Saturday, July 29, 2017

Modular Blended eFaculty Development using Blogs and Instagram

Modular Blended eFaculty Development using Blogs and Instagram

Presenter: Poh-Sun Goh, National University of Singapore, Singapore

Background: This workshop will demonstrate how to deliver blended eLearning using a Blog to provide access to modular content, and to host an online engagement platform, augmented by Instagram for bite-sized content review. The presenter will share practical tips by drawing from experience using this "recipe" to deliver blended faculty development workshops and symposia on eLearning locally, regionally and internationally over the last 5 years (at own university, regional conferences, APMEC and AMEE).

Who should attend: Educators involved in faculty development with an interest to learn how to use a freely available, easy to use, flexible eLearning platform and tools to support and augment their faculty development programs and activities, from an enthusiastic practitioner with experience in blended eFaculty development in multiple educational settings at local and international levels (own university, regional conferencesAPMEC, and AMEE).

Structure of the workshop: The workshop will be supported by a purpose built blog and bite sized Instagram content, for pre-workshop literature review and familiarisation with the platform and tools (2 to 3 hours preparation required).
A highly interactive presentation and discussion format will then be used during the "live" workshop, focusing on why and how to use a set of online tools for blended modular eFaculty development, with the workshop itself demonstrating the presentation and audience engagement process.

Intended outcomes: Participants will develop familiarity with a blended eFaculty presentation and audience engagement process for modular faculty development, and learn how to use a freely available, easy to use, flexible eLearning platform and tools to support and augment their faculty development programs and activities.


Pre-workshop literature review

"Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces."

Above abstract from 
Goh PS. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9.
[2015 Nov 11:1-2. Epub ahead of print]

"...combining an embedded online ‘‘graffiti wall’’ with a blog for use before, during and after the face to face session ..... .......  encourages students to actively and publicly engage with the learning material (on the blog), and also gives visibility of the teaching and educational process to students and their teachers."

above from
Goh, P.S., Sandars, J. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Medical Teacher.  2016 Aug;38(8):858. Epub 2016 Jul 14. 

Using Instagram to Deliver Radiology Education, Saad A. Ranginwala, MD, Cincinnati Children's Hospital Medical Center; Arnold C. Merrow, MD; Alexander J. Towbin, MD, Society for Imaging Informatics in Medicine, 2015 Meeting

Timothy PG, Jeffrey B, Kaitlyn L, Margarita VD. Delivery of educational content via Instagram(®). Med Educ. 2016 May;50(5):575-6. doi: 10.1111/medu.13009. PubMed PMID: 27072461.

Risa Blair, and Tina M. Serafini. Integration of Education: Using Social Media Networks to Engage Students. SYSTEMICS, CYBERNETICS AND INFORMATICS VOLUME 12 - NUMBER 6 - YEAR 2014 ISSN: 1690-4524

Google search for "mobile first web enabled micro learning app"

Masters K, Ellaway RH, Topps D, Archibald D, Hogue RJ. Mobile technologies in medical education: AMEE Guide No. 105. Med Teach. 2016 Jun;38(6):537-49. doi: 10.3109/0142159X.2016.1141190. Epub 2016 Mar 24. PubMed PMID: 27010681.

Lochner, L., Wieser, H., Waldboth, S., & Mischo-Kelling, M. (2016). Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience? International Journal of Medical Education, 7, 69–74.
International Journal of Medical Education. 2016;7:69-74 ISSN: 2042-6372 DOI: 10.5116/ijme.56b5.0369

e-Learning for the medical team: the present and future of ERS Learning Resources Ali Merzouk, Pascal Kurosinski, Konstantinos Kostikas Breathe Dec 2014, 10 (4) 296-304; DOI: 10.1183/20734735.008814




Modular Blended eFaculty Development using Blogs and Instagram



Instagram stream (below) as hyperlinked, online-mobile accessible, interactive SlideDeck

above and below from

above from

above from

above and below from

Learning Neuroradiology and eLearning for MedEd Instagram Website Link
(you do not need the Instagram App to view the content, just click each square on your mobile device, laptop or desktop computer)


Made with Padlet

"Effective learning, and deep learning require interest in a topic, a commitment to learning by our students, regular and systematic participation in an educational process and program, with active engagement with the educational content and the training process. Effective teaching requires awareness of the educational background and prior experience of our students, efforts to maintain and increase motivation in our students, careful and knowledgeable selection of instructional content, and use of interactive and active learning exercises, sequenced and built into a systematic and programmatic educational and training process. Educational technology can anchor and facilitate both effective learning and teaching."

above from
Goh PS. eLearning or technology enhanced learning in medical education - Hope, not hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16


"The formula for its powerful cover stories, Goldberg said, is to use the magazine’s established form — “reported argument” — and to think big: “What is the most ambitious thing we can do? You want to kill the category.” Then to use all the tools of the social Web to amplify the story and the reaction to it."
The Atlantic is ‘most vital when America is most fractured.’ Good thing it soars today. 
(The Washington Post, on 28 July 2017)

Alejandro , Jennifer 2010 “ Journalism in the Age of Social Media ”, Reuters Institute Fellowship Paper , University of Oxford


Virgil Thomson

William James Read

Bruce Lee

(please click link above to access online content on topic)

(26 June 2017)

Goh, P.S. Technology enhanced learning in Medical Education: What’s new, what’s useful, and some important considerations. MedEdPublish. 2016 Oct; 5(3), Paper No:16. Epub 2016 Oct 12.


"We can manage better (to iteratively improve, share and build on) what is visible, what we can see – directly, through data, and data dashboards-visual data maps and illustrations. Data and observations, big data and small or rich data, quantitative and qualitative research (mixed methods research) gives us insights as educators into our teaching practice, its effectiveness and impact. Just as we blend the best features of traditional and online/eLearning/Technology enhanced learning in our teaching practice, we can “blend” and take advantage of “big data” or online data analytics, which when added to traditional classroom observations and measures-indicators of learning effectiveness and impact, can give us a more complete, comprehensive, and rounded picture of individual, and group learning."

above from


"Big changes coming to podcasting: Apple is going to let the people who make podcasts learn what podcast listeners actually like — and what they ignore.

A new version of Apple’s podcast app will provide basic analytics to podcast creators, giving them the ability to see when podcast listeners play individual episodes, and — crucially — what part of individual episodes they listen to, which parts they skip over, and when they bail out of an episode."

above from 

"Nothing beats listening to people rant about the tech they’re frustrated with. Nearly everyone seems angry about connectivity issues: sluggish, unreliable Wi-Fi, spotty cell coverage or shoddy broadband service. Other than that, battery life continues to be a source of people’s misery ...... At The Times, we have access to analytics about the people reading our articles, and the consistent strong readership we get from stories about these topics reaffirms that people continue to be frustrated with these issues."

above from Going Low-Tech to Solve Everyday High-Tech Problems (NY Times, July 19, 2017)


Declan Ee, co-founder of Singapore online furniture store Castlery, said that while tech and e-commerce are key to meeting the needs of today's digitised consumer market, the opening of Apple's flagship store in the region shows that an online presence can never fully replace the value of human interaction.

"While an online presence is important for product and brand discovery, a physical experience centre is essential to create a holistic customer interaction with the brand. Apple's flagship store will provide consumers with a new immersive experiential touch point with the brand, otherwise inaccessible online."

-from "S'pore Apple store offers creative sparks for tech, retail sectors
Apple likens its store to a modern-day town square - a place to shop, learn, connect and be inspired"

"The brain beats the internet when it comes to context and speed, but the internet clobbers the brain when it comes to volume. You can find any fact on the internet, even alternative ones. Your brain, in contrast, is limited, so how should we choose what to learn?
Students should learn the information for which the internet is a poor substitute. Getting information from the internet takes time, so they should memorize facts that are needed fast and frequently."

"In the beginning, the Internet was a place to which we went; now it is a space where we are ... Yet the Internet has more netizens than any country has citizens ...

Identity becomes an amalgamation of social preferences expressed through traditional categories such as religion and ethnicity as well as newer communities built around professions, experiences, and causes ...

Connectivity brings individuals the choice to belong to other places than those they do or to have loyalty to multiple places at the same time ... The phrase "your network is your net worth" applies very much to individuals and nations both."
-Parag Khanna,

"I skate to where the puck is going to be, not to where it has been."
"A good hockey player plays where the puck is. A great hockey player plays where the puck is going to be."

Medical Education Peer Reviewed Publications (selected)

The intention of writing a recent series of reflection pieces (article 5, 6, 7, 9 and 11), as well the other articles below, was to set down in print as many of the useful ideas / and pointers I could think of, and which I have found useful and currently use, on the subject of TeL and implementing this, distilled from my reading, practice, and scholarly inquiry since 2002, as well as from the last 6 years of faculty development presentations, symposia and workshops I have been involved in designing and have participated in at NUS, at APMEC and AMEE; and have presented as invited speaker to conferences in Colombo, Sri Lanka; Kaohsiung, Taiwan; Jakarta, Indonesia; and as visiting professor in Almaty, Kazakhstan.
(articles in Medical Teacher and MedEdPublish have been viewed over 5,000 times in the 2015 and 2016, and papers 2, 4, 5 and 6 are amongst the top rated papers in Oct, Nov, Dec 2016 and Jan 2017 - see below)

1. Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper No:5. Epub 2017 Apr 4.

2. Goh, P.S., Sandars, J. Insights from the culinary arts for medical educators. MedEdPublish. 2017 Jan; 6(1), Paper No:10. Epub 2017 Jan 18.

3. Goh, P.S. A proposal for a grading and ranking method as the first step toward developing a scoring system to measure the value and impact of viewership of online material in medical education - going beyond “clicks” and views toward learning. MedEdPublish. 2016 Oct; 5(3), Paper No:62. Epub 2016 Dec 9.

4. Goh, P.S. Presenting the outline of a proposal for a 5 part program of medical education research using eLearning or Technology enhanced learning to support Learning through the continuum of Undergraduate, through Postgraduate to Lifelong learning settings. MedEdPublish. 2016 Oct; 5(3), Paper No:55. Epub 2016 Dec 7. 

5. Goh, P.S. The value and impact of eLearning or Technology enhanced learning from one perspective of a Digital Scholar. MedEdPublish. 2016 Oct; 5(3), Paper No:31. Epub 2016 Oct 18.

6. Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.

7. Goh, P.S. Technology enhanced learning in Medical Education: What’s new, what’s useful, and some important considerations. MedEdPublish. 2016 Oct; 5(3), Paper No:16. Epub 2016 Oct 12.

above 7 articles in MedEdPublish

next 6 articles in Medical Teacher

8. Sandars, J., Goh, P.S. Is there a need for a specific educational scholarship for using e-learning in medical education? Med Teach. 2016 Oct;38(10):1070-1071. Epub 2016 April 19.

9. Goh, P.S. eLearning or Technology enhanced learning in medical education - Hope, not Hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16

10. Goh, P.S., Sandars, J. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Med Teach. 2016 Aug;38(8):858. Epub 2016 Jul 14.

11. Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9. Epub 2015 Nov 11.

12. Sandars J, Patel RS, Goh PS, Kokatailo PK, Lafferty N. The importance of educational theories for facilitating learning when using technology in medical education. Med Teach. 2015 Mar 17:1-4.

13. Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb; 37(2):140-5.

14. Liaw SY, Wong LF, Chan SW, Ho JT, Mordiffi SZ, Ang SB, Goh PS, Ang EN. Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial. J Med Internet Res. 2015 Jan 12;17(1):e5.



"A good teacher is continuously observant of student learning behaviour, and seeks evidence of student engagement with the learning material and experience, as well as evidence of learning, and also proactively solicits feedback from students and peers to continually improve the learning
experience. Good chefs can be seen circulating amongst the diners, observing their eating behaviour, chatting with and seeking feedback directly from diners, as well as inviting fellow chefs to sample their culinary offerings. As teachers we have an opportunity to do this both in traditional classrooms, as well as online settings, through our own direct observations, as well as with online behavioural and data analytics. Chefs often modify their cooking, and refine this in “real time”. Similarly teachers can modify their teaching, and the learning experience dynamically, in response to the observed behaviour and feedback from learners and peers."

"We feel that there are close parallels between the culinary arts and practices with the teaching and learning practices of medical educators. In this article we explore this culinary analogy as a means to help medical educators think about their educational practices and to develop their scholarship in medical education."

above from
Goh, P.S., Sandars, J. Insights from the culinary arts for medical educators. MedEdPublish. 2017 Jan; 6(1), Paper No:10. Epub 2017 Jan 18.

A meta-analysis published by the Department of Education in 2010 concluded that “on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction,” with larger effects seen if the online learning was combined with face-to-face instruction. This meta-analysis encompassed research literature on career technology, higher education, medical training, corporate training, military training, and K–12 education.
above from
Means, B., Toyama, Y., Murphy, R. et al. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. (October 2014; Available at) (Accessed September 1, 2015)

Flipped learning takes advantage of technical advances to teach basic cognitive skills to students in a format that meets the style and expectations of this generation of learners, freeing instructors to use class time to foster higher order cognitive skills through active learning exercises.
above from
O'Flaherty, J. and Phillips, C. The use of flipped classrooms in higher education: a scoping review. Internet High Educ. 2015; 25: 85–95

In the setting of clinical clerkships, the flipped learning approach can be used to foster the development of cognitive skills required in applying learned facts to clinical reasoning problems.
above from
O'Connor EE, Fried J, McNulty N, Shah P, Hogg JP, Lewis P, Zeffiro T, Agarwal V, Reddy S. Flipping Radiology Education Right Side Up. Acad Radiol. 2016
Jul;23(7):810-22. doi: 10.1016/j.acra.2016.02.011. Epub 2016 Apr 7. 

Hughes Y, Lyons N, Does the Flipped Classroom improve exam performance in medical education?Asystematicreview,MedEdPublish,2017,6,[2],38,doi: