Online Learning Archives - Page 6 of 29

Learning and the Emerging Science of Behavior Change, aka ‘Nudging’

Can the nudges of soft paternalism be felt in the networks of digital media and learning? The implications of soft paternalism for thinking about digital media and behaviour influence are acute. Increasingly, it is being recognized that persuasive technologies have become part of our everyday experience, as shown by kinetic

Posted on 7 Jul 2014
By Collated Resource
In Learning Models & Theory, Online Learning, Resources

ABSTRACT: Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning

The present study explored the effects of lecture fluency on students’ metacognitive awareness and regulation. Participants watched one of two short videos of an instructor explaining a scientific concept. In the fluent video, the instructor stood upright, maintained eye contact, and spoke fluidly without notes. In the disfluent video, the

Posted on 19 Jun 2014
By Collated Resource
In Abstract, Learning Models & Theory, Online Learning, Resources

ABSTRACT: Informal education of medical doctors on the Internet.

Physicians achieve parts of their knowledge informally on the Internet. In a first study we analyzed the quality of online content of prenatal screening and diagnosis on elements like Wikipedia, Twitter or YouTube. Furthermore, own content was published on blogs, forums and static pages, and visitor's data was measured. The

Posted on 5 May 2014
By Collated Resource
In Abstract, Learning Models & Theory, Online Learning, Resources, Social Media & Medical Education

Partnering to Distribute Smaller, More Flexible, (yet) Engaging CE

I am thrilled to share a big announcement from ArcheMedX, one that will provide the CE community with increasingly simple ways to leverage our flagship product, the ArcheViewer learning platform. Beginning this week, providers of continuing education for healthcare professionals can now leverage the ArcheViewer when developing smaller, more flexible,

Posted on 23 Apr 2014
By Collated Resource
In Blog, Learning Models & Theory, Online Learning

ArcheMedX and the University of Virginia School of Medicine Announce Collaboration And Launch First Education Series In Fetal Cardiology

Today at the American College of Cardiology’s 63rd Annual Scientific Session and Expo, the University of Virginia School of Medicine and ArcheMedX are unveiling an innovative online program designed to improve detection, diagnosis, and management strategies in Fetal Cardiology Washington, DC (PRWEB) March 29, 2014 The Office of Continuing Medical Education at the

Posted on 29 Mar 2014
By Joel Selzer
In Education Technology, Medical Education, News, Online Learning

ABSTRACT: Using patients’ experiences in e-learning design

BACKGROUND: Design of the undergraduate and postgraduate medical curriculum is traditionally the task of medical professionals and educationalists, with regulating bodies approving curriculum content. Although this should ensure a thorough approach to a medical model of the curriculum, it may overlook the importance of the patient's perspective in medical education. The

Posted on 24 Mar 2014
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Online Learning, Resources

Why Adult Learning Theory Is Insufficient to Drive Learning?

I wanted to quickly share my opening talk from the first-ever #CMEPalooza - and give credit to Derek Warnick for conceiving and bringing to life such a wonderful professional development opportunity for the CME profession! There are 3 parts to this lesson, so if you care to skip around, feel free: Research identifying

Posted on 21 Mar 2014
By Brian S McGowan, PhD
In Blog, Education Technology, Learning Models & Theory, Medical Education, Online Learning

RESOURCE: The Third Hurdle to Flipping Your Class

Before a teacher flips, they must be convinced that there must be a better way than the didactic method of lecture, notes, test. You can read more about this hurdle here. The second hurdle is the technology hurdle. Teachers must have the knowledge, training, and expertise to navigate the technology hurdle.

Posted on 10 Mar 2014
By Brian S McGowan, PhD
In Education Technology, Informatics & Analysis, Learning Models & Theory, Online Learning, Resources

RESOURCE: The Second Hurdle to Flipping Your Class

In a previous blog, I talked about the number one hurdle: that of flipping the mind of the teacher. We must rethink what class looks like. If this hurdle is not overcome the rest of the hurdles will not matter. In this series of posts I will highlight the other three

Posted on 10 Mar 2014
By Brian S McGowan, PhD
In Education Technology, Informatics & Analysis, Learning Models & Theory, Medical Education, Online Learning, Resources

RESOURCE: The Biggest Hurdle to Flipping Your Class

Stepping Back from an Old Model When teachers flip their classes, I believe they must ask one key question: What is the best use of class time? Is it information dissemination, or is it something else? I argue that we need to get away from direct instruction to the whole group and instead

Posted on 10 Mar 2014
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Online Learning

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Category : Online Learning

Learning and the Emerging Science of Behavior Change, aka ‘Nudging’

ABSTRACT: Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning

Partnering to Distribute Smaller, More Flexible, (yet) Engaging CE

ArcheMedX and the University of Virginia School of Medicine Announce Collaboration And Launch First Education Series In Fetal Cardiology

ABSTRACT: Using patients’ experiences in e-learning design

Why Adult Learning Theory Is Insufficient to Drive Learning?

RESOURCE: The Third Hurdle to Flipping Your Class

RESOURCE: The Second Hurdle to Flipping Your Class

RESOURCE: The Biggest Hurdle to Flipping Your Class

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