can be incorporated onto a teaching website, and guide educators through a pedagogically sound teaching and engagement process with students.

Reflect on the past, plan for the future, live in the present

Schedule time to rest and recharge

Make time to explore

Make time to explore
by
Goh Poh Sun (First draft at 8pm, on June 15, 2015)

Make time to regularly read widely; in adjacent areas; as well as within and outside your area of primary interest or expertise.
Regularly widen your intellectual horizons.
Read. Discuss. Write. Travel.

Our role as an educational coach

Our role as an educational coach
by
Goh Poh Sun (First draft at 1430hrs, on June 14, 2015)

The role of an educational coach is manifold - to understand the background, as well as educational and training needs of our students; to guide, give feedback, motivate, and assist in planning a personalised educational and training program; to monitor progress, and work with our students to further customise their learning.

Our role as educational curator

Our role as educational curator
by
Goh Poh Sun (First draft at 2pm, on June 14, 2015)

An area where we can add value as educators is to create, collect and curate a collection of educational resources, which are indexed, and hyperlinked; in order to make it available, and accessible for our students.

Having access to an unlimited collection of educational resources on the internet does not mean that our students have the time, or capacity to absorb this information

Having access to an unlimited collection of educational resources on the internet does not mean that our students have the time, or capacity to absorb this information
by
Goh Poh Sun (First draft at 0800am, on June 13, 2015)

Having access to the vast resources available on the internet, similar to having access to a well stocked, comprehensive library, or even a good textbook, does not necessarily mean that our students have the time, or capacity to absorb this wealth of information. There is a continuing role for the teacher to guide, highlight, reinforce and contextualize this information. Illustrate its relevance. Show how, and where it might be used.

We spend time both in the real world, and online

We spend time both in the real world, and online
by
Goh Poh Sun (First draft at 0630am, on June 13, 2015)

We spend time and inhabit both the real world, and the online one. This enables us to distinguish between, and appreciate what we value most about live interaction, and the tangibility of physical media. The texture and physical presence of a book, or journal article. The ease of remembering where certain passages are in an article or book. The physical appearance, and design of a book adding to its character; similar to the framing of a painting adding to the work of an artist. Writing and annotating notebooks, and then reviewing the pen strokes and jottings provides an added tangibility to a passage or phrase. Visiting a bookshop or museum provides a multi-sensory experience, a sense of place and space. Physical exploration slows us down, while preserving a sense of discovery, allowing both browsing, and deep contemplation.

Our students now have much better access to information, they can look it up, or ask someone

Our students now have much better access to information, they can look it up, or ask someone
by
Goh Poh Sun (First draft at 0600am, on June 13, 2015

Technology has enabled our students to have much better access to information. It is easier now to look up information, or ask someone. As educators, it is even more important now to teach students how to ask questions, to look for information, and to evaluate the credibility, source and value of the information. Knowing where to look, what to look for, and what questions to ask is a key digital competency.

"Getting information from the internet is like drinking from a fire hydrant" (attributed to Mitchell Kapor, quoted by Eric Schmidt).

Customising your teaching

Customising your teaching
by
Goh Poh Sun (First draft at 7pm, on June 11, 2015)

Ideally teaching, and educational content would be customised and personalised for each individual student. With the educational offering adapting itself to a student's increasing knowledge and skill base. This can be performed by a combination of self selection (from a buffet of options, categorised for different levels of student proficiency), and educator selected content (which can be customised "live", or asynchronously, if a wide enough range of readily accessible digital teaching material is available).

Understand your audience

Understand your audience
by
Goh Poh Sun (First draft at 6pm, on June 11, 2015)

Understanding your audience is key. What is the educational and training background of your students? How much background knowledge and skill do they have? Do you have anything to build on, or do you need to build up a foundation of basic knowledge and skills? Do you just need to do a short refresher session before introducing new material? What about the students' motivation? How will they use the educational content presented in the future? How can you as a teacher promote transfer of classroom training into the practice setting?

Use your educational website as a canvas, giving you the possibility of continually refining and refreshing your educational content

Use your educational website as a canvas, giving you the possibility of continually refining and refreshing your educational content
by
Goh Poh Sun (First draft at 0800am, on June 11, 2015)

Use your educational website as a canvas, giving you the possibility of continually refining and refreshing your educational content. This is the same mindset as that of an artist.

Take a few steps every day

Take a few steps every day
by
Goh Poh Sun (First draft at 0700am, on June 11, 2015)

Any journey begins with a single step. By taking cumulative steps, by staying the course, any journey can be completed. Pay attention and be mindful the next time your go for a walk. It does not take many steps to move a significant distance along a certain path.

(Take a few steps, every day. Above photo shows sunrise at Bunker Bay, WA)

"Start every day with at least 30 minutes of writing" Kerry Ann Rockquemore

Your life in weeks

https://www.theguardian.com/books/ng-interactive/2017/mar/20/how-to-finish-a-novel-tracking-book-progress-wyl-menmuir

http://medicine.nus.edu.sg/cenmed/apmec13/speakers.shtml#Poh-Sun_Goh

Compare and contrast

Compare and contrast
by
Goh Poh Sun (First draft at 0600am, on June 11, 2015)

How do you use and review a case collection? A collection of teaching material? Plan to spend time carefully going through and observing each example. Review examples side by side. Look for similarities, and differences. Compare and contrast. Review a series of similar examples, and contrasting ones. Repeat this process. With each session, your ability to recognise key features increases. Keep repeating this process until you become very familiar and confident in your ability to quickly and accurately recognise each example, each case scenario - and be able to state what each example is, to justify this diagnosis or opinion, and be able to describe what actions to take next.

The collected work in a museum, or digital collection, should be on display, for viewing, and reviewing

The collected work in a museum, or digital collection, should be on display, for viewing, and reviewing
by
Goh Poh Sun (First draft at 5pm, on June 10, 2015)

Digital collections should be on display, readily available for viewing and reviewing. This process allows the viewer/learner to develop perceptual recognition, and insights into the common and key elements which distinguish different categories of work, and strengthens the ability of the viewer/learner to quickly, accurately, and confidently identify similarities and differences between two pieces of work, or case scenarios. Educators have a curatorial role in collecting, making available, and displaying learning objects, and teaching scenarios. Digital collections, online tools and platforms have made this process much easier.

Overlearn to promote retention, to make it easier to maintain previous levels of knowledge and performance

Overlearn to promote retention, to make it easier to maintain previous levels of knowledge and performance
by
Goh Poh Sun (First draft at 0500am, on June 10, 2015)

Overlearn a topic, or skill, to deepen learning, promote retention, and make it easier to maintain and recover previous levels of knowledge and skill. Make extra effort during the learning phase to deepen and widen connections between new and previous learnt knowledge; work on making and exploring wider links between theory and practice settings; overlearn and practice skills till they become second nature. Schedule and look for opportunities to regularly recall, and reuse what your have learnt; including teaching what has been learnt.

The quality of the educational content, and its utility is key

High quality educational content, which is useful, well organised, and accessible is the key. Make it useful.
by
Goh Poh Sun (First draft at 0530am, on June 9, 2015)

Focus on the quality of your educational material, its usefulness, how well it is organised, and its accessibility - the utility or usefulness of this educational content. Keep working to improve each area.

Maintaining interest, intellectual curiosity and motivation

Maintaining interest, intellectual curiosity and motivation
by
Goh Poh Sun (First draft on 0600am, on June 8, 2015)

Having an interest in a topic, as well as maintaining this interest and curiosity forms the foundation of any early exploration of a topic, and deepening interest in a subject. This applies to both students, as well teachers. Enjoying the process of learning, and teaching, helps to maintain engagement with, and continued study of the material. The more one knows of a topic, the more one is able to identify links between different threads within a subject area; and recognize where theory can be applied in practice, or explain practice.

The difference between the reading experience with a physical book, and a digital one

The difference between the reading experience with a physical book, and a digital one
by
Goh Poh Sun (First draft at 0715pm, on June 7, 2015)

Reading a physical book is both an intellectual, and tactile experience. The physical experience of holding a book, of turning pages, browsing, skimming, deep reading is coupled with a memory of where favourite sections lie in a book, and a sense of where one is in the book, at the beginning, middle or later sections, or end. The experience with a physical book can be a deeper and more engaging one, compared with its digital, or online version. We trade the accessibility of a digital or online copy, for the kinaesthetic experience of the physical version. An online copy is useful as a quick reference, just in time review. The physical copy facilitates long, deep reads. It is easier to get lost in the physical pages, diving deep into a series of ideas with a physical book, compared with its digital or online version. We can choose when, and where to review online material, or its physical version, to take advantage of the utility, and best use of each format.

What are the strengths of live classroom teaching?

What are the strengths of live classroom teaching?
by
Goh Poh Sun (First draft 0800am, on June 7, 2015)

What are advantages of live classroom teaching? Why do we take time, and pay for the experience of a live concert performance? Even when a video of a teaching presentation, often in high quality and modular; or a concert performance is available online? I believe we value the experience of a live teaching session, the immediacy of being present and engaged, through more than a digital visual and auditory experience. A live teaching session gives an additional sense of space, and place. Live teaching, and a live concert performance engages more of our senses, even when there is no opportunity to interact directly with the teacher or performer. We see a presentation, in a wider context. We hear a presentation, both with our ears, and by feeling it. Live teaching or a performance offers the possibility of "live" audience engagement, by posing questions, and having an interactive conversation with some audience members. Attending a live teaching session reduces the possibility of outside, or online distractions. Our attention is more focused. We are more present in the moment.
Many of these qualities can be replicated with an online educational experience. This is increasing with the wider use of multimedia, videos, interactive elements, audience engagement tools, and soon to enter mainstream immersive 3D and virtual reality interfaces. Our task as educators is to constantly focus on using sound educational and pedagogical practices, while simultaneously blending the strengths of live teaching, with online learning.

Replicating classroom activities online

Replicating classroom activities online
by
Goh Poh Sun (First draft 0600am, on June 7, 2015)

"See one, do one, and teach one". A common classroom sequence is for the teacher or instructor to illustrate and demonstrate a concept or idea, a problem solving technique or approach, a technical skill; followed by a request to the students to demonstrate their understanding by using this knowledge, or demonstrate a skill, with feedback by the instructor. When students are able to teach other students, this gives the teacher further assurance and evidence of deeper learning. One challenge in class is to allow all students to demonstrate their learning at the same time. Online workspaces and digital tools can facilitate this. This can occur on a digital online writing wall where all students can write and post material, with the teacher moderating; or even through the use of simple email and SMS texts. The key idea is to use widely available, easy to use technology platforms to facilitate and support learning. The principle is to promote active learning.

Time on task

Time on task
by
Goh Poh Sun (First draft at 0830hrs on June 6, 2015)

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.

Preparing for a teaching session, and live teaching, is much easier when your educational materials are available on hand

Preparing for a teaching session, and live teaching, is much easier when your educational materials are available on hand
by
Goh Poh Sun (First draft at 0530am, on June 6, 2015)

Preparing for a teaching session, and live teaching, is much easier when you have access to educational materials online. Teaching and interacting with students using an educational website takes advantage of educational content that has been created and curated previously, and made easily accessible via an indexed hyperlinked online teaching repository. To use a cooking analogy, as teachers, we now have ready access to a well stocked and organised grocery store and food ingredient larder (our educational repository of reusable learning objects); potential recipes (our curricular and teaching plans); as well as semi-prepared and previously given teaching sessions (items in our fridge and freezer). We are now able to efficiently prepare a meal (deliver a teaching session), even a live cooking demonstration (live teaching session), as our educational materials are available on hand, and can be easily illustrated and demonstrated on a teaching or educational website.

The utility of digital content that has been indexed and hyperlinked

The utility of digital content that has been indexed and hyperlinked
by
Goh Poh Sun (First draft at 1030hrs on June 5, 2015)

Once digital educational content has been indexed and hyperlinked, its utility and usability increases manifold. One single digital copy can be accessed via the internet, used, reused, and referred to without limits, and without the necessity of creating multiple copies. Updating this piece of content is also easy, with any updates of the original copy immediately accessible online, via a hyperlink or "citation". This process makes digital educational content truly reusable. Digital "reusable learning objects" form the backbone of any eLearning program as the educational content.

Deliberate practice and training for mastery

Deliberate practice and training for mastery
by
Goh Poh Sun (First draft on June 5, 2015 @ 5am)

An established method to improve performance is to expose students and trainees to practice scenarios which are just beyond their current level of competent and proficient performance, coupled with feedback on their performance. When this is done systematically, as part of a program of training, cumulative improvement in performance is an expected outcome. The discipline to undertake a regular program of deliberate practice is supported by intrinsic and extrinsic motivation factors; and underpins the development of high level expertise, and mastery in any discipline and area of professional practice.

Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples

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.

Digital Scholarship

Digital Scholarship
by
Goh Poh Sun (First draft, June 4, 2015 @0630hrs)

Digital scholarship takes established principles of traditional scholarship (Glassick, Acad Med, 2000) and elaborates these for a digital age. Use of teaching websites or blogs to demonstrate not only what is used for teaching, but also to document student engagement with the material and evidence of student learning (by a combination of illustrative examples, digital artefacts, completed assessment and assignment tasks and information from data analytics), facilitates peer review of both teaching content, and the teaching process. This makes it easier to both peer review and critique the pedagogical approach, as well as outcomes of an educational process. Making teaching visible promotes self reflection and metacognition. An argument can be made that numbers of page views, time spent reviewing online content, the time spent on each webpage, evidence that online content is linked to, and recommended, and that viewers who are referred online material spend more time on this material, and recommend this to others - is similar to citations, and impact factor measurements used in traditional scholarship. It can also be argued that material that is frequently referred to, and recommended, must be at least useful, interesting, and potentially of high quality. This is similar to an analogy of queues that we see outside restaurants - the fact that patrons are willing to queue, that there are many patrons, is an indicator of the quality of the food. It can be argued that this has higher impact that the formal evaluation of food reviewers, both amateur and official ones. Teaching online can demonstrate both the quantity, and quality of our educational efforts.

http://journals.lww.com/academicmedicine/Fulltext/2014/07000/Evaluating_Educators_Using_a_Novel_Toolbox__.19.aspx

Evaluating Educators Using a Novel Toolbox: Applying Rigorous Criteria Flexibly Across Institutions
Academic Medicine:
July 2014 - Volume 89 - Issue 7 - p 1006–1011
doi: 10.1097/ACM.0000000000000233


http://er.educause.edu/articles/2013/8/does-digital-scholarship-have-a-future

Google search for "digital scholarship measurement"

http://www.ncbi.nlm.nih.gov/pubmed/26558420

(click on each coloured tile to go to individual websites/blogs)

Pre-session reading - No

Shared with participants one week before session - No

Pre-workshop engagement with participants via email and blog - No/Yes

Survey Monkey - No

Padlet - No

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - No

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - No

Shared with participants one week before session - No

Pre-workshop engagement with participants via email and blog - No

Survey Monkey - No

Padlet - No

Blog contains session presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on blog - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-session reading - No

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - No/Yes

Survey Monkey - No

Padlet - No

Blog contains session presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes, Article in Medical Teacher

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

In session audience survey (hand raising) - Yes

Padlet - No

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - No

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes/No

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - Yes

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - Yes

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - Yes

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

http://www.ncbi.nlm.nih.gov/pubmed/25110154

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - Yes

Pre-symposium reading - No

Shared with participants one week before session - No

Pre-workshop engagement with participants via email and blog - No

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes, Presented at main AMEE conference

Post session evaluation - Yes

                       Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype.

                       Medical Teacher (accepted for publication, Jan 25, 2016; published online on Mar 16, 2016)

http://www.tandfonline.com/doi/full/10.3109/0142159X.2016.1147538

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - In process

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Survey Monkey - No

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - Yes

Post session evaluation - In process

http://www.ncbi.nlm.nih.gov/pubmed/25776228

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

The Long Room of the Old Library at Trinity College Dublin (above)

Photo by DAVID ILIFF. License: CC-BY-SA 3.0

The value and impact of e learning or technology enhanced learning from one perspective of a digital scholar from Poh-Sun Goh

combined with

Sandars, J., Goh, P.S. Is there a need for a specific educational scholarship for using e-learning in medical education? Medical Teacher (accepted for publication on February 17, 2016)

and upcoming at AMEE 2016

http://amee.org/conferences/amee-2016/programme

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.

http://dx.doi.org/10.15694/mep.2016.000102

https://medicaleducationelearning.blogspot.sg/2016/04/collected-medical-education-activities.html

https://telat14apmec.blogspot.sg/2017/01/elearning-in-medical-education-costs.html

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.

http://dx.doi.org/10.15694/mep.2017.000010

https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-January-2017.aspx

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.

http://dx.doi.org/10.15694/mep.2016.000148

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. 

http://dx.doi.org/10.15694/mep.2016.000141

https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-December-2016.aspx

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.

http://dx.doi.org/10.15694/mep.2016.000105
https://www.mededworld.org/AMEE-News/AMEE-Articles/MedEdPublish-Top-rated-papers-October-2016.aspx

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.

http://dx.doi.org/10.15694/mep.2016.000102

above 7 articles in MedEdPublish

next 6 articles in Medical Teacher

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.

http://www.ncbi.nlm.nih.gov/pubmed/27093587

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.

http://www.ncbi.nlm.nih.gov/pubmed/27414992

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.

http://www.ncbi.nlm.nih.gov/pubmed/26558420

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.

http://www.ncbi.nlm.nih.gov/pubmed/25776228

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

http://www.ncbi.nlm.nih.gov/pubmed/25110154

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.

http://www.ncbi.nlm.nih.gov/pubmed/25583029

http://medicine.nus.edu.sg/cenmed/faculty-development-programs/doc/CenMED_2017_Program.pdf

http://medicine.nus.edu.sg/CenMED/faculty-development-programs/events.html?tab=2017

Pre-workshop reading - Yes

Shared with participants one week before session - Yes

Pre-workshop engagement with participants via email and blog - Yes

Pre-workshop email survey - Yes

Padlet - Yes

Blog contains workshop presentation material - Yes

Blog contains further reading - Yes

Embedded analytics - Yes

Participants requested to post reflection on Padlet - Yes

Transparency of engagement process, workshop content and discussions - Yes

Post session reflection by Faculty - In process

Post session evaluation - In process

http://12tipsflippedclassroom.blogspot.sg/2017/05/flipped-classroom-workshop-on-24th-may.html

http://12tipsusingvideomeded.blogspot.sg/2017/05/use-of-videos-in-medical-education.html

http://qualresearchmethodsmeded.blogspot.sg/2017/05/qualitative-research-methods-in-medical.html

# Workshop Participants

Flipped Classroom = 20

Use of Videos = 14

Qualitative Research = 20

https://analytics.google.com/

https://telatcenmed.blogspot.sg/2017/05/technology-enhanced-learning-elearning.html