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TALKING TECHNOLOGY

SEA UK ASM 7 March 2016Natalie Lafferty - University of Dundee

Technology - Ubiquitous - Driving

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Role of technology in supporting learning clearly acknowledged in medical education

Consistency – Immediacy of feedbackIntegrated with test-based learning

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Clilck, click, click learning

Passive - spoon feeding – not in the workflow

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Learning is social Discourse, collaboration and knowledge building

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10

70

20

Structured Learning: Formal learning, workshops, webinars, online learning, e-learning, classroomsLearning from others: Communities of practice, professional networks, user generated content, coaching, mentoring, feedbackLearning from experience: Action learning, problem solving, shadowing, self-directed learning, mobile support

70 : 20 : 10 Framework

Charles Jennings http://www.slideshare.net/charlesjennings/the-702010-framework

Dr Gordon Caldwell Consultant Physician, Worthing Hospital @drcaldwell

Whatever happened to apprenticeship learning?As a clinical teacher, I can now see that I am not just teaching individuals to pass exams, I am contributing to developing the next generation of a community of practice of doctors.

This model of situated learning is apprenticeship learning, and can draw clinicians and educationalists together again. THE CLINICAL TEACHER 2011; 8 272–275

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Situated learning – Community of Practice

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Dr Gordon Caldwell Consultant Physician, Worthing Hospital @drcaldwell

Whatever happened to apprenticeship learning?

My only concern about situated learning is that it is described as a rather passive process, of learning by listening to stories, by observation and by experience: i.e. learning by ‘osmosis’. THE CLINICAL TEACHER 2011; 8 272–275

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“A collective is very different from an ordinary community. Where communities can be passive (though not all of them are by any means), collectives cannot. In communities, people learn in order to belong. In a collective, people belong in order to learn. Communities derive their strength from creating a sense of belonging, while collectives derive theirs from participation.”

Douglas Thomas and John Seely Brown (2011)

Connectivity supporting increasing accessibility, collaboration, community and informal learning

https://flic.kr/p/3Jsir

Informal Social LearningNetworks - Communities - Collectives

http://www.flickr.com/photos/oceanflynn/6638184545/

… information technology has become a participatory medium, giving rise to an environment that is constantly being changed and reshaped by the participation itself.

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Learning accessible, anytime, any place, any where

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Barriers to learning – infrastructure, hardware, access, skillsHEE trying to address

THE DOCTOR AS PROFESSIONAL

Reflect, learn and teach others ...

Establish the foundations for lifelong learning and continuing professional development, including a professional development portfolio containing reflections, achievements and learning needs.

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Lifelong Learners (LLLs)

Fact or Fiction?

Digital native Digital immigrant

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Dr Colin Mitchell Consultant Geriatric Physician @drcolinmitchell

Why are Junior Doctors no cleverer than I was?Doctors are a terrible bunch of luddites in the main. I did a tutorial with F2 trainees a few months ago. All but one were on facebook, pretty much all had used wikipedia as a reference, and most had some sort of VLE-experience - but only one had ever read a medical blog. And the whole concept of social media as a pedagogical tool was utterly alien to them. (2009)

http://colinsmededblog.blogspot.co.uk/2009/06/why-are-junior-doctors-no-cleverer-than.html#comment-form

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Is medical/clinical education stuck in the past? feels like we are discussing the same things we were 5 years ago?

FREE OPEN ACCESS MEDUCATION

Supported by Social Media & Web 2.0

blogs

Storify

Reflection and digital storytelling

https://storify.com/traumagasdoc/smaccus

https://storify.com/traumagasdoc/wrongfooted

“In the new culture of learning, people learn through their interaction and participation with one another in fluid relationships that are the result of shared interests and opportunity.”

Thomas & Seely Brown

https://flic.kr/p/7HV5gq

Tension between open and private spaces for learning

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Shift away from Facebook to Instagram, Twitter, What’s App, Snapchat

… Slack

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Engaging students & trainees as co-producers of learning

http://blogs.cmdn.dundee.ac.uk/acutecareguide/

Interprofessional design teams

https://vimeo.com/157720638

Coaching apps

Creative Commons (BY-NC-SA) Natalie Lafferty

Personalisation

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Learning at our finger tips