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Author: Brian S McGowan, PhD

Personal Learning Network (PLN): A How To Guide

I have spoken a lot about personal learning networks over the years, in fact I wax poetic about them in my book, #socialQI: Simple Solutions for Improving Your Healthcare. More recently as part of an EdTech session that I am participating in early next year I was asked to put together a set of ‘how to’ videos that explore how I structure my lifelong learning and my own PLN. This video resource set is intended to be distributed as a ‘flipped resource’ for that meeting, but I thought, since the content might be useful to those not attending the January meeting, that there may be some benefit in posting the resource set here too.

As you work through the videos think about whether there are other technologies that I might add (I have a few in mind) and I will append the series over time.

Enjoy!

Personal Learning Network Introduction

How to use  Twitter and Hootsuite to Enhance Your PLN

How to use  Google Alerts to Enhance Your PLN

How to use  PubMed and MyNCBI to Enhance Your PLN

How to use  a Blog Archive to Enhance Your PLN

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RESOURCE: Age of Distraction: Why It’s Crucial for Students to Learn to Focus

Digital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be distracting to students. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task. The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, research shows they’ll have a much harder time succeeding in almost every area.“The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,” said Daniel Goleman, a psychologist and author of Focus: The Hidden Driver of Excellence and other books about social and emotional learning on KQED’s Forum program.“Children I’m particularly worried about because the brain is the last organ of the body to become anatomically mature. It keeps growing until the mid-20s,” Goleman said. If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.

via Age of Distraction: Why It’s Crucial for Students to Learn to Focus | MindShift.

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ABSTRACT: Critical pedagogy in health education

Objective: This review investigated how the three-phase model of critical pedagogy, based on the writings of Paulo Freire, can be put into practice in health education.
Design: The study considers literature related to the fields of health education, health promotion and critical pedagogy.
Setting: The study is a scholarly review completed as part of a larger academic study.
Method: A library search was conducted of relevant books, journal articles and theses using keyword searches including health education, health promotion, critical pedagogy and Freire. Ideas from the literature and from teaching experience were integrated to consider how the three-phase model of critical pedagogy might be of benefit to health education.
Result: The review makes a case for the use of critical pedagogy in health education and discusses how Freire’s ideas can be combined with pedagogical techniques to overcome the difficulties of encouraging students and teachers to be co-learners in a power sharing arrangement, negotiating the content of the learning, ensuring that discussion is inclusive of a range of voices, perspectives and points of view, and dealing with the conflict which may be caused by the political nature of the teaching and learning.
Conclusion: The three-phase model of critical pedagogy, based on the writings of Freire, is advocated for use in health education because it ensures that learners have an opportunity to critically engage with health information rather than to simply be passive recipients of it. It aims to focus learning on the problems, issues and real world experience of the learners, facilitates problem-posing education, and challenges the learner to question practices that support inequality. The three phases are: listening and naming; dialogue and reflection; the promoting of transformative social action.

via Critical pedagogy in health education.

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RESOURCE: 20 Options for Real-Time Collaboration Tools

Real-time collaboration has become an essential component of working and learning online, since these tasks are never complete without collaboration.

There are many times, when collaborating online in real-time becomes a necessity to keep people involved, make them work together and to keep teams focused to accomplish business goals. With real-time collaboration you get the opportunity to work with people located in different parts of the world at the same time on the same document and see the changes in an instant. There are numerous tools available for the purpose.

I have shortlisted 20 options for real-time collaboration tools for you to select from, they are as follows:

Neat Chat: It is one of the easiest and fastest ways to have online conversations with a group of friends or colleagues. It provides a clean, fast and robust chat room where you can share files, send private messages and even access conversations that happened in your absence.

Today’s Meet: Allows you to have quick conversations in private online chat rooms. It has a back channel which gives you the ability to adjust your audience’s needs and emotions. In your chat room you can use live stream to make comments, ask questions and use that feedback to tailor your presentations to address your audience’s needs

Zoho Writer: Is a powerful rich text-editor for Android devices, which allows you to create documents seamlessly with a rich feature-set. You can either save these docs in local devices or cloud devices like Zoho Docs. Zoho Docs workspace is a collaboration tool, which allows you to share work on the same doc with other people in real-time.

via 20 Options for Real-Time Collaboration Tools – EdTechReview™ (ETR).

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RESOURCE: How Technology Supports Self-Directed Learning

Self-directed learning is a type of learning in which learners are allowed to work on authentic problems and tasks of their own choice, and are still provided learning support in context to their problems.

Self-directed learning is an essential skill required in the 21st century educational world. This learning approach increases the motivation of students to learn, since they are the makers of their own knowledge, they experience a sense of independence while learning. This process keeps them engaged, since now they have to acquire knowledge on their own, and apply it along with their skills to find solutions to their problems, evolve their learning and be encouraged for life-long learning.

Self-directed learning can be facilitated through scaffolded instructions. Scaffolds are supporting elements which aid learners in developing knowledge and skills. These instructions can be imparted by; modeling desired behavior, providing explanations about concepts with illustrations, inviting learners to participate in a task in which the instructor acts more like a guide, and gradually withdrawing instructor support to pave way for learner independence.

We know that, technology supports learning and teaching of all kinds, and there in nothing today, which cannot be attained or aided by technology. Learning through self-direction can be refined and amplified with the use of technology. Technology can support lifelong, self-directed learning beyond the regular classroom…

via How Technology Supports Self-Directed Learning – EdTechReview™ ETR.

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RESOURCE: Why Learning Through Social Networks Is The Future

Students Need Professional Learning Networks, Too

Learning to create, manage and promote a professional learning network (PLN) will soon become, if it’s not already, one of the most necessary and sought after skills for a global citizen, and as such, must become a prominent feature of any school curriculum.

Few progressive educationalists would argue that a personal learning network (PLN) is not incredibly valuable and important. Passionate advocates including Murray, Whitby, and Sheninger lead with clarity in such discussions. The wealth of professional development that stems from such a network is quickly defining it as an essential tool for teachers, and will, I believe, replace organised costly professional development undertaken by organisations.

However presently, few discussions and promotions of PLN’s venture further than lauding specific benefits for teachers. But why just teachers, and not students? Could students benefit from a network of learners? Considering the importance of exams in determining futures, it seems that professional development for students not only has unbounded potential, but must be taught as a matter of urgency.

Establishing a PLN seems simple enough on the surface, but to do it successfully and optimize its potential contains within in it a challenging and vigorous set of learning opportunities. Curating, managing, and promoting a PLN develops critical, creative, 21st century, and an increasingly important set of socio-emotional capabilities. Integration into modern curriculums would be seamless.

via Why Learning Through Social Networks Is The Future.

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ABSTRACT: Use of Social Media in Urology: Data from the American Urological Association

BJECTIVE:
The use of social media in medicine has greatly expanded in recent years The objective of this study was to characterize the use of social media among members of the American Urological Association (AUA) PATIENTS AND METHODS: In December 2012-January 2013, the AUA emailed a survey with 34 questions on social media use to 2000 randomly selected urologists and 2047 resident/fellow members Additional data was collected from Symplur analytics on social media utilization surrounding the AUA annual meeting in May 2013 RESULTS: A total of 382 (9.4%) surveys were completed, indicating 74% of responders had an online social media account The most commonly used social media platforms were Facebook (93%), followed in descending order by LinkedIn (46%), Twitter (36%) and Google+ (26%) Age younger than 40 was an important predictor of social media use (83% vs. 56%), with greater uptake among residents/fellows compared to attending (86% vs. 66%) Only 28% of respondents used social media partly or entirely for professional purposes During the AUA 2013 meeting, there were >5,000 tweets from >600 distinct contributors.
CONCLUSION:
As of early 2013, among respondents to an email survey, most urologists and urology trainees used some form of social media, and its use in urology conferences has greatly expanded.

via Use of Social Media in Urology: Data from the Americ… [BJU Int. 2013] – PubMed – NCBI.

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ABSTRACT: Educational technology in medical education

This article aims to review the past practices of educational technology and envision future directions for medical education. The discussion starts with a historical review of definitions and perspectives of educational technology, in which the authors propose that educators adopt a broader process-oriented understanding of educational technology. Future directions of e-learning, simulation, and health information technology are discussed based on a systems view of the technological process. As new technologies continue to arise, this process-oriented understanding and outcome-based expectations of educational technology should be embraced. With this view, educational technology should be valued in terms of how well the technological process informs and facilitates learning, and the acquisition and maintenance of clinical expertise.

via Educational technology in medical education. [Teach Learn Med. 2013] – PubMed – NCBI.

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ABSTRACT: Realizing the promise and importance of performance-based assessment

Work-based assessment (WBA) is the assessment of trainees and physicians across the educational continuum of day-to-day competencies and practices in authentic, clinical environments. What distinguishes WBA from other assessment modalities is that it enables the evaluation of performance in context. In this perspective, we describe the growing importance, relevance, and evolution of WBA as it relates to competency-based medical education, supervision, and entrustment. Although a systematic review is beyond the purview of this perspective, we highlight specific methods and needed shifts to WBA that (a) consider patient outcomes, (b) use nonphysician assessors, and (c) assess the care provided to populations of patients. We briefly describe strategies for the effective implementation of WBA and identify outstanding research questions related to its use.

via Realizing the promise and importance of perf… [Teach Learn Med. 2013] – PubMed – NCBI.

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ABSTRACT: Theory development and application in medical education

The role and status of theory is by no means a new topic in medical education. Yet summarizing where we have been and where we are going with respect to theory development and application is difficult because our community has not yet fully elucidated what constitutes medical education theory. In this article, we explore the idea of conceptualizing theory as an effect on scholarly dialogue among medical educators. We describe theory-enabled conversation as argumentation, which frames inquiry, permits the evaluation of evidence, and enables the acquisition of community understanding that has utility beyond investigators’ local circumstances. We present ideas for assessing argumentation quality and suggest approaches to increasing the frequency and quality of argumentation in the exchange among diverse medical education scholars.

via Theory development and application in medica… [Teach Learn Med. 2013] – PubMed – NCBI.

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