|Can E-Learning be Better Than Face-to-Face Learning?
Presented by: Emily Foote
E-learning can be tough. It is often passive. It often lacks meaningful feedback loops. While 69.1% of chief academic officers at higher education institutions across the country believe e-learning is critical to their long-term strategy, only 33.3% of faculty accept the value and legitimacy of online education compared to face-to-face learning. Why? Face-to-face learning is active. It provides opportunities for students to practice skills. It is social. It provides opportunities for students to interact with each other and the professor. It has higher retention rates than online learning and employers trust degrees from face-to-face institutions. ApprenNet built and online learning platform that aims to change the minds of the 66.6% of professors who do not value online education. Backed by learning science, ApprenNet's video-based learning platform provides professors easy to use tools to design e-learning exercises that rival face-to-face interactions. All ApprenNet exercises start by asking students to practice a particular skill and capture their practice on video. Students than engage in a peer review process where they give feedback to each other's practice videos and receive feedback on their own practice video. Next students watch an expert (oftentimes the professor) demonstrate the same skill. Finally, students read expert feedback (again, oftentimes the professor) to select student submissions. Together this process fosters skill acquisition by asking students to practice skills, observe peers and experts, give and get feedback and read expert feedback. With ApprenNet, online learning is not only active and social with rich, meaningful feedback loops, but it also leverages experts in way that motivates student learning while simultaneously lessening professors' grading burdens.
|Learning Through Osmosis: An Online Platform and Mobile App for Medical Education
Presented by: Shiv Gaglani
Formative assessment has been shown to improve medical student performance and retention, but many learners lack access to formative assessments because faculty members have limited time to create such resources and acquiring existing commercial review banks is expensive. In response, we developed a collaborative learning platform for medical student self-assessment called Osmosis. Osmosis is a web- and mobile-learning platform that provides free access to thousands of crowd-sourced high-yield practice questions and explanations. The quality of these questions and resources is enhanced through a novel social rating and commenting feature.
Since Osmosis was launched at the Johns Hopkins School of Medicine in January 2012, approximately 250 students in the first and second year classes have spent over 2,400 hours answering more than 5,000 questions over half-a-million times (~2,000 questions answered/student). In addition, over 1,500 Creative Commons-licensed images and YouTube videos have been shared. Usage data and reception by students indicate that the platform fits well into busy schedules and that participants value its role in promoting collaboration and self-assessing knowledge gaps.
In August 2013 we also released a free iOS app in the iTunes store. The app applies the testing effect and spaced repetition by sending medical students push notifications with short clinical vignettes as well as factoids. The Osmosis Med app has been downloaded by over 6,000 medical students, including 500 international students, who have answered the questions more than 1.3 million times. Due to this activity, the app reached the Top 100 Free Education apps on the iTunes Store in August 2013.
We are currently developing additional features for the Osmosis platform related to knowledge retention and curricular design. Since the vast majority of questions and resources on Osmosis are shared under non-restrictive licenses such as Creative Commons, we are making Osmosis available to peer institutions. It is our hope that more students and faculty members will benefit from, and contribute to, the Osmosis library.
|Incorporating Rich Media into Teaching and Learning
Presented by: John Kahler
Rich media is a highly desirable, pedagogically valid component in today's courses, be they structured for distance, blended, flipped classroom, MOOC or face to face learning. This session will present examples of instructor produced, library-based, and other media as full session content, discussion starters, quiz and exam prompts, and review material for self tests and other uses. The session will show how this content can be incorporated in Blackboard course sites, including using the CollegeAnywhere Blackboard Building Block.
The presenter has been an educational media producer, faculty trainer and instructional designer in higher education for over 25 years. CollegeAnywhere, a Blackboard partner, is a non-profit consortium of higher education institutions which supports faculty and students in their teaching and learning through streaming media, content collections and cloud-based tools.
|Engaging Virtual Groups Using Collaborate
Presented by: Dana Kemery
Ensuring equitable student engagement during group work is difficult in any learning environment. I am using the Collaborate Breakout Room (CBR) feature during a synchronous session to engage students during a course group activity. The students are presented with a scenario and then placed into CBRs to work together in an abbreviated time frame to create a group presentation based on the text and the scenario. I can "walk" between CBRs to provide assistance to the groups if necessary or to monitor engagement. The sessions can also be recorded for review after the session. Students report positive results using this technique including increased personal engagement as well as equitable distribution of tasks for the activity.
|Introducing Blended Learning to Medical Students in a Clinical Training Environment
Presented by: Erik Langenau
Medical educators are confronted with a variety of challenges when educating third-year medical students during their clinical rotations: inconsistent clinical exposure to patients whose demographics and presenting problems vary from site to site, inconsistent training and quality of clinical preceptors at each of the clinical sites, and insufficient number of clinical training sites to accommodate expanding class sizes. As traditional hospital-based programs are becoming more and more limited, new educational models are required to meet the educational needs of students, who in turn will care for a growing patient population.
As a new model for clinical education, the Philadelphia College of Osteopathic Medicine (PCOM) has developed a blended-learning program for third-year students in their pediatric clerkship, combining the best pedagogical principles of face-to-face clinical education and e-learning. This pilot program combines online collaborative learning with asynchronous discussion boards and blogs, podcasts, video demonstrations, didactic presentations, scenario-based instruction, virtual patients, online reference material and resources, and face-to-face clinical instruction with a faculty preceptor. Through this pilot, PCOM has expanded its utilization of Blackboard Learn, the learning management system (LMS) used across the institution.
Presentation attendees will learn how e-learning has been integrated into a clinical training environment, which has traditionally resisted e-learning initiatives for fear of sacrificing time for face-to-face patient contact. Participants will learn how careful pedagologic strategies and learning support have contributed to the successful implementation of the blended learning program. Participants will learn the advantages of a blended-learning program to improve consistency across training sites, maximize learning opportunities, reduce the burden of clinical preceptors at the onsite training facilities, allow students to link experiences to previous knowledge, and increase the number of educational opportunities for students.
|MOOCs at the College of Computing & Informatics: Successes and Challenges
Presented by: Monica Maceli
Drexel University's College of Computing & Informatics has recently developed and offered two free massive open online courses (MOOCs) delivered in winter term of 2014. The MOOCs covered, respectively, the diverse topics of multicultural resources and an introduction to informatics. This reflects CCI's broad degree offerings and serves to offer continuing education opportunities to the community, as well as attract new students. Developed in collaboration between faculty, instructional designers, and marketing teams, this session will report on our experiences in creating and running the MOOCs. These findings are relevant to future MOOC develop at Drexel University as a whole, helping inform the larger Drexel community as to the opportunities and challenges generated by this novel trend in education.
|Interactive Global Faculty Development Through Webcasting
Presented by: Shiyao Yuan
Creative approaches to global learning can lower access barriers to education for participants in distant locations. Faculty development is an important tool for improving education with potential to impact a large number of learners. The Foundation for Advancement of International Medical Education and Research (FAIMER), offers a two-year fellowship for international health profession educators to improve education at their institutions. International Medical Education (IME) Day is a four-hour workshop component of the fellowship program that focuses on topics relevant to health professions education through an interactive process. In 2013, FAIMER expanded access to IME Day by webcasting the workshop to global participants. Through cooperation with Drexel University Online Learning Team, a local video production company, and FAIMER, the IME Day workshop on "Appreciative Inquiry" was distributed live on Blackboard Collaborate using streaming media technology.
Forty-three individuals from 20 locations in 10 countries, in addition to 59 onsite attendees, participated in the live streamed workshop. Online participants were located in Aruba, Bangladesh, Brazil, China, India, Pakistan, Peru, Sri Lanka, Thailand, and the US. Workshop design was highly interactive and consisted of a keynote presentation, paired interviews, group tasks and discussions, and a synthesis session at the end. Some offsite participants participated in small groups at a single location; others organized online groups organically during the workshop to complete the tasks. The onsite and offsite interaction was transmitted through Blackboard Collaborate; offsite participants were engaged in the workshop using the chat function. Two onsite monitors followed the online interaction and orally transmitted questions and outputs from the online groups. The recorded program was later shared on our website and listservs through a link to Blackboard Collaborate.
75% of registered online participants responded to post-webcast evaluation requests. 83% of them reported that they benefited from the session and were satisfied with the live streaming process. Global webcasting of workshops can broaden access to faculty development.