Barriers to use of Social Media in Medical Education

 

 

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Barriers to use of Social Media in Medical Education

via Technology in (Medical) Education by Neil on 12/14/10

I just came across 2007 this study - an online survey- of UK medical students, house staff and physicians regarding their opinion regarding use of social media in medical education.  Invitations were sent by e-mail to 6000 people and 21% responded.  The barriers identified by the responders were:

1. Would like to use social media for my education but don't know how
2. Don't like to use technology for my education
3. Lack of awareness of quality resources - don't trust the content
4. Lack of access at workplace and lack of time.

These were 4 themes that emerged from 60 free text comments in the survey responses.  That's a pretty small percentage of people from those who responded who bothered to enter a free text comment.  Combine that with the 21% response rate and it suggests that we have to interpret the results with a degree of caution.  Unfortunately for studies like this (email invitations to large number of people) these types of numbers are not unusual. The authors need to be commended for the effort they made to get this data.  

The authors commented that respondents appeared to be generally interest in Web 2.0 tools including social media. 

Do these 4 themes cover all the reasons why doctors don't use social media?  In my experience, I think there are even now (in 2010) a lot of physicians who think that using social media in healthcare is a waste of time (different than not having time to use it) and that apps like FB and Twitter are used by a bunch of narcissistic mutual back slappers.  There are numerous ideas and examples of how social media are, or can be, used in medical education (examples).  The problem is that these discussions about uses of social media occur in the blogosphere or on Twitter or FB.  The Average Joe physician is unlikely to get exposed to these, unless it reaches the mainstream print journals.

Measuring true outcomes (Kirkpatrick Level 4) from educational interventions is difficult  but it will probably take a study that shows an impact on outcome measures that is published in a reputed journal to change some people's minds.   To make matters worse, the print journals are constantly publishing case studies and guidelines regarding professionalism (or the lack thereof) and social media and this scares away some of the physicians who might be interested in this medium.  Physicians have already been burned by adopting clinical practices without sufficient good evidence and then having to go back when these were proven wrong (e.g. hormone replacement therapy).  So one can understand why some will "look" before leaping!  Even with educational practices we have seen the rise and fall of Learning Management Systems.  How can medical educators and physicians be sure that social media is not just another fad?  

It reminds me of a talk I gave in 1995 titled "The Internet and Medicine: Why Physicians should Pay Attention" and later wrote up for a medical journal.  There is a great The New Yorker cover by Edward Sorel which shows Whistler's Mother looking skeptically at a telephone.  I had referred to this cover when I gave that talk in 1995.  Maybe it is time to bring out that old issue of The New Yorker!

 

 

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Times Higher Education - Should professors leave unruly classes?

Times Higher Education - Should professors leave unruly classes?

Social Media Use by Medical Students

 

 

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Social Media Use by Medical Students

via Dr Shock MD PhD by Dr Shock on 28/11/10

Social software or the use of Internet (Web 2.0) for generating your own content, to connect with one another and to share and manage content with each other is used by young people. How do first year medical students use this social software? This could be important because these networks could become networks of learners as soon as we're able to create useful applications.

• over 90% of med students use instant messaging, 94% of females aND 93% of males
• 70% used social networking sites (facebook, twitter, myspace)
• 20% read blogs
• 8% write their own blog
• 20% of male medical students contributed to wikis and used media sharing sites such as flickr and youtube
• social bookmarking was hardly used (delicio.us, digg)

How was this study done?

all first year medical students (n=212) at the University of Leeds completed a paper based self-administered questionnaire at the time of their information skills (IT) assessment.

Overall males were more engaged in social media. The use of these media has increased over the years. In previous research in 1973 80% of students used instant messaging, 24% used social networks, 31% shared photos, blogs were read by 38% and 21% wrote a blog. A survey in 2006 at the University of Oxford showed the high use of instant messaging (82%) and social networking (60%), 58% read blogs, 38% wrote their own blog, 19% used flickr, 57% used YouTube and 19% used del.icio.us.

