Sunday, April 10, 2016

Flipped Classroom Workshop on May 17th, 2016




http://medicine.nus.edu.sg/cenmed/files/2016_Program_Flyers/Flipped%20Classroom%2017%20May%202016%20v2.pdf

                            http://medicine.nus.edu.sg/cenmed/events/events.shtml



Message to participants:

"Thank you for signing up for the "Flipped Classroom" workshop at CenMED, NUS. Your participation in the workshop activities will embody and illustrate many of the ideas and educational principles underlying the flipped classroom practice. 

Specifically, you will be undertaking approximately 3 hours of preparation at home before the workshop. This will include reading the few recommended articles (see section below after the Padlet wall), summarising the take home points from your pre-workshop preparation and reading, and posting these take home points, together with a teaching project where you hope to use the Flipped Classroom methodology, on the workshop Padlet wall below before the workshop (Padlet is an interactive digital wall, which is on a private space on Padlet.com, and is not searchable on Google - you have been given permission to write, edit and delete your own posts, resize and move this around, as long as you use the same mobile or desktop device; even though this platform works with all mobile and desktop devices, you will probably find using a laptop/workstation or tablet the easiest way to write and edit your posts on this website). The Padlet wall has been organised so that the latest post is always on top. This will help you find earlier posts.

Please also complete the short anonymised Survey Monkey online survey below before the workshop, to give us an idea of your teaching background and what you hope to get out of the workshop.

Please also bring along the same mobile device, tablet or laptop you used at home to post on Padlet to the workshop. This will enable you to continue to edit, and add to your online post."


Create your own user feedback survey





                                           http://padlet.com/dnrgohps/flippedclassroom


Pre-reading and Pre-workshop assignment




(Please read [above] the proposal for introducing the "Flipped Classroom" into medical education, followed by a letter to the editor above critiquing this approach. An example of a commentary supporting this also follows - please review comments on this piece also. Please write a short 250 word maximum personal reaction, and post this on the Padlet wall above, together with a brief description of your teaching experience, current teaching responsibilities, and a short 250 word maximum proposal of how you intend to use the flipped classroom methodology in your teaching setting. You should complete this assignment before you come to the workshop. We will be developing your proposal further during the workshop.)

Additional resources and pre-reading below which you might find helpful






Workshop program



Case studies

"A Michigan professor is intent on making sure students understand and remember what they're taught." (from Tomorrow's Professor blog)

A Flexible Future for Higher Education (from Tomorrow's Professor blog)

https://hbr.org/1997/01/the-four-faces-of-mass-customization















"Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces."

Above abstract from
Goh PS. Using a blog as an integrated eLearning tool and platform. Med Teach. 2015 Nov 11:1-2.
[Epub ahead of print]
http://www.ncbi.nlm.nih.gov/pubmed/26558420


Published papers on Technology enhanced learning / eLearning in Medical Education journals as well as online papers and reflection pieces



http://techenhlearning.blogspot.sg/ (2015 symposium and mini-workshop)

http://telat13apmec.blogspot.sg/ (2016 APMEC pre-conference workshop and conference symposium)


SurveyMonkey responses (before workshop)































Good afternoon,

Welcome to all of you, and thank you for signing up for this Flipped Classroom workshop organised by CenMED.

My name is Poh Sun, and may I also introduce my fellow faculty, Sanjay and Shuh Shing.


"Thank you for signing up for the "Flipped Classroom" workshop at CenMED, NUS. Your participation in the workshop activities will embody and illustrate many of the ideas and educational principles underlying the flipped classroom practice." 


To start, can I ask all of you to recall, and reflect on the engagement process undertaken by CenMED, starting from the email all of you received, the reminder emails, sharing with all of you the workshop blog, which incorporates instructions for pre-workshop reading, a pre-workshop assignment and an embedded online bulletin board or Padlet wall for you to post, and share your reflections on the pre-reading, and your educational background and educational setting.

May I ask those of you who were able to both do the pre-reading and post on the Padlet wall to raise your hands? Did you have any difficulty with either task?

How many of you were able to do some or all of the pre-reading, but did not post on the Padlet wall?
Could some of you share why was this so?

For those of you who were not able to do the pre-reading, could you share with us why your were not able to do so?

Let's now examine some of the key ideas of the Flipped Classroom process.

Can I invite those of you who have done the pre-reading to share with us what you understand about the Flipped Classroom practice?












"Our challenge is to deepen our understanding of, and skill in using technology to support teaching and learning; to progressively and systematically increase our experience and evidence base of good practices; and learn how to best blend the use of technology, with traditional teaching and training methods to take advantage of the best features of both older and newer methods."

above from
Goh PS. eLearning or technology enhanced learning in medical education - Hope, not hype. Med Teach. 2016 Mar 16:1-2. [Epub ahead of print]






28 SurveyMonkey responses; and 21 Padlet posts (one joint post from 2 participants) before the workshop, as of 1123am on the day of the afternoon workshop.


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