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Author: Brian S McGowan, PhD

RESOURCE: 6 Expert Tips for Flipping the Classroom — Campus Technology

Three leaders in flipped classroom instruction share their best practices for creating a classroom experience guaranteed to inspire lifelong learning.

“If you were to step into one of my classrooms, you’d think I was teaching a kindergarten class, not a physics class,” laughs Harvard University (MA) professor Eric Mazur. “Not because the students are children, but because of the chaos and how oblivious the students are to my presence.”

Such pandemonium is a good thing, insists Mazur, an early adopter of the flipped classroom model that has become all the rage at colleges and universities across the country. “That’s how we all learn: by actively engaging in the material rather than sitting in a classroom and writing down the words said by the professor.”

via 6 Expert Tips for Flipping the Classroom — Campus Technology.

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MANUSCRIPT: Tumor Boards (Team Huddles) Aren’t Enough to Reach the Goal

Incremental changes in the tumor board infrastructure may increase the value of these team meetings and extend their potential benefits to low-volume physicians. The application of technology to create the “virtual” or telemedicine tumor board should be explored. Synchronous audio and video presentations that link physicians in remote areas with disease-specific expert clinicians, as well as asynchronous (“store and forward”) discussions, which focus on patient-specific management issues, are a potential infrastructure
enhancement (6).

http://www.oxfordjournals.org/our_journals/jnci/press_releases/blayneydjs523.pdf

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ABSTRACT: Gender differences in mediated communication: Women connect more than do men

Abstract
Past research in gender differences in the overall Internet use has been contradictory. Some asserted men used it more than women, while others asserted there were no gender difference. Both camps concluded that men and women differed in their motivation and utilization of time spent online. The purpose of the present research was to take a contemporary look at these gender differences. Using an online survey, we asked participants about their experiences with multiple forms of mediated communication: social networking sites, e-mail, video calls, instant messaging, texting, and phone calls. Our results indicated that women, compared to men, are generally more frequent mediated communication users. Compared to men, women prefer and more frequently use text messaging, social media, and online video calls. These results suggest that the nature of mediated social interaction is changing.

via ScienceDirect.com – Computers in Human Behavior – Gender differences in mediated communication: Women connect more than do men.

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RESOURCE: 20 Tips for Creating a Professional Learning Network

Networking is a prime form of 21st century learning.  The world is much smaller thanks to technology.  Learning is transforming into a globally collaborative enterprise.  Take for example scientists; professional networks allow the scientific community to share discoveries much faster.

Just this month, a tech news article showcased how Harvard scientists are considering that “sharing discoveries is more efficient and honorable than patenting them.”  This idea embodies the true spirit of a successful professional learning network: collaboration for its own sake.

As educators, we aim to be connected to advance our craft.  On another level, we hope to teach students to use networks to prepare for them for a changing job market.  But what is the best way to approach PLNs?

via 20 Tips for Creating a Professional Learning Network.

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RESOURCE: Teachers or Facilitators? 10 Reasons Why Educators Should Step Out of the Way and Encourage Independent Learning

What is the first thing that comes to mind when someone uses the word, “facilitator”? Perhaps you think of words like planner, coordinator, promoter, developer, or designer. All of these definitions lead us to think of a facilitator as someone who sets up, designs, and oversees an environment that is conducive to the goal at hand but they are not at the center of the scene.

Now what is the first thing that comes to mind when someone uses the word, “teacher”? Words like coach, disciplinarian, faculty, instructor, lecturer, and trainer come to mind. All of these associations make the word “teacher” feel like a central part of the environment and the goal.

via Teachers or Facilitators? 10 Reasons Why Educators Should Step Out of the Way and Encourage Independent Learning.

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RESOURCE: 30 Myths About eLearning That Need To Die In 2013

For as long as eLearning has been around, it has been haunted by the voices of those who aim to criticize its authenticity, viability, and quality. But is it true? Do students of traditional institutions boast more success than those who’ve chosen distance learning? It’s time for some of these myths to die.

via 30 Myths About eLearning That Need To Die In 2013.

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RESOURCE: The 15 Education Technologies To Know About This Year – Edudemic

What latest gadgets and gizmos are going to change your classroom in 2013?

It’s hard to know exactly what will catch on and what won’t, but the following list showcases some of the emerging new technologies, software, and platforms available. With their innovation and practicality, many of these are poised to enter the classroom and change the way students and teachers learn permanently.

via The 15 Education Technologies To Know About This Year – Edudemic.

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MANUSCRIPT: Mobile technology supporting trainee doctors’ workplace learning and patient care: an evaluation

Conclusion: A variety of information sources are used regularly in the workplace. Colleagues are used daily but seniors are not always available. During transitions, constant access to the electronic library was valued. It helped prepare trainee doctors for discussions with their seniors, assisting the interchange between explicit and tacit knowledge. By supporting accurate prescribing and treatment planning, the electronic library contributed to enhanced patient care. Trainees were more rapidly able to medicate patients to reduce pain and more quickly call for specific assessments. However, clinical decision-making often requires dialogue: what Smartphone technology can do is augment, not replace, discussion with their colleagues in the community of practice.

http://www.biomedcentral.com/content/pdf/1472-6920-13-6.pdf

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