Digital teaching as an instrument for cross-location teaching networks in medical informatics: opportunities and challenges (original) (raw)
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Computers & Education, 2002
hardback. This impressive book addresses a gap in the market: the provision of a comprehensive text on the use of learning technologies. It is a collection of essays under broad headings such as technologies, design and subject areas. This approach has limitations, as it needs to accommodate individual views. With 65 acknowledged authors from 15 countries there is a feel of different voices and priorities. The presentation is formal and rather old-fashioned-individual chapters written in academic style with only simple illustrations. It is difficult to find a focus if you try to read it right through as a complete coherent book: rather this book has to fit its own definition as a handbook and be judged on its usefulness as a resource. Part 1 (Technologies) offers perhaps the greatest coherence as it builds up in 10 chapters, from the initial overview by Betty Collis through technologies from the web to interactive digital television. Each chapter provides background and a brief history and then highlights current practice, often through one or two specific examples. The limited number of pages each author has available leads to quite compressed presentation of a wide range of information. It is hard to know what weight to put on these examples or be sure that a comprehensive or balanced view has been offered. How might the same area be treated in a single author book, for example Betty Collis' own Tele-learning in a Digital World, where the background and base technologies can be considered? I think a clear view of their relative importance comes through in the context she describes. In this Handbook the context keeps changing and it is much harder to be guided towards one approach over another. The Technologies section does largely avoid the problem of instant obsolescence, but only by not reporting on the most advanced technologies. There is limited coverage of mobile devices and not much consideration of future trends. Part 2 (Design and Development Lifecycle) covers such aspects as pedagogy, user interfaces and evaluation. In some chapters the broad sweep is abandoned for narrower topics such as metadata specifications, but on the whole a fairly generic approach is followed. It was quite interesting that such diverse contributions did have some coherence, and there were more references to the ideas of Vygotsky, Activity Theory and community building than I had expected. The words 'educa-
e-Learning in medical education Guide 32 Part 2: Technology, management and design
Medical Teacher, 2008
With e-learning now part of the medical education mainstream, both educational and practical technical and informatics skills have become an essential part of the medical teacher's portfolio. The Guide is intended to help teachers develop their skills in working in the new online educational environments, and to ensure that they appreciate the wider changes and developments that accompany this 'information revolution'. The Guide is divided into two parts, of which this is the second. The first part introduced the basic concepts of e-learning, eteaching, and e-assessment, the day-today issues of e-learning, looking both at theoretical concepts and practical implementation issues. This second part covers topics such as practical knowledge of the forms of technology used in e-learning, the behaviours of teachers and learners in online environments and the design of e-learning content and activities. It also deals with broader concepts of the politics and psychology of e-learning, as well as many of its ethical, legal and economical dimensions, and it ends with a review of emerging forms and directions in e-learning in medical education.
MEFANET report 03 - Medical teaching with the use of advancedtechnology
2010
Contributions presented during the conference and, after all, in this Report, also illustrate a wide range of modern technologies and tools that have become a standard part of teaching at medical faculties – from virtual instruments and e-courses over surgery live broadcasting to systems for testing of students’ knowledge. A significant contribution of students themselves to creation of teaching materials and their participation in various e-learning projects must also be pointed out. The MEFANET report 03 merges the finally selected fourteen papers into two sections: A: Simulation, decision algorithms, databases and guidelines in medical education. B: Educational portals, learning management systems and e-testing agenda in medical education.
EDITORIAL: Technology to Improve the Assessment of Learning Manuel Cebrián-De-la-Serna
The methodologies of assessment are one of the indicators of quality in teaching, to the point that the idea "tell me how you evaluate and I'll tell you how you teach" is very accepted. To that we can add, and with what technology? When it is proposed that learning experiences have served to think and reflect on what we learn, learn about ourselves, self-regulate our learning ... Technologies have many functions and possibilities to improve these processes of diagnostic assessment, summative and formative, customize teaching, communicating and reflecting on what has been learned, making feedback more interactive and instantaneous, more motivating activities, easier and faster to manage evaluation data, essential in e-learning, blearning and m-learning models. At the same time, these digital resources may have problems that we must also attend to. In summary, technologies are essential resources for the evaluation of learning. These are questions from this work: What technologies can we develop a formative assessment with? What emerging technologies are there to assessment?
Eduweb
The COVID-19 pandemic has led to the more intensive use of digital technologies in higher medical education. The purpose of the study was to analyze the effectiveness of the implementation of digital technologies in the educational process of Ukrainian medical universities, to identify the current challenges e-learning faces, and to propose potential ways of optimization. General scientific methods (for example analysis, synthesis) specific pedagogical methods (specification, abstraction, comparison forecasting) were used for the research. The results outline the main advantages of using digital technologies in the medical higher school system. Attention is also drawn to the main challenges that have a certain negative impact on the educational process. Among the latter, problems with the practical training of future doctors were noted since distance learning does not provide an opportunity to fully implement skills building component. The results also highlight possible ways to sol...
Computer-aided learning: Experiences, perspectives and promises
Journal of the American College of Cardiology, 1987
Despite the recent strong interest in computer-aided learning, very few high quality programs are available. This article describes an authoring system that was designed to help faculty at medical schoolsdevelop a library of effective computer-based lessons. Features of the system include ease of authoring and the ability to incorporate natural language input by the learner, model Over the last 3 decades , interest in computer-aided learning has waxed and waned, but hopes for its development remained largely unfulfilled until the recent availability of relatively inexpensive and powerful microcomputers. Many of us recognize that classroom lecture s, seminars and textbook s are not interactive enough to meet the learning needs of all practicing physicians, house officers and medical student s. Also, unlike bedside round s, these traditional methods of undergraduate and postgraduate learning are generally not capable of simulating the evaluation and management process of a patient, followed by a step by step critical apprai sal of the performance of the learner. It is hoped that newer forms of computer-aided learning can serve as a powerful supplement to classroom lectures and textbooks, and that they will facilitate problem-based learning, help evaluate learners and perhaps even improve certain aspects of clini cal competence. This article describes the experience that has been gained in the development and implementation of a computer-aided learning system at a medical school, and reflects on its future applications and value.
EUROCONFERENCE 98: new technologies for Higher Education: proceedings of TMR Euroconference
Universidade de Aveiro eBooks, 1999
The specification of a Virtual Campus System: a Design centered on the Learning Activity _________________________________________________________________ 2.3.2. The architecture and implementation of our VCS _________________________ 2.4. SOME ISSUES DERIVED FROM THE DESIGN AND EXPERIMENTATION OