Creating e-learning Content for Medical Profession

CREATING E-LEARNING CONTENT FOR

MEDICAL PROFESSIONDR.T.V.RAO MD

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.

WHY MEDICINE NEEDS

TECHNOLOGY?

WHY E-LEARNING? Excellence

In every stage, e-learning positively impacts workforce excellence.

Recruitment• New recruits lack certain skills • Speed to baseline competency• Orientation learning curve

Employee Satisfaction • Flexible access to training opportunities • Cycle time for retooling skills• Access to best practices information

Retention and Growth• Competency mastery and recognition• Coaching and mentoring• Creating a learning community

Excellence

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HOW TO DEVELOP AN LEARNING OBJECT COURSE

Design Learning Object

Intellectual factors

Learning style User behavior Context curriculum

design

Sensual factors

Granularity usability

COMPONENTS OF E-LEARNING

e-learning is the use of technology and services to deliver a curricula and, ultimately, to facilitate learning.

Services

Technology Curriculum

MAKING SENSE OF E-LEARNING SPECIFICATIONS & STANDARDS

“The phrase ‘e-learning standards’ is one of the most powerful and most misunderstood aspects of the e-Learning revolution.”

The MASIE Center, 2002

.

e-Learning is a tool used within each point of the

education process and

powerfully coordinates the

organization.

Planning

Assignment

Delivery

Training Evaluation

Types of Learning Technologies

Reporting and Feedback

ImplementationPerformance

Metrics

Workforce

Excellence

e-learning

DELIVERING EDUCATION

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FRAMEWORK FOR E-LEARNING

Pedagogical

Technological

Interface design

Evaluation

Maintenance

E-learning Center

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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

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CONCEPT OF LEARNING OBJECTS

Lego Example

Contentis seen as “buildingblocks” Module from one course

using ‘chunks’ of content.Module from another course re-purposing ‘chunks’ of content and adding new content.

LEARNING OBJECT MODELSLego

• 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

“Ideal” concept

“Ideal” concept

A bit more reality-based concept

A bit more reality-based 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

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

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)

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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.

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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 language

F. T. de Dombal, 1993

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Education: Trends• Influencie of the media and the Internet• Sociologic changes in the education

professions • Changes in the learner-teacher relations,

braking away 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

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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

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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

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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.

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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

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THINK BEFORE YOU STARTHave 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

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Educating a Professional• Transmmiting knowledge- To know - Intellectual Component• Acquire skills and habilities- To know how - Operative Component• Acquire and develope attitudes - “Hows” and “Whys”

- Emotional and Moral Component

E-LEARNING LADDER

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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.

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TITLE SLIDEThe 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!

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d

CREATE THE CONTENT TO IMPROVEA MODULE AIMS TO IMPROVE KNOWLEDGE OF THE DIAGNOSIS OF TUBERCULOSIS

(TB). DECIDE WHETHER EACH OF THE FOLLOWING LOS IS GOOD OR BAD. THEN CLICK ON THE SQUARE TO SEE OUR ASSESSMENT.

At the end of this module, you should:

a. Know about the diagnosis of TB

b. Understand how TB is diagnosed

c. Be able to describe the methods used to diagnose TB

d. Be able to describe how CXR and sputum examination are used in the diagnosis of TB

c

b

a

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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.

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USING THE MAP FOR DEVELOPING THE E-C0NTENT

Does the teaching and assessment of

X match up?

How does the teaching of X match

professional competencies?

Where is this particular discipline

addressed in the curriculum?

Is X being taught and assessed too much or too little?

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USING THE MAP PROSPECTIVE STUDENTS

How is this course different to those at other

colleges ?

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?

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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!

CONTENT DEVELOPMENT & DELIVERY: THE BIG PICTURE

Existing Content

Learning Content

Authoring Tools

Learning Content

Authoring ToolsChunk

Create

Repurpose

Assemble

LMS

Import

Track

Deliver

Courtesy of Robby Robson,Eduworks 2002

New-hire cycle time

Emergency Preparedness

New-hire cycle time

Emergency Preparedness

BUILDING WORKFORCE EXCELLENCEHEALTHCARE ORGANIZATION AND EDUCATION ISSUES

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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.

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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

ISO/TC 37 – Bamako 2005-06/07

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

ISO/TC 37 – Bamako 2005-06/07

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?

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.

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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

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FINAL REMARKSPlease 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.

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TECHNOLOGY HAS GROWN BEYOND OUR IMAGINATION

ARE WE READY ?

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REFERENCES

E-learning Specifications & Standards Solvig Norman Open School British Columbia & EduSpecs Technical Liaison Office an Ann Bowering Multimedia Learning Group Industry Canada

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The programme created by Dr.T.V.Rao MD for e-resource developers in the

Medical Profession Email

[email protected]