Creating e-Learning Content for Medical Profession

1. Creating e-Learning Content for Medical Profession Dr.T.V.Rao MD

2. What is e-learning? • Delivery of learning, training or education programs by electronic means.* • Involves the use of a computer or electronic device (e.g.: mobile phone) in some way to provide training, educational or learning material. • May involve a greater variety of equipment than online training or education, for as the name implies, "online" involves using the Internet or an Intranet. CD-ROM and DVD materials may also be used. • Blended learning is e-learning combined with other training methods.

3. why Medicine needs Technology?

4. Why e-Learning? Excellence Excellence In every stage, e-learning positively impacts workforce excellence. • Retention and Growth • Competency mastery and • recognition • Coaching and mentoring • Creating a learning community • Employee Satisfaction • Flexible access to training • opportunities • Cycle time for retooling skills • Access to best practices information • Recruitment • New recruits lack certain skills • Speed to baseline competency • Orientation learning curve

5. How to develop an Learning Object Course Dr.T.V.Rao MD

6. Components of e-learning Technology Curriculum e-learning is the use of technology and services to deliver a curricula and, ultimately, to facilitate learning. Services

7. “The phrase ‘e-learning standards’ is one of the most powerful and most misunderstood aspects of the e-Learning revolution.” Making Sense of e-Learning Specifications & Standards . The MASIE Center, 2002

8. Delivering Education Workforce Planning Excellence Performance Implementation Metrics e-learning Reporting and Assignment Feedback Training Types of Learning Evaluation Technologies Delivery e-Learning is a tool used within each point of the education process and powerfully coordinates the organization.

9. Framework for E-learning Technological Interface design Pedagogical E-learning Center Evaluation Maintenance Dr.T.V.Rao MD

10. Meeting the needs of 21st century learners Main reason for using technology in teaching: • to develop the skills needed in a knowledge-based society • not just IT literacy: embedding use of IT in teaching and learning • also developing knowledge-based skills Dr.T.V.Rao MD

11. Concept of Learning Objects Lego Example Content is seen as “building blocks” Module from another course re-purposing ‘chunks’ of content and adding new content. Module from one course using ‘chunks’ of content.

12. Lego Small pieces Assemble in many ways All lego blocks fit together Anybody can put Lego together Atoms (D. Wiley) Small pieces Not every atom is combinable with every other atom Atoms can only be assembled in certain structures prescribed by their own internal structure Some training is required in order to assemble atoms Learning Object Models “Ideal” concept • Definitions vary: • “as small as a drop, as wide as the ocean” • the context of how learning objects are used is important • need the “glue” to tie learning objects together to create a meaningful learning experience A bit more reality-based concept

13. Administrative metadata Author Revision date Rights, . . . Technical metadata (medium-specific) Duration Digital format Platform requirements, . . . Subject classification Catalogue system Subject heading Keywords Metadata: "Information about Information” • Map • Text • Interactive • Image • Video (Learning Object)

14. Our vision is “inclusive e-learning contents” • We define “inclusive e-learning contents” as: • those digital learning materials which are bias-free, pedagogically flexible, customisable, and accessible. • We strongly believe that: • Creating strategies, methodologies and technologies for the development and diffusion of inclusive e-learning contents is a step forward to ensure that all citizens regardless of their gender, race or ethnic origin, religion or beliefs, disability, age, social and economic condition or sexual orientation have access to high quality e-learning contents. Dr.T.V.Rao MD

15. Is there an information problem in Medicine? • Information explosion-15 million “facts” must a medical student learn-1990-91 = 50,000 articles in gastroenterology-250,000 art. Every 2 years, 342 / day, 4.2 /min. • “Facts” that are not factsp.e. apendicitis and pain localization • The imprecission of medical languageF. T. de Dombal, 1993 Dr.T.V.Rao MD

16. Education: Trends • Influenceof the media and the Internet • Sociologic changes in the education professions • Changes in the learner-teacher relations, breakingaway from authoritarian and paternalistic models • Changes in the relation between users and educational establishments, as a consequence of social changes • Emergence of a conscience of tax-payer and informed consumer Dr.T.V.Rao MD

17. Emerging Paradigm • Education and training along the whole life • Without barriers of time or place • Access to best knowledge whereever it is located • Possibility for all to be readers and writers, students and teachers • Utilization of all technologies available, at present or in the future, for accessing contents and learning experiences Dr.T.V.Rao MD

18. E- learning methods are complex too …. • Various e-learning methods and strategies include presentation, demonstration, drill and practice, tutorials, games, story telling, simulations, role-playing, discussion, interaction, modeling, facilitation, collaboration, debate, field trips, apprenticeship, case studies, generative development, and motivation Dr.T.V.Rao MD

19. The success of e- content depends upon appropriate material • Remember that the overall aim is to build the confidence of your learner to deliver health care more effectively. The learner should enjoy your module and feel that they have achieved something valuable by completing it. Therefore, make sure that the learning outcomes are appropriate for your learner and that the module allows them to achieve new knowledge and skills with confidence. Dr.T.V.Rao MD

20. Skills of knowledge-based workers • • problem solving, critical thinking • • communication skills • • computing/Internet skills • • independent learners • • entrepreneurial, initiative • • flexibility • • team-work/networking • AS WELL AS subject expertise Dr.T.V.Rao MD

21. Think Before you start • Have a clear idea of who your learner is. What knowledge and skills do they have already? How should your module be designed to be most appropriate for their learning needs? • Always keep in your mind’s eye a mental image of your learner sitting at the computer studying your module Dr.T.V.Rao MD

22. Educating a Professional • Transmmiting knowledge- To know - Intellectual Component • Acquire skills and abilities- To know how - Operative Component • Acquire and develope attitudes - “Hows” and “Whys”- Emotional and Moral Component Dr.T.V.Rao MD

23. e-Learning Ladder

24. Create specific learning objectives • We all learn from multiple sources (textbooks, websites, conversations with experienced colleagues and, most importantly, from patients themselves). You should encourage your learner to seek-out other information to complement your module. However, the module must be self-contained and contain all that the learner needs to meet its specific learning objectives. Dr.T.V.Rao MD

25. Title slide • The title should state clearly what your module is about. • This first slide is the essence for your module. It is your best chance to capture your learner’s attention and make them want to study the module. • So make it as attractive and informative as possible! How to build a module... Dr.T.V.Rao MD

26. Create the content to improveA module aims to improve knowledge of the diagnosis of tuberculosis (TB). Decide whether each of the following sLOis good or bad. Then click on the square to see our assessment. At the end of this module, you should: • Know about the diagnosis of TB • Understand how TB is diagnosed • Be able to describe the methods used to diagnose TB • Be able to describe how CXR and sputum examination are used in the diagnosis of TB a b c d Dr.T.V.Rao MD

27. Create Content to update knowledge and information • The content is the information that you want the learner to acquire. • Clearly, this information has to be accurate and up-to-date. • The content should also be clearly referenced so that the learner is able to check the source of the information. • Start by identifying a small number of reliable and up-to-date sources of information. It is often useful to use a recent review as the main source of your content. Dr.T.V.Rao MD

28. Using the map for developing the e-c0ntent Does the teaching and assessment of X match up? Is X being taught and assessed too much or too little? Where is this particular discipline addressed in the curriculum? How does the teaching of X match professional competencies? Dr.T.V.Rao MD

29. Using the map Prospective Students What would they teach me in this particular course ? What would I need to do throughout the course ? How would I be taught and assessed? How is this course different to those at other colleges? Dr.T.V.Rao MD

30. Engaging the learner - summary These are only a few suggestions and there are many different approaches. Do invent your own methods for presenting information in an engaging way! A few general comments on presenting information: • Do not use too many different methods within a single module. To avoid confusing the learner, allow them to become familiar with just 2-3 different methods in your module. Think carefully about the likely learning style of your learners and also how best this particular information might be presented. • Although effective, “active” learning is quite tiring. Including some “spoonfeeding” of information as well as one or two more demanding methods is often best. • Remember that the aim of the module is for the learner to achieve the learning outcomes – not to demonstrate your skills as a teacher! Dr.T.V.Rao MD

31. Existing Content LMS Content Development & Delivery: The Big Picture Create Learning Content Authoring Tools Chunk Repurpose Assemble Import Track Deliver Courtesy of Robby Robson, Eduworks 2002

32. Building Workforce ExcellenceHealthcare Organization and Education Issues

33. How to publish the e-course (Moodle) • Understand what Moodle can do, how it compares to other e-learning packages, and how it can support your teaching strategies • Install the Moodle software on your own computer or a server, and understand your way around it • Know how to create different kinds of courses. Moodle can support courses where the group works through the classes with a shared schedule, or where individual students work through at their own pace, or courses where students are free to explore the different topics in their own time. This book will show you how. Dr.T.V.Rao MD

34. How to publish the e-course (Moodle) • Understand all of Moodle's learning features. Moodle provides features for managing course content, interactive resources, and social activities such as forums and wikis. This book explains what each of these features are, how they work, and most importantly how and when to use them effectively. • Manage students – so that you can ensure that the right students are going to the right classes; allow students to enroll themselves, or invite students to join a course. You can even set up commercial courses where students pay to sign Dr.T.V.Rao MD

35. UNESCO and multilinguality • Promoting a wider, more equitable access to information (« Recommendation on the promotion of multilingualism and universal access to Cyberspace »/ Initiative B@bel) • Raising awareness of issues of equitable access and multilingualism • Encouraging Member States to • Develop strong policies which promote and facilitate language diversity on the Internet Guidelines for Terminology Policies • Create widely-available online tools and applications (such as terminologies, automatic translators, dictionaries) for content in local languages • Share of best practices and information  ISO/TC 37

36. Advocating open access solutions • “Member States and international organizations should encourage open access solutions including the formulation of technical and methodological standards for information exchange, portability and interoperability, as well as online accessibility of public domain information on global information networks.”(UNESCO Recommendation on Multilingualism and Access to Cyberspace) • “Governments should promote the development and use of open, interoperable, non-discriminatory and demand-driven standards.” (WSIS Action Plan)  Open source software? + Open content?

37. A Few Things to Keep In Mind about E-Learning Standards & Specifications • E-Learning Specifications & Standards are emerging as important considerations for content development. • Supporting new ways of developing content (e.g., notion of Learning Object, tagged content, structured content) • Benefits of standards are many & varied: • Mix and match of content • Interchangeable content • Not “trapped” by a particular proprietary learning technology • Manage & track content • Many e-learning standards and specificationsexist in varying degrees of development. • Different standards bodies have different roles & responsibilities. • Often compliment each other in a holistic way.

38. The limit to e-learning is our imagination • Different students, different educational outcomes • New tools give learners power to create and demonstrate knowledge • New designs and organization of teaching needed • Only limitation: our imagination Dr.T.V.Rao MD

39. final remarks • Please remember that there are no right answers to eLearning. You should look at as many other examples as you can, experiment and develop your own approaches. • The key to success is to have a clear idea of the needs of your target audience, carefully designed and clearly stated LOs and then an engaging module that allows the learner to achieve the LOs with confidence. Dr.T.V.Rao MD

40. Technology has grown beyond our imaginationare we ready ? Dr.T.V.Rao MD

41. References • E-learning Specifications & Standards Solvig Norman Open School British Columbia & EduSpecs Technical Liaison Office an Ann Bowering Multimedia Learning Group Industry Canada Dr.T.V.Rao MD

42. The programme created by Dr.T.V.Rao MD for e-resource developers in the Medical Profession • Email • doctortvrao@gmail.com Dr.T.V.Rao MD