Author: Collated Resource

RESOURCE: Infographing Made Easy!

Presenting an idea can be made in a very simple yet creative way. Truly, a picture means a thousand words, however, pictures accompanied by words means accuracy and precision. 🙂 Infograph is one of the ways to disseminate information in a very creative and simplest form where ideas, knowledge, concepts, information and instruction can be placed in one canvass. Creating an infograph is a very challenging task for teachers like us when we do it in a complicated and expensive software/ programs. But now, we can create infrograph with an online tool called Piktochart

2014-08-14 15_38_59-Piktochart Featured Gallery

 Piktochart is a website that provides a software tool to create different format of infograph (infographic, report, banner and presentation). It has a very interactive, user-friendly and easy to use interface. Icons for commands/options are easy to recognize. You can create your account in Piktochart by just using your Google or Facebook account or by creating a username, providing your email and create your own password for your account.



via Infographing Made Easy! | 21stgenedtechtools.

RESOURCE: How MOOC Video Production Affects Student Engagement

Here are our seven main findings and corresponding recommendations for creators of online educational videos:

1. Shorter videos are much more engaging. Engagement drops sharply after 6 minutes.

Recommendation: Invest heavily in pre-production lesson planning to segment videos into chunks shorter than 6 minutes. This is the most significant recommendation!

2. Videos that intersperse an instructor’s talking head with PowerPoint slides are more engaging than showing only slides.

Recommendation: Invest in post-production editing to display the instructor’s head at opportune times in the video. But don’t go overboard because sudden transitions can be jarring. Picture-in-picture might also work well.

3. Videos produced with a more personal feel could be more engaging than high-fidelity studio recordings.

Recommendation: Try filming in an informal setting such as an office to emulate a one-on-one office hours experience. It might not be necessary to invest in big-budget studio productions.

4. Khan-style tablet drawing tutorials are more engaging than PowerPoint slides or code screencasts.

Recommendation: Introduce motion and continuous visual flow into tutorials, along with extemporaneous speaking so that students can follow along with the instructor’s thought process.

5. Even high-quality prerecorded classroom lectures are not as engaging when chopped up into short segments for a MOOC.

Recommendation: If instructors insist on recording traditional classroom lectures, they should still plan lectures with the MOOC format in mind and work closely with instructional designers who have experience in online education.

6. Videos where instructors speak fairly fast and with high enthusiasm are more engaging.

Recommendation: Coach instructors to bring out their enthusiasm and reassure them that they do not need to purposely slow down. Students can always pause the video if they want a break.

7. Students engage differently with lecture and tutorial videos.

Recommendation: For lectures, focus more on the first-time watching experience. For tutorials, add more support for rewatching and skimming, such as inserting subgoal labels in large fonts throughout the video.

Read the full paper for details.

via Philip Guo – How MOOC Video Production Affects Student Engagement.

RESOURCE: Optimal Video Length for Student Engagement

The optimal video length is 6 minutes or shorter — students watched most of the way through these short videos. In fact, the average engagement time of any video maxes out at 6 minutes, regardless of its length. And engagement times decrease as videos lengthen: For instance, on average students spent around 3 minutes on videos that are longer than 12 minutes, which means that they engaged with less than a quarter of the content. Finally, certificate-earning students engaged more with videos, presumably because they had greater motivation to learn the material. (These findings appeared in a recent Wall Street Journal article, An Early Report Card on Massive Open Online Courses and its accompanying infographic.)

The take-home message for instructors is that, to maximize student engagement, they should work with instructional designers and video producers to break up their lectures into small, bite-sized pieces.

via Optimal Video Length for Student Engagement | edX.

RESOURCE: Implement SAMR Model in Your Study Time to Learn In Smart Manner

SAMR model is allowing the students to learn with advance tools of technology along with their conventional learning tools. Moreover, SAMR model ensures that technology is not negatively affecting the students’ academic performance instead allowing them to learn in a smarter way. If you are also looking for something that will enhance your academic performance, then you are at the right point. Have a look at the information shared below to learn in a smart manner about SAMR model.

via Implement SAMR Model in Your Study Time to Learn In Smart Manner – EdTechReview™ ETR.

MANUSCRIPT: The effectiveness of continuing medical education for specialist recertification

Evolving professional, social and political pressures highlight the importance of lifelong learning for clinicians. Continuing medical education CME facilitates lifelong learning and is a fundamental factor in the maintenance of certification. The type of CME differs between surgical and non-surgical specialties. CME methods of teaching include lectures, workshops, conferences and simulation training. Interventions involving several modalities, instructional techniques and multiple exposures are more effective. The beneficial effects of CME can be maintained in the long term and can improve clinical outcome. However, quantitative evidence on validity, reliability, efficacy and cost-effectiveness of various methods is lacking. This is especially evident in urology. The effectiveness of CME interventions on maintenance of certification is also unknown. Currently, many specialists fulfil mandatory CME credit requirements opportunistically, therefore erroneously equating number of hours accumulated with competence. New CME interventions must emphasize actual performance and should correlate with clinical outcomes. Improved CME practice must in turn lead to continuing critical reflection, practice modification and implementation with a focus towards excellent patient care.

via The effectiveness of continuing medical education for specialist recertification.

MANUSCRIPT: Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study

Sixty-nine internal medicine residents participated in the study. Overall, there was an improvement in perceived engagement using the ACTIVE teaching format (4.78 vs. 3.80, P < 0.01), with no increase in stress or decrement in break time. There was an improvement in initial knowledge achievement with the ACTIVE teaching format (overall absolute score increase of 11%, P = 0.04) and a trend toward improvement in long-term knowledge retention. Faculty members felt adequately prepared to use the ACTIVE teaching format, and enjoyed teaching with the ACTIVE teaching format more than the standard lecture.

via BMC Medical Education | Abstract | Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study.

ABSTRACT: Using Social Media to Enhance Career Development Opportunities for Health Promotion Professionals

For health promotion professionals, social media offers many ways to engage with a broader range of colleagues; participate in professional development events; promote expertise, products, or services; and learn about career-enhancing opportunities such as funding and fellowships. Previous work has recommended “building networking into what you are already doing.” This article provides updated and new social media resources, as well as practical examples and strategies to promote effective use of social media. Social media offers health promotion professionals cost-effective opportunities to enhance their career by building communities of practice, participating in professional development events, and enriching classroom learning. Developing the skills necessary to use social media for networking is important in the public health workforce, especially as social media is increasingly used in academic and practice settings.

via Using Social Media to Enhance Career Dev… [Health Promot Pract. 2014] – PubMed – NCBI.

ABSTRACT: Social media: opportunities for quality improvement and lessons for providers

Social media brings a new dimension to health care for patients, providers, and their support networks. Increasing evidence demonstrates that patients who are more actively involved in their healthcare experience have better health outcomes and incur lower costs. In the field of cardiology, social media are proposed as innovative tools for the education and update of clinicians, physicians, nurses, and medical students. This article reviews the use of social media by healthcare providers and patients and proposes a model of “networked care” that integrates the use of digital social networks and platforms by both patients and providers and offers recommendations for providers to optimize their use and understanding of social media for quality improvement.

via Social media: opportunities for quality imp… [Curr Cardiol Rep. 2014] – PubMed – NCBI.

ABSTRACT: Use of a secure social media platform to facilitate reflection in a residency program

Reflective writing is used to promote learning and professional growth in medical education. Sharing reflections with peers and supervisors facilitates feedback that enhances understanding.
We explored the feasibility of using a secure social media platform to share reflections and promote reflective discussions in an emergency medicine residency program.
This was a prospective pilot investigation evaluated with a poststudy opinion survey. Reflective discussions were also described using basic quantitative and qualitative methods.
The 2-month, voluntary, pilot study included 21 faculty and 36 residents. Faculty posted reflections and replies (n  =  146) more frequently than residents did (n  =  48). Survey data suggested both groups found the platform engaging and easy to use, valued the security of the platform, and felt the conversations were valuable to their professional development.
Secure social media offers a feasible option for sharing reflections and facilitating reflective discussions in medical education.

via Use of a secure social media platform to fac… [J Grad Med Educ. 2014] – PubMed – NCBI.

ABSTRACT: Infusing Informatics into Interprofessional Education: The iTEAM (Interprofessional Technology Enhanced Advanced practice Model) Project.

The iTEAM goal is to prepare advanced practice nurses, physicians and pharmacists with the interprofessional (IP) core competencies (informatics, patient centric, quality-focused, evidence based care) to provide technology enhanced collaborative care by: offering technology enhanced learning opportunities through a required informatics course, advanced practice courses (team based experiences with both standardized and virtual patients) and team based clinical experiences including e-health experiences. The innovative features of iTEAM project will be achieved through use of social media strategies, a web accessible Electronic Health Records (EHRs) system, a Virtual Clinic/Hospital in Second Life, various e-health applications including traditional telehealth tools and consumer oriented tools such as patient portals, social media consumer groups and mobile health (m-health) applications for health and wellness functions. It builds upon the schools’ rich history of IP education and includes clinical partners, such as the VA and other clinical sites focused on care for underserved patient populations.

via Infusing Informatics into Interpr… [Stud Health Technol Inform. 2014] – PubMed – NCBI.