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Tuesday, 27 July 2010
Fwd: How is the web changing science? Join us at Science Online London 2010 to find out!
Monday, 26 July 2010
Radiopaedia: Quizzes in Radiology
Sent to you by David Andrew via Google Reader:
via ScienceRoll by Dr. Bertalan Meskó on 26/07/10
A few days ago, I described how I use Quiz.MD for keeping myself up-to-date and just came across a new feature on Radiopaedia, a radiology wiki site I frequently write about. They now offer quizzes which are actually detailed, illustrated case presentations. Really useful and can also help you boost your radiology knowledge.
One example:
Things you can do from here:
- Subscribe to ScienceRoll using Google Reader
- Get started using Google Reader to easily keep up with all your favourite sites
Saturday, 24 July 2010
ASME Conference 2010
Sent to you by David Andrew via Google Reader:
via Wishful thinking in medical education by noreply@blogger.com (Anne Marie) on 7/24/10
The Association for the Study of Medical Education (ASME) had their conference in Cambridge, UK earlier this week. You can find out more about the conference here. I did tweet thoughout the conference and although I was a rather solitary voice I did have some good interaction with my followers as usual. A transcript of tweets can be found here.I wish I could link to some of the very interesting presentations I attended but they are not online as far as I am aware. However, one of the keynote addresses was given by John Norcini, from FAIMER (Foundation for Advancement of International Medical Education and Research) using Prezi. I searched the website and found his presentation so can share it here with you.
Although ASME is an international organisation it does have strong UK roots so his presentation on the problems for medical education internationally was an interesting change. I should also point out that the UK does not yet have a national licensing exam. Licensing is carried out by medical schools who are accredited by the GMC (although I did hear some talk at the conference that a national exit exam may be back on the agenda).
One of his most interesting points was that often medical education followed fashion, which was then evaluated. He gave Problem-Based Learning (PBL) as an example of this. But there was evidence during the conference that other aspects such as the use of simulation are also being thought of more critically now. We don't have the evidence to justify widespread use.
I also talked to some other doctoral researchers about the need for a network to share our questions and learning. Watch this space for more about that!
Things you can do from here:
- Subscribe to Wishful thinking in medical education using Google Reader
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Friday, 23 July 2010
Wednesday, 21 July 2010
Fwd: Health Sciences and Practice Subject Centre e-bulletin July 2010
Dear Colleague,
Please find attached the July 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 30th September 2010. For more details and to apply: http://www.health.heacademy.ac.uk/projects/miniprojects/mp2010/
2. '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
3. 'Essential Skills in Pedagogic Research Workshop', 16th and 17th November 2010, King's College London
Full information and booking:
http://www.health.heacademy.ac.uk/news-events/eventsbox/events2010/essenskills161110
4. Call for contributions to Teaching International Students Workshop (17th February 2011, King's College London) Deadline 30 September - email: stevie.robinson@kcl.ac.uk with a brief outline of your proposal
More details of these 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
10 years of enhancing Learning and Teaching
PHORUS Project http://phorus.health.heacademy.ac.uk/
Saturday, 17 July 2010
Solo Taxonomy
Sent to you by David Andrew via Google Reader:
via Educational Origami by andrewch on 7/16/10
Solo Taxonomy has been sitting on my to do list for a while. Dean Groom during his presentation at MICDS reminded me and I took a little time to have a play with it.
SOLO stands for Structure of Observed Learning Outcomes. It was developed in 1982 by John B. Biggs and Kelvin Collis. It is essentially a hierarchy which has 5 stages or levels that attempts to assess the students learning based on the quality of their work. Like Bloom's taxonomy it looks and structures many of the key verbs used in assessment into different levels.
Source: http://www.johnbiggs.com.au/solo_graph.html
Prestructural – Lower Order
Students acquires unconnected information. The information is not organised amd makes no sense
UniStructural
Simple connections are created between ideas. Connections are obvious – Keywords: Identify, Name
More connections are being created, but lacks the meta-connections between them Keywords: combine, describe, list, order
Student sees the significence of the various pieces of information and can develop relationships between them. Keywords: Analyse, apply, argue, debate, compare, contrast, check, judge, critique, explain, moderate, relate, integrate, justify
Extended Abstract
Can make connections beyond the proble, Can generalise and apply to new situation, Can transfer learning and makelinks between subject areas. Keyword: Reflect, evaluate, create, hypothesis, design, invent, conceptualise, theorise, project, abstract
We want to have our students working at the highest levels of extended abstract. Where they can make relationships that stretch be beyond the bounds of the discipline or subject area and can be applied in a variety of situations.
Solo Taxonomy shares similarities with the Modified Daggett's Application Model, where the higher levels of learning are achieved when learning is applied in real world unpredicatable situations, rather than just applying it to studies within a single unit of learning
Reference
http://www.johnbiggs.com.au/solo_taxonomy.html
http://www.slideshare.net/jocelynam/solo-taxonomy
http://en.wikipedia.org/wiki/John_B._Biggs
http://en.wikipedia.org/wiki/SOLO_Taxonomy
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Thursday, 8 July 2010
Benefits of Collaborative Learning
Sent to you by David Andrew via Google Reader:
via eLearning Blog Dont Waste Your Time by David Hopkins on 7/8/10
What are the benefits of collaborative learning, for the students? Well, here are my selection from the 40 or so listed on the Global Development Research Centre's website which I had not considered before;
1. Develops higher level thinking skills
4. Builds self esteem in students
9. Promotes positive race relations
14. Involves students in developing curriculum and class procedures
22. Encourages alternate student assessment techniques
25. Students are taught how to criticize ideas, not people
34. Classroom anxiety is significantly reduced
These are good, but not aspects of collaboration I had considered. The more 'normal' (for want of a better word) are, for me;
5. Enhances student satisfaction with the learning experience
6. Promotes a positive attitude toward the subject matter
7. Develops oral communication skills
10. Creates an environment of active, involved, exploratory learning
15. Students explore alternate problem solutions in a safe environment
20. Students develop responsibility for each other
29. Greater ability of students to view situations from others' perspectives (development of empathy
33. Promotes innovation in teaching and classroom techniques
36. Classroom resembles real life social and employment situations
What would you add to this list (or the original list; link above)?
Related posts:
Things you can do from here:
- Subscribe to eLearning Blog Dont Waste Your Time using Google Reader
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Tuesday, 6 July 2010
Fwd: Active Learning in Higher Education Table of Contents for 1 July 2010; Vol. 11, No. 2
David Andrew
Educational and Staff Development:
Queen Mary, University of London
Mile End, London E1 4NS
02078822803
02081446753
Queen Mary Pedagogic Research Seminars
---------- Forwarded message ----------
From: <sage_contents_alert@alerts.stanford.edu>
Date: 5 July 2010 15:46
Subject: Active Learning in Higher Education Table of Contents for 1 July 2010; Vol. 11, No. 2
To: d.andrew@qmul.ac.uk
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From: <sage_contents_alert@alerts.stanford.edu>
Date: 5 July 2010 15:46
Subject: Active Learning in Higher Education Table of Contents for 1 July 2010; Vol. 11, No. 2
To: d.andrew@qmul.ac.uk
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