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Author: Brian S McGowan, PhD

EdTechReview’s ‘149 Amazing Google Tricks to Increase Effectiveness of your Search’

Here is a great resource that we might consider building CE around as a means of supporting the lifelong, natural learning actions of clinicians (and I bet you will want to share this with your colleagues too):

EXCERPT:
Google is the most popular search engine and most of the people use it daily for a variety of
purposes. People simply enter what they’re looking for and sift through the results to find
the desired information. A lot of them are unaware of how really powerful the Google
search engine is and that there are a myriad of tricks and tips that will help them get better
and faster results and save their time and efforts. I have compiled 149 amazing Google
149 Google Tips Thumbnailtricks to increase effectiveness of your search. Here’s [some highlights from] the list:

2. Find public data: Google stores public data like data about population or employment
rate. Enter what you need to find along with the name of your country and Google will
display accurate results.

4. Search within a site: Narrow down your results within a site by searching for (search
query) site: (domain).

9. Search specific file types: Search for PDF, doc, Power Point files by adding a filetype: ‘type’ modifier to your search string.

12. Use Google as a calculator: Google has a built-in calculator function. Enter a calculation into the search box, and you’ll get the answer.

16. Get rid of unwanted search results: If you get irrelevant results for a certain term, you can exclude that term by minusing it from the term you want to look for. Enter, your term–unwanted term.

18. Search by voice: Speak out words after tapping the microphone button on your Google search box, to search by speech.

21. Keep finding great sources: If you like a particular website, and would like to find more of the type, just do a related search on Google. Enter “related:site address” and it will direct you to other such similar sites.

26. Stop stalking the FedEx guy: Track packages from USPS, FedEx, and UPS just by typing your tracking number directly into Google.

33. Search within a url: Discover information within a URL just by using, ‘inurl:urladdress’.

There is so many amazing tips in this review and they are each linked to additional information that should allow you to implement the tip without much effort…download the full list of tips here

Hope this helps,

Brian

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ReachMD Interview with ArcheMedX CLO, Dr. Brian S. McGowan

I had the pleasure of being interviewed on ReachMD as a part of their lifelong learning series. In this short interview topics range from Khan Academy to coaching to personal learning networks to doom loops in learning.

(And please pardon the unsightly picture of my throat, apparently SoundCloud’s embed functionality is acting up!)

You can access this interview, as well as the complete ReachMD series on lifelong learning, by registering or logging into ReachMD HERE.

My thanks go out to Lawrence Sherman and the team at ReachMD for the opportunity and for their professional approach to supporting these endeavors.

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RESOURCE: When to Bring Your Association’s Continuing Education Online

When developing continuing education, you typically look to provide high value to your members while keeping costs as low as possible.  You repurpose content in ways that get the most bang for the buck whether that is by recording webinars and making them available on demand, granting online access to conference materials, or using educational articles from your magazine as online learning resources.

But sometimes it’s worthwhile to focus significant resources on developing a very customized continuing education (CE) module.  This might end up being an app for mobile devices, an online self-study module with quizzes and games built in, or an online course with significant resources invested such as broadcasting live video.

When are the times when such an investment of resources might be warranted?

via When to Bring Your Association’s Continuing Education Online.

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RESOURCE: The Growing Popularity of Asynchronous Learning: A corporate learning perspective

The meaning of the word ‘asynchronous’ is ‘not at the same time’. In the context of learning, it is used when a learner completes a learning initiative on his own time and schedule – without the intervention of an instructor. As technology advanced, the modes of delivery of Asynchronous Learning have evolved from one-to-one communication i.e. via telegraph and telephones to one to many through radio or television broadcasts to the current trend of many-to-many through networks such as Facebook and Twitter.

In corporate learning, the success of Asynchronous Learning has been tremendous. The prime reason for this is that Asynchronous Learning has been able to bring learning to a large audience across vast geographies – as per their convenience. Also corporate learners are mature and are inclined to learning more in order to succeed in their career. So they do not always need an instructor to keep them motivated. They also like to be self-directed and learn at their own pace. In addition there are some other benefits of Asynchronous Learning which have proven it to be increasingly popular for organizational trainings.

via The Growing Popularity of Asynchronous Learning: A corporate learning perspective | Learn to Suceed – Bits and Bytes of e-learning by G-Cube.

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RESOURCE: Homework & the Flipped Class

What about educators who don’t assign homework?  Can, and should, they still flip their classroom?  Of course!  Many teachers are creating instructional videos (or using other videos) and having students watch them during class time.  Instead of the whole class watching the videos together, students are watching them when they need the content.  The videos multiply the teacher in that she can be in many places at the same time.  This frees her up to go around and help individual kids in areas of need.

In summary, I believe flipped learning is homework agnostic.  Flipped learning doesn’t take a position on whether or not homework is good or bad.  So if an educator believes there is value in assigning homework, then they can used flipped learning.  Conversely, if they believe that homework should never be assigned to students, they can used flipped learning as well.

via Homework & the Flipped Class by Jon Bergmann – EdTechReview™ (ETR).

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RESOURCE: How MOOCs and e-learning platforms deal with assessment.

The most basic way that knowledge or skills can be assessed is through short tests or quizzes in the form of HTML forms. HTML forms are the standard way for a user to sent information to a web applications server. The server can store the data and process it in whatever way is best.As this is the most common way of dealing with user data on the web it has become the most common way for e-learning platforms to manage assessment.The most common user inputs that we see are multiple choice questions radio buttons, choose-all-that-apply checkboxes and text fields. These are associated with a submit button which sends the information to the server which will tell you whether or not your answers are correct.Online learning platforms often rely on video lectures incorporated into the course. As a result, the assessment is often based around the video content. The assessment can occur after the video but often it is useful to interrupt the student with a question that needs to be answered correctly to continue. This can be most effective.In MOOCs, we often see that there is a singe question associated with a video and then a longer assessment at the end of a series of videos. These are often more involved and require that the student do some research or some calculations before being able to complete the assessment. HTML forms are normally used to capture the user input.

via How MOOCs and e-learning platforms deal with assessment..

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MANUSCRIPT: Study Measures Benefits of a ‘Flipped’ Pharmacy Course

A study comparing traditional and “flipped” versions of a pharmacy-school course at the University of North Carolina at Chapel Hill found that students much preferred the flipped course and got better grades on the final examination. The flipped course replaced in-class lectures with videos that the students watched before they came to class to take part in a series of activities—assessments, presentations, discussions, quizzes, and “microlectures.”

The study is to be published in February in Academic Medicine, the journal of the Association of American Medical Colleges, but it is available online now (it can be downloaded using the “Article as PDF” tool). It reports on the 2011 and 2012 versions of a first-year course for graduate students, “Basic Pharmaceutics II.”

In 2011 the course relied on 75-minute lectures two days a week—a total of 29 hours’ worth—plus occasional quizzes. In 2012 instructors “offloaded all in-class lectures to self-paced online videos”—averaging around 35 minutes each and totaling under 15 hours—that students could pause and review as necessary. Class sessions were “devoted to student-centered learning exercises designed to assess their knowledge, promote critical thinking, and stimulate discussion.”

Following the 2012 course, only about 15 percent of the 162 students said they would have preferred a traditional lecture-style classroom experience. Others wrote comments such as “It was different, but I enjoyed coming to class more and I also feel that I will retain the information for longer. It helped make learning ‘fun’ again and not just endless hours of lectures and PowerPoints.”

via Study Measures Benefits of a ‘Flipped’ Pharmacy Course – Wired Campus – Blogs – The Chronicle of Higher Education.

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RESOURCE: 10 Scientific Insights That Could Make You A Better Designer

In the design world, the term “persuasive design” tends to be met with a mix of intrigue, skepticism, and occasionally repugnance. (Doesn’t persuasion imply that we’re forcing people to do things they typically wouldn’t want to do?) And yes, it’s true that persuasive design, like many tools, can be used for good or for evil.

But the reality is, regardless of whether we label a piece of work as “persuasive design” or not, most of the things we design–from toothbrushes to tablets to road signs–are influencing people’s decisions and behaviors in some way. We may not intend it to happen, and we may not be aware of it, but it’s happening.

Think about what you ate for breakfast this morning. You might be aware of some of the obvious things that influenced your choice: maybe out of habit you selected the same thing as yesterday, or picked your meal for convenience. Maybe a recent medical concern drove you toward a healthier option. But what about less obvious factors that could’ve influenced your choice, like the size and color of the dish you ate off of, or the news story on the TV in the background?

via 10 Scientific Insights That Could Make You A Better Designer | Co.Design | business + design.

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MANUSCRIPT: Validating e-learning in continuing pharmacy education: user acceptance and knowledge change

BackgroundContinuing pharmacy education is becoming mandatory in most countries in order to keep the professional license valid. Increasing number of pharmacists are now using e-learning as part of their continuing education. Consequently, the increasing popularity of this method of education calls for standardization and validation practices. The conducted research explored validation aspects of e-learning in terms of knowledge increase and user acceptanceMethodsTwo e-courses were conducted as e-based continuing pharmacy education for graduated pharmacists. Knowledge increase and user acceptance were the two outcome measured. The change of knowledge in the first e-course was measured by a pre- and post-test and results analysed by the Wilcoxon signed-rank test. The acceptance of e-learning in the second e-course was investigated by a questionnaire and the results analysed using descriptive statisticsResultsResults showed that knowledge increased significantly p < 0.001 by 16 pp after participation in the first e-course. Among the participants who responded to the survey in the second course, 92% stated that e-courses were effective and 91% stated that they enjoyed the courseConclusionsThe study shows that e-learning is a viable medium of conducting continuing pharmacy education; e-learning is effective in increasing knowledge and highly accepted by pharmacists from various working environments such as community and hospital pharmacies, faculties of pharmacy or wholesales.

via BMC Medical Education | Abstract | Validating e-learning in continuing pharmacy education: user acceptance and knowledge change.

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