Students preferred the use of social software above the virtual learning environment provided by the institution.

Why is this important?
Educators are mostly digital immigrants whereas the student is a digital native. Educators should recognize the potential of social software without entering the networks of students. As the authors importantly state

The social networking sites have exciting potential for medical education but only if the educator can resist the temptation to meddle in what the students are doing.

Next the authors suggest some examples on how social networking could be used for education, but several examples are present on the net.

Sandars, J., Homer, M., Pell, G., & Crocker, T. (2010). Web 2.0 and social software: the medical student way of e-learning Medical Teacher, 2147483647-5 DOI: 10.3109/01421590701798729

 

Related posts:

1. Social Media in Health and Medicine: Medlibs Round 2.7
2. The Risks of Online Social Networking for Students
3. Disclosure of substance use on social media websites

 

 

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Fwd: News release: Bristol University ChemLabS celebrated by JISC Times Higher Education Award

---------- Forwarded message ----------
From: Maike Bohn <m.bohn@jisc.ac.uk>
Date: 26 November 2010 16:06
Subject: News release: Bristol University ChemLabS celebrated by JISC Times Higher Education Award
To: JISC-ANNOUNCE@jiscmail.ac.uk


18 universities across the UK are celebrating their achievements after they received this year's Times Higher Education Awards in London.

The awards ceremony, hosted by THE's editor Ann Mroz and Michael Portillo, with an opening address by David Willets, was attended by more than 1,000 people from universities and colleges across the UK.

The JISC sponsored Outstanding ICT Initiative Award went to Bristol University for their innovative Dynamic Laboratory Manual (DLM) developed by Bristol ChemLabS staff and Learning Science Ltd. ChemLabS is the UK's Centre for Excellence in Teaching and Learning in practical chemistry and has transformed the way that undergraduate practical work is carried out, in part through the creation of this sophisticated e-learning tool.

Initially the DLM was envisaged to be an online, web-based laboratory manual containing all the information the students would require to carry out a particular practical investigation.  But it quickly developed into a much more comprehensive student resource containing a complete video library of practical techniques, fully interactive simulations and virtual instruments, online pre-lab assessment and safety tests (both providing immediate feedback), online tutorial support, and a comprehensive marks database designed to track student progress.

An overview can be seen at http://dlm.chm.bris.ac.uk/demodlm/.

Sarah Porter, JISC's head of innovation and one of the judges for the awards said, "By focusing on innovative approaches to using technology to improve learning, the project has had measurable, demonstrable impact on the attainment of students of chemistry at the University of Bristol. However, what made the project a winner is that a lot of careful thought and effort has been put into extending the impact of ChemLabS so that it benefits school pupils, students, teachers and lecturers across the whole UK. ChemLabS is an excellent example of what can happen when innovative technology is used to dissolve the barrier between a university and the world around it, and it is particularly welcome that this has been achieved in a challenging and crucial discipline area."

Building on the success of this software, Bristol's Departments of Biochemistry, Physiology and Pharmacology have now introduced DLM-style software to support students in their teaching laboratories. The project has also had great impact on chemistry teaching and learning at Post 16 and a commercial version of the e-learning tool called LabSkills will soon be available in every (4000+) secondary school in the UK.

ChemLabS' Nick Norman who received the Award in London said, "The ChemLabS DLM has transformed the laboratory experience for chemistry undergraduates at Bristol and we are delighted with the recognition that this Award brings. We are all very proud of what we have achieved over the last few years and particularly pleased with how a project developed to support chemistry students is now having an impact in other disciplines and also in schools."

The judges for the award were Professor David Baker, deputy chair of JISC and former principal of University College Plymouth St Mark & St John; Sean Mackney, deputy chief executive,  The Higher Education Academy; and Sarah Porter, head of innovation at JISC.

David Andrew

My profiles:
Contact me: david.andrew52

Explore the Chemical Education Digital Library

 

 

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Explore the Chemical Education Digital Library

via Free Technology for Teachers by noreply@blogger.com (Mr. Byrne) on 11/18/10

The Chemical Education Digital Library is a large collection of resources for teaching and learning chemistry. The ChemEd DL contains tutorials for students, 3D models, lesson plans, and more. The tutorials include 3D chemical models and explanations of what each part of the models does and how those parts work together. In the lesson plans section you will find downloadable lesson plans organized by subject. ChemEd DL also features a periodic table that links each element to data and explanations about that element.

Here are some related items that may be of interest to you:
Canvas Mol - 3D Models of Molecules
Science and Statistics Animations
5 Good Resources for Learning the Periodic Table

 

 

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Buzz from AJ Cann

 Link to this post:
 http://www.google.com/buzz/107962914038670635598/XRYET1cTkQR/Open-SOAR

09:22 AJ Cann: Open SOAR

David Andrew,
Head of Academic Practice
 

The Learning Institute at Queen Mary, University of London

Mile End, London E1 4NS

02078822803

02081446753

Fwd: Health Sciences and Practice Subject Centre e-bulletin November 2010

---------- Forwarded message ----------
From: kcl - info-hsap <info-hsap@kcl.ac.uk>
Date: 19 November 2010 17:06
Subject: Health Sciences and Practice Subject Centre e-bulletin November 2010
To:
Cc: kcl - info-hsap <info-hsap@kcl.ac.uk>

Dear Colleague,

 

Please find attached the November edition of the e-bulletin from the Health Sciences and Practice Subject Centre.

I would like to draw your attention to the following items:

 

1.     Practice Learning and Support: Monitoring the quality of learning environment through educational audit. 1^st December 2010, King's College London. http://www.health.heacademy.ac.uk/news-events/eventsbox/events2010/plssig01122010/

 

2.     Public Health SIG meeting - The practice teacher: Innovations and Best Practice. 28^th January 2011, King's College London. Call for contributions deadline: 26/11/2010. http://www.health.heacademy.ac.uk/news-events/eventsbox/events2011/ph28012011/

 

3.     Contemporary Issues in assessment in health sciences and practice education. 1^st December 2010, Edinburgh Napier University. http://www.health.heacademy.ac.uk/news-events/eventsbox/events2010/assesswp01122010

 

4.     Health Sciences and Practice Departmental Workshop Call 2011. Deadline for applications: 14^th December 2010. http://www.health.heacademy.ac.uk/news-events/newsbox/news-2010/deptworkshop2011/

 

If you would like to update your details, please login to the My Academy site: https://my.heacademy.ac.uk/login/login.asp to update any of your information.

 

Kind regards

 

Charles Kasule
Communications & Resources Officer

 

Health Sciences and Practice Subject Centre

3.12 Waterloo Bridge Wing, Franklin Wilkins Building, King's College London, 150 Stamford Street London, SE1 9NH

02078484266

www.health.heacademy.ac.uk  

 

10 years of enhancing Learning and Teaching

 

PHORUS Project http://phorus.health.heacademy.ac.uk/

 

David Andrew,
Head of Academic Practice
 

The Learning Institute at Queen Mary, University of London

Mile End, London E1 4NS

02078822803

02081446753

The fall and rise of the webinar/web conference

 

 

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The fall and rise of the webinar/web conference

via JISC RSC MASHe by Martin Hawksey on 11/9/10

153 - Our First DEN webinar
Originally uploaded by Holtsman

In the last couple of weeks my aggregation channels have been gently humming to the sound of webinars. It seems a number of institutions are rediscovering the possibilities of these tools to support flexible delivery (and no doubt cut costs allow the reallocation of staff time to enhance the learner experience). This post is designed to highlight some projects and technical developments that I've come across.

Projects/Events

Two projects, both funded by the Higher Education Academy, have found their way into my inbox. At Queen Margaret University the Higher Education Academy Subject Centre for Dance, Drama and Music (PALATINE) has funded "An exploration of learner and tutor experience in using online synchronous learning environments across disciplines within the School of Drama and Creative Industries".

The objectives of this 9 month study are:

To conduct an in-depth, comparative study of tutor and student experiences of using an online synchronous learning environment (OSLE) in order to:

• Build a rich picture of actual learner and tutor engagement with such technology across four drama programmes at undergraduate and postgraduate level;
• Develop an understanding of the impact of using an OSLE in the learning experience;
• Develop guidelines and case studies for educators to improve learner and tutor use of OSLEs.

As part of this project we are supporting QMU, PALATINE and the HEA Subject Centre for Medicine, Dentistry & Veterinary Medicine (MEDEV) in running the Crossing Virtual Boundaries – Teaching and Research with Online Synchronous Learning Environments (OSLEs) event to be held on the 10 June 2011 (click here for booking details). Here is a good starting point for find out more about the QMU project.

The second project is funded as of part of the HEA Discipline-focused Learning Technology Enhancement Academy Programme. The Collaboration for Excellence in a Distance Learning Environment (Excel-DL)  project is being led by the University of Salford. I haven't seen much detail about this project but do know their aim is to:

evaluate the use of 'Elluminate Live', a synchronous online collaboration delivery method for postgraduate distance learners within the School of the Built Environment, University of Salford (to inform the wider context of Construction & Built Environment Community)

The main reason for highlighting this project is because they are hosting a free online session on 'Synchronous Online Learning: Bridging the Divide' on the 10th November 2010 from 1m to 4:15pm. The aim of the event is to:

"is to explore the pros and cons and the pedagogical inspirations of this particular innovation with distinguished academics"

Sessions in the event include:

• Practice and pedagogies of synchronous online learning – Tim Neumann
• Synchronous vs asynchronous online learning – Stefan Hrastinski
• Play time: an interactive demonstration of the possibilities of synchronicity – Peter Chatterton
• The blended situated learner context for synchronous collaboration – Ian Mills & Georgina Evans
• Anticipating the future learner – Simon Kear

Click here for more information and to book a place

Software developments

As well as renewed interest in the human side of webinars there are also a couple of software developments worth flagging:

Blackboard:  Wimba + Elluminate = Gemini

If you are a Blackboard user you might be interested in Collborate on Gemini post by Kevin Brace at Aston University. This post reviews a recent webinar he attended outlining Blackboard's roadmap for merging their recently acquired Wimba and Elluminate webinar platforms.

Adobe Connect Mobile for Android

Mobile technology is everywhere, quite literally, and if you are talking about flexible delivery it is inevitable that mobiles will come into the conversation. Looking at the disputed Wikipedia Comparison of web conferencing software you'll see very few products are declaring mobile device support. For institutions using or looking into Adobe Connect you might be interested to hear that Connect Mobile for Android is now available. This adds to their support for iPhone related devices (iPad, iPod Touch and iPhone).

Open source alternative: Big Blue Button

I was initially dismissive about the open source webinar tool 'Big Blue Button' not finding the interface very intuitive, but then I had session in Adobe Connect and concluded all webinar software is counterintuitive. Rather than going through the details of Big Blue Button I recommend you read Steve Boneham's blog post, which should have everything you need and more. The Moodle integration looks particularly interesting.   

So what have I missed in all of this? Very interested to hear about other projects or tools in this area. Please share using the comments

You also might like:

• Learning and Teaching Innovation Grants for FE (SWaNI)
• HE in FE
• Digital Student – More than Web 2.0
• RSC-MP3: HE Update Jan '09
• RSC-MP3: HE Update Oct 09

 

 

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Twitter improves college student engagement and grades | Social Media in Higher Education

Twitter improves college student engagement and grades | Social Media in Higher Education

HEFCE : News : 2010 : 28 October 2010 : Understanding student perspectives of online learning

HEFCE : News : 2010 : 28 October 2010 : Understanding student perspectives of online learning - a new report

Science of the Invisible

Science of the Invisible: "SOAR - Student's Online Attention and Reading lists: navigating the river of student attention"

AMEE Summary

 

 

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AMEE Summary

via James Giles by jamesagiles on 11/09/10

Conferences can be so exhausting! It is quite an intense way to spend a few days – surrounded by a particular field. Els and I had the pleasure spending the conference with a third year medical student from Manchester – I won't include her name, as we had conversations about Facebook, Twitter and privacy!

My first conference was AMEE 2009, when I presented a poster with Ambrose Boles on the first PAL audit. I have really become immersed in the academic world this year, so much so that it is hard to see myself doing anything else. Els and I spoke to Rachel Lindley, a GP Teaching Fellow, at the conference about introducing other medical students to presenting at conferences – that first one is the hardest, where most support is needed.

I'd like to summarise some of the key things I took from AMEE:

e-Learning

Had an interesting conversation with Rachel Ellaway, the world's foremost authority on e-learning in medical education.  She had some fantastic insight into Fastbleep and where to take the work I'm involved in with Kurt and Rachel. Verdict on virtual patients? Less is more – fewer, simple patients are more effective than more complex patient scenarios.

Peer-Assisted Learning

I went to 2 PAL sessions, one poster and one short communication session. Els delivered the research presentations brilliantly in both. Most of the presentations focus on a 'novel' innovation in the field (inverted commas as it seems this adjective is necessary for poster acceptance).  The Manchester project stood out though as reaching beyond description of schemes into understanding this particular educational setting.

I was interested to hear a presentation from Sheffield Medical School about the Peer-Teaching Society, a different model to PAL Manchester. I'd like to collaborate with these guys on future evaluation projects – it would be good to see if using different models of PAL has any implications for the peer relationship.

Roll on November: Neuroscience 2010, San Diego, CA!

 

 

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review of internet- based medical education

Interesting synthesis review on internet learning in medical education: http://bit.ly/cQAXyg

Enhancing Feedback

Enhancing Feedback

Internet in Medicine University Course: Medical blogging

 

 

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Internet in Medicine University Course: Medical blogging

via ScienceRoll by Dr. Bertalan Meskó on 04/10/10

We just finished the second lecture of the "Internet in Medicine" university credit course which was dedicated to medical blogging. Here is the summary of my presentations.

• Definition of blog, post, trackback, pingback, comment, tag.
• First blog: Jorn Barger, 1997
• Technorati statistics about the state of the entire blogosphere
• Blogs in plain English:

• Types of blogs and bloggers
• Major medical blogs as examples: Kevin, MD; Medgadget; Sixuntilme; Doctor Anonymous; Street Anatomy.
• Analyzing the results of the study of Ivor Kovic et al. (Examining the Medical Blogosphere: An Online Survey of Medical Bloggers)
• Blog carnivals and microcarnivals
• How to educate with blogs (e.g. Alan J Cann)
• Some examples such as the recent post from Sergey Brin about his genes and the posts it led to (Gene Sherpa, Scienceroll, Discovering Biology in a Digital World)
• Dangers and how to fight them: Honcode, privacy issues, HIPAA, etc.
• The lesson of Dr. Flea
• Money is not everything: the Scienceblogs.com story and many more
• Why do physicians blog?

• Future? Streaming your life. E.g.: yongfook.com

In the second slideshow, I described how to start a new blog step-by-step.

• You need to answer 3 questions first before starting a blog:
• What kind of blogger will I be?
• Where should I blog? WordPress.com
• How should I blog?
• My "3 blogging rule" described what you need to become a good blogger: commitment, consistency and openness
• Shared many examples about how to build a successful medical blog.

Take-home message:

A medical blog can be a perfect channel to make new contacts, find new opportunities and share your ideas with the world.

The 2 slideshows are described in details on Webicina.com's e-guide:

See you next week when we will talk about Twitter in Medicine and also how to keep yourself up-to-date with RSS.

 

 

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New HE Academy report

"Dimensions of Quality
Publication Date: 30-09-2010
http://www.heacademy.ac.uk/assets/York/documents/ourwork/evidence_informed_practice/Dimensions_of_Quality.pdf
Description
This report has been written to contribute to the current debates about educational quality in undergraduate education in the UK, and about the need to justify increases in resources on the basis of indicators of educational quality. This report will identify a range of dimensions of quality and examine the extent to which each could be considered a valid indicator, with reference to the available research evidence. It attempts to identify which kinds of data we should take seriously and which we should be cautious of placing weight on. Some of these dimensions we might be wise to pay attention to currently lack a solid evidence base, especially in relation to research carried out in the UK context, and so the report also identifies priorities for research and for data collection and analysis."

ALT-C 2010 Keynote Donald Clark

This was quite a controversial presentation at the ALT conference 2010 - lots of people were upset by the style - but an interesting discussion about whether we should continue to give lectures. I don't generally agree but it is a question worth asking - particularly in relation to large lectures.

BBC News - University gives students text books on iPhones

BBC News - University gives students text books on iPhones

Designing Group Projects

Student group work - often a problem

 

 

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Designing Group Projects

via academhack by dave on 9/17/10

My most recent pedagogical obsession is not, as you might think, social media fasts, but rather working out ways to effectively create group projects. Honestly I consider this one of my serious shortcomings as a professor. I really as of yet have not created a group project with which both the students and I were happy with the results. Something always goes wrong. This is not to say that there haven't been good ones (and some total misfires) but I have yet to really figure out the best way to do it. Part of my problem comes from not having this modeled for me in graduate school (we in the humanities are more accustomed to working solo) coupled with my own few past experiences as a student, in which I greatly dislike working in groups. But beyond that I think it is a substantial problem with both the way institutions are designed and with student expectations. It is hard to evaluate students individually (what the institution requires) yet try to hold the whole group accountable. And I struggle with this, because I want to encourage and evaluate students for who they are, but on the other hand I see as part of my job to teach students how to work in groups. I think most of the kinds of work environments they are likely to end up in will require working in groups, and internet projects do to their complexity require groups.

So here is what I am trying this semester for my EMAC 4325, Privacy, Surveillance, and Control on the Internet . . .

The focus of the class is on semester long research projects where each group has a public website/blog covering one aspect of the class. So for the whole semester groups have to work together to produce their project. The project is designed to require a range of skills, design, writing, coding, image manipulation, video and audio editing etc.

I came up with two basic rules for this project:

1. Everybody in the group gets the same project grade (which is 50% of the final grade).
2. If you are unhappy with a member of your group, i.e. feel that they are not sufficiently contributing, you can fire them from your team.

I put together these two rules from different projects I saw others do, although neither project put them together. On the first day of class I explained these rules and then handed them out the long detailed sheet which contained all the information on the project. Part of the project, indeed the first thing they had to do was come with community rules which described how the group was going to function, what initial responsibilites would be, and finally what the means by which they could dismiss a member of the group would be. In other words they had to write a group constitution of sorts complete with reasons and methods by which they would dismiss someone. (I did explain that in every case a meeting with me would be necessary, but I did this mainly as a way to make sure the group rules were followed, if a group decides to remove someone then I plan to support them.)

If someone is removed from a group then they become a group of one, responsible for their own project (which frankly is quite a bit of work).

Do I think this will solve all of the group assignment problems? No. But I think this probably represents more realistically how groups function outside of academia, they succeed or fail as a group, it doesn't really matter if you work really hard, harder than anyone else around, you still need the group (ask Lebron James about this). By focusing on the group I won't get caught trying to figure out team dynamics and what went wrong, assigning blame (like restaurant wars on Top Chef), instead everyone succeeds, or everyone fails. Simple . . . hopefully.

The next thing I did was get them divided into groups.

This was actually the most difficult part of the class, so far. I wanted students to be able to have a say in what group they joined, so that they were working on a topic that interested them, but I also wanted to avoid people just pairing up with people whom they have worked before and our friends. I also wanted to make sure that each group got a diversity of talent. I contemplated having them pick teams (schoolyard style) but thought that would end up being a bit ridiculous and isolating to the people who were not picked. Instead I had each student write on a one side of a notecard their name, on the other side they wrote the three topics that interested them the most, and then the three skills they would bring to the project, creating anonymous mini-resumes. I then selected one person for each group, and subsequently that person got to pick from the notecards one person for their team. On the whole this worked out, everyone got in a group that interested them, and the talent in every group is pretty diverse, and groups were picked based on talent not prior relationships or popularity.

Overall, three weeks into the semester, I am happy with how the groups are progressing. I have started to give them weekly feedback, always directed at the group rather than individuals. You can see the complete details of the project at the class website, along with links to all the ongoing projects.

I'll write about this again at the end of the semester . . .

 

 

 

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Fwd: Inclusion Research Syntheses - new resources added

Inclusion Research Syntheses

As part of its EvidenceNet service, the Higher Education Academy has commissioned a series of research syntheses looking at the experience of diverse groups of students in higher education and strategies to promote their success.

All titles seek to: identify the key research extent on their topic; present a summary of each key report; synthesise the findings of these key reports, together with those of the wider literature on the topic in question; and explore the implications of the research for stakeholders.

By pulling together existing literature in this way, it is hoped not only to disseminate it to a wider audience but also to make it more accessible to a wide range of potential users.

Titles published in 2008 include:

·     Student retention and success: a synthesis of research, Dr Robert Jones (April 2008)

·     Mature learners: a synthesis of research, Judith Smith (2008)

·     Vocational learners: a synthesis of research, Dr Robert Jones (2008)

·     New to widening participation? An overview of research, Dr Robert Jones (2008)

Titles published in 2010 include:

·     Inclusive learning and teaching in higher education: a synthesis of research, Professor Christine Hockings (April 2010)

·     Disability equality in higher education: a synthesis of research, Dr Mark Rickinson (April 2010)

·     Social class and higher education: a synthesis of research, Jacqueline Stevenson (Leeds Metropolitan University) and Mel Lang (York St John University) (April 2010)

 

Fwd: UK Centre for Bioscience New Lecturers Folder

 

Dear Colleagues,

 

The popular UK Centre for Bioscience New Lecturers Folder has been updated for 2010/2011 and copies are now available to order from the Centre. The folder brings together advice and resources aimed at new bioscience lecturers and can be added to over time to build a personalised collection of resources and references.

 

Do you know any colleagues new or relatively new to teaching in the biosciences who might benefit from a copy of the folder? Are you running courses for new lecturers who might be interested in receiving a copy?  Please feel free to pass this message on to them.

 

We have limited copies to distribute on a first come, first served basis. In order that we can keep producing the folders, and distributing them free of charge or at limited cost, we need to be able demonstrate they are being used and that this is impacting positively on teaching and learning. To help us achieve this, our preference is to send the folders to named individuals. This will enable us to contact recipients for feedback on the folders, and also to send them updates for the folders (for example new 'Short Guides'). Your assistance in reaching relevant individuals would be greatly appreciated. 

 

Single or multiple copies can be requested by emailing the Centre on heabioscience@leeds.ac.uk  

Further details and an electronic version of the folder are available at http://www.bioscience.heacademy.ac.uk/resources/resourcepack.aspx

 

Many thanks for your assistance.

 

Dr Katherine Clark

 

UK Centre for Bioscience, Higher Education Academy

Phone: 0113 343 3003

Email: heabioscience@leeds.ac.uk

Web: www.bioscience.heacademy.ac.uk

Twitter: http://twitter.com/hea_bio

 

 

P Please don't print this e-mail unless you really need to...

 

Fwd: HSAP e-bulletin August 2010

David Andrew,
Head of Academic Practice

Educational and Staff Development:
(From 1^st  September 2010 ESD will become The Learning Institute at Queen Mary, University of London) 

Queen Mary, University of London
Mile End, London E1 4NS

02078822803

02081446753

Queen Mary Pedagogic Research Seminars

---------- Forwarded message ----------
From: kcl - info-hsap <info-hsap@kcl.ac.uk>
Date: Fri, Aug 20, 2010 at 6:52 PM
Subject: HSAP e-bulletin August 2010
To:

Dear Colleague,

 

Please find attached the August edition of the e-bulletin from the Health Sciences and Practice Subject Centre.

 

I would like to draw your attention to the following items:

 

1.  Call for Applications for Mini-project Funding 2011 now open. Proposals invited across a broad spectrum of topical themes. Deadline for applications: Thursday 30^th September 2010. For more details and to apply: http://www.health.heacademy.ac.uk/projects/miniprojects/mp2010/

 

2.  Call for contributions to Teaching International Students Workshop (17th February 2011, King's College London) Deadline 30^th September - email: stevie.robinson@kcl.ac.uk with a brief outline of your proposal.

 

3.  'From Expert to Novice: Workshop for New Academic staff'. 7th October 2010, King's College London.

Details: http://www.health.heacademy.ac.uk/news-events/eventsbox/events2010/snas07102010

 

4.  Foundation Degrees: "A new direction for Foundation degrees?" 20th October 2010, Bolton. Details: http://www.health.heacademy.ac.uk/sig/fd/

 

5.  'Essential Skills in Pedagogic Research', 16th and 17th November 2010, King's College London. http://www.health.heacademy.ac.uk/news-events/eventsbox/events2010/essenskills161110

 

6.  Launch of the Interprofessional Education in Wales: case studies in health and social care, July 2010. For details and to download: http://www.health.heacademy.ac.uk/news-events/newsbox/news-2010/ipewalescasestudies2010

 

More details of these news items/events and many others are available in the e-bulletin and on our website.

 

Kind regards

 

Charles Kasule

Communications & Resources Officer

 

Health Sciences and Practice Subject Centre

3.12 Waterloo Bridge Wing, Franklin Wilkins Building, King's College London, 150 Stamford Street London, SE1 9NH

02078484266

www.health.heacademy.ac.uk

 

10 years of enhancing Learning and Teaching

 

PHORUS Project http://phorus.health.heacademy.ac.uk/

 

IT in university level mathematics teaching and learning: a mathematician's ...

 

 

Sent to you by David Andrew via Google Reader:

 

 

IT in university level mathematics teaching and learning: a mathematician's point of view

via Newsletter - Issue 20 on 09/08/10

University mathematicians are often selective in their approaches to the use of IT in teaching. Although mathematicians systematically use specialist software in direct teaching of mathematics, as means of delivery e-learning technologies have so far been less widely used. This article is an attempt to explain the rationale for this selectivity, and proposes a 'wish list' of future developments for e-learning technologies.

 

 

Things you can do from here:

• Subscribe to Newsletter - Issue 20 using Google Reader
• Get started using Google Reader to easily keep up with all your favourite sites

 

 

Formats for Visual Thinking in the Classroom

 

 

Sent to you by David Andrew via Google Reader:

 

 

Formats for Visual Thinking in the Classroom

via Free Technology for Teachers by noreply@blogger.com (Mr. Byrne) on 06/08/10

18 Formats for Handmade Thinking in the Classroom is a presentation put together by Laurence Musgrove. In the presentation Musgrove takes the ideas from Dan Roam's Back of the Napkin books and applies them to the classroom. In his presentation Musgrove outlines eighteen ways that visual thinking and handmade sketches can be used in your teaching practice. Musgrove includes some examples of handmade sketches created by students. There are 100 slides in the slidedeck, but the deck didn't get interesting to me until slide seventeen when Musgrove jumps into the 18 formats for handmade thinking.
View the slides below.

18 formats for handmade thinking in the classroom

View more presentations from Laurence Musgrove.

Visit Laurence Musgrove's website, The Illustrated Professor for more examples of using handmade drawings as a reading response format.

If you're interested in having your students create free-hand sketches on their computers for later use in presentations, you may want to explore these five free online drawing tools.

 

 

Things you can do from here:

• Subscribe to Free Technology for Teachers using Google Reader
• Get started using Google Reader to easily keep up with all your favourite sites