Our Biggest Twitter Tips For Teachers
For many teachers making a foray into the edtech world, Twitter is an excellent tool for consuming and learning. There are a number of great resources out there to help teachers follow people who will be useful to them based on location, subject, grade level, and technology being used.Many are also harnessing Twitter as a part of their PLN personal learning network to connect, share, and network. So how do you bridge the gap from reading tweets in your feed to truly harnessing the power of Twitter in the edtech realm?Check out our biggest Twitter tips for teachers below! Care to add your tips? Do so in the comments so everyone can learn from your wisdom. This is a collaborative effort, after all.
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 gaming devices which persuade us to move our bodies and by social networking sites which persuade us to divulge our personal lives online. There is growing emphasis on designing persuasion, influence and nudging into computing devices based on diagnostic techniques which, behavioral experts claim, can perform a “mind x-ray” on our behaviors. Through networked devices, we are being nudged from a distance. This makes it important to ask questions like: What are the choice architectures built in to digital media? What forms of persuasion are put into software code? What behavioural defaults are programmed into new digital pedagogies? And what psychological and behavioral theories are scripted into the latest designs for human-computer interaction?
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 instructor slumped, looked away, and spoke haltingly with notes. After watching the video, participants in Experiment 1 were asked to predict how much of the content they would later be able to recall, and participants in Experiment 2 were given a text-based script of the video to study. Perceived learning was significantly higher for the fluent instructor than for the disfluent instructor (Experiment 1), although study time was not significantly affected by lecture fluency (Experiment 2). In both experiments, the fluent instructor was rated significantly higher than the disfluent instructor on traditional instructor evaluation questions, such as preparedness and effectiveness. However, in both experiments, lecture fluency did not significantly affect the amount of information learned. Thus, students’ perceptions of their own learning and an instructor’s effectiveness appear to be based on lecture fluency and not on actual learning.
Social media has also become very popular amongst healthcare professionals both on a personal and professional basis. The reach and engagement which social media enables, along with the incredible speed with which information is disseminated, clearly creates opportunities for advances in healthcare communication. However, because healthcare professionals also have serious professional responsibilities which extend to their communication with others, there are dangers lurking in social media due to the inherent lack of privacy and control.
As a result, major professional bodies have now issued guidance for their members regarding their behaviour using social media. These include bodies representing medical students, general practitioners, physicians, oncologists, the wider medical community, as well as major regulatory bodies such as the Federation of State Medical Boards and the General Medical Council (GMC) in the UK, whose role is to licence medical practitioners. The guidance from the latter, part of the GMC’s Good Medical Practice policy, has significant implications as failure to comply with this guidance could impact a doctor’s licence to practice. All health care providers engaging in social media need to familiarize themselves with the relevant institutional, local, and national guidelines and policies.
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 second study consists of three surveys among physicians: Doctors use public pages like blogs or Wikipedia rather than professional or scientific communities and talk about patients via mailing lists or direct messages.
ABSTRACT: The Consequences of Diminishing Industry Support on the Independent Education Landscape: An Evidence-Based Analysis of the Perceived and Realistic Impact on Professional Development and Patient Care Among Oncologists.
In recent years, commercial funding for continuing medical education (CME) has dropped significantly. Yet, little has been written about how this might affect CME in oncology, a field in which new drugs and advances emerge at a rapid pace. This study examines the role oncologists and oncology fellows say that CME plays in their ongoing professional development and their attitudes about the potential and realistic impact upon both the dissemination of medical information and the impact on patient care if commercial support were removed from CME. The study is based upon a national survey of 368 oncology clinicians (283 oncologists and 85 oncology fellows). Respondents indicated that CME is an important part of their ongoing professional development. The majority of oncologists (90 %) and oncology fellows (78 %) “agreed” or “strongly agreed” that commercial support may be more necessary for oncology than for other specialties due to the rate at which cancer therapies are introduced. Respondents felt loss of commercial support would impact cost, format, and availability of oncology CME programs. Half of oncologists thought eliminating commercial support for CME would have a negative impact on application of new therapies in oncology. Yet, both oncologists and oncology fellows were reluctant to claim the removal of commercial support would negatively affect the practice of evidence-based medicine, patient outcomes, or patient safety. A possible explanation of this apparent contradiction is found in the social sciences literature.
Abstract Medical students often require high levels of specialised institutional and personal support to facilitate success. Contributory factors may include personality type, course pressures and financial hardship. Drawing from research literature and the authors’ experience, 12 tips are listed under five subheadings: policy and systems; people and resources; students; delivering support; limits of support. The 12 tips provide guidance to organisations and individual providers that encourages implementation of good practice and helps them better visualise their role within the system. By following the tips, medical schools can make more effective provisions for the expected, diverse and sometimes specialist needs of their students. Schools must take a proactive, anticipatory approach to provide appropriately for their entire student body. This ensures that students receive the best quality support, are more likely to succeed and are adequately prepared for their medical careers.
ABSTRACT: Twelve Tips to guide effective participant recruitment for interprofessional education research.
Background: The success of research in interprofessional education is largely due to the participation of students. Their recruitment is, however, perhaps the most challenging part of any study, and, yet, is a key determinant of the results. Aim: The aim of this article is to provide a “how to guide” for medical education researchers to facilitate the recruitment of students across health professions. Results: The 12 tips are 1 establish clear expectations with your research team from the start; 2 do your homework: invest time and energy in pre-recruitment preparation; 3 develop a plan: be realistic about your resources; 4 create a “Buzz” about your interprofessional research; 5 prepare multiple communication methods – can’t just rely on one! 6 engage volunteers across professions to participate; 7 address the participant’s willingness to take part in the research; 8 demonstrate good interpersonal skills; 9 be diligent in tracking participants; 10 show appreciation and share results; 11 consider participant incentives: are they really important? 12 maintain tenacity – no one said interprofessional recruitment was easy! Conclusions: Interprofessional studies offer numerous logistical, administrative and scheduling challenges; the 12 tips are provided to help medical education researchers develop and manage the successful recruitment of students across the health professions.
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, and/or stand-alone educational interventions. To ensure that these smaller and simpler interventions can be efficiently delivered to learners, we have partnered with six of the leading distributors of online CE (CMEUniversity, ACE/CMEZone, Elsevier CME, freeCME.com, myCME, and ReachMD) to create and launch the ArcheViewer Distribution Partner Network (AVDPN).
The goal of the ArcheViewer Distribution Partners Network is straightforward: to match educational providers with a leading network of Distribution Partners thereby simplifying the planning and delivery of smaller, more flexible ArcheViewer-powered educational designs while maintaining high quality standards and educational impact.
By establishing the AVDPN we hope to meet the demand within the CE community to leverage the ArcheViewer learning platform in more flexible ways to impact learning and practice change. And, by bringing together many of the most respected distributors of online continuing education, we are making it easier and more cost effective to deliver the right educational activities to the right learners all within the online environments that millions of learners have come to rely upon and trust.
For the past 18 months the Team at ArcheMedX has focused its attention on supporting the CE community by helping them plan, implement, deliver, and analyze connected series of educational interventions. This “mini-curricular” model ensured that our Partners could create robust and, in many ways, transformative educational initiatives. These initial interventions allowed us to demonstrate that ArcheViewer-powered education delivers a more engaging and structured learning experience that increases completion rates, simplifies learning, improves competency, and positively impacts performance in practice (see recent learning outcomes data). Importantly, these data taught us that many of these same benefits are evident even after a learner’s first experience with ArcheViewer-powered lessons, validating the simplicity and viability of the learning platform in smaller and more flexible educational interventions.
The decision to allow the CE community to leverage the ArcheViewer for “…smaller, more flexible, and/or stand-alone educational interventions” is not a decision we are taking lightly – quite the opposite in fact. As many of you know, we have repeatedly turned down Educational Partners over the past 16 months who asked to leverage the ArcheViewer learning platform to deliver stand-alone educational interventions. While this was a difficult decision, we did so because it was our belief (at the time) that learners would need the repeated experience with multiple ArcheViewer-powered lessons before they would feel comfortable using the learning architecture and actively engage in their lifelong learning. But, as the data and learning outcomes from dozens of ArcheViewer-powered lessons have now revealed, our hypothesis was a bit too conservative. Learners DO actively engage in the learning actions elements of the learning experience their first time through, and at significant levels, driving the exceptional learning outcomes we have seen to date.
This is a great example of evidence guiding the educational interventions: for example, in one recent four-part web-series developed by AcademicCME and distributed by Elsevier, we found that of the hundreds of learners participating in the series: ~50% completed multiple lesson in the series while ~50% completed only one lesson (though which lesson it was varied across all four of the available topics). This is why the web-series or curriculum-based model is so valuable – learners can consume as much or as little of the educational as they want and they can move between the lessons in which ever order these choose. It is why we have been advocating for this model from day one. But what we found as an overwhelmingly positive surprise in these early analyses is that even those learners who completed only one lesson in the series derived significant benefit, for example their changes in knowledge and competence as measured by pre-test/post-test performance were no different than the learners who completed two, three, or four lessons in the series and who therefore might be presumed to have increasing comfort with the learning environment. So, while the learners who engaged in multiple connected lessons benefited from that additional investment in their lifelong learning, the learners who participated in only one lesson (as if it was a stand-alone, web-based program) still derived significant improvements in learning and competence.
This validation has encouraged the ArcheMedX team to bring to the CE community the greater flexibility it desires in both educational design and educational dissemination with the launch of the AVDPN while also emphasizing the need for ArcheMedX to continue working directly with the dozens of Educational Partners that are interested in developing broader and more substantial curricular-based educational programs through the ArcheViewer and ArcheCourse learning platforms.
As our journey forward continues, our sincere thanks go out to the leadership and team-members at CMEUniversity, ACE/CMEZone, Elsevier CME, freeCME.com, myCME, and ReachMD for their continued commitment to positively impacting the lifelong learning of healthcare professionals! And our heartfelt appreciation goes out to the dozens of educational providers with whom we have been working with over the past 18 months – without your hard work and commitment we would know far less about how healthcare professionals learn and how to positively impact these learning behaviors!
If you have specific questions about the Distribution Partners Network and how the ArcheViewer learning platform and connected learning tools are being leveraged in both broader curricular programs and now in smaller, more flexible educational interventions through the AVDPN, feel free to email me directly or call me any time.
To learn more about the capabilities of each of the Founding Members of the ArcheViewer Distribution Partner Network you can visit the ArcheViewer Distribution Partner page or contact the following: At CMEZone (Kurt Boyce, firstname.lastname@example.org), CMEUniversity (Michael Lemon, email@example.com), Elsevier (Sandy Breslow, firstname.lastname@example.org), freeCME.com (Steve Vance, email@example.com), myCME (Kenny Cox, firstname.lastname@example.org), and ReachMD (Art Marchesini, email@example.com).
All the best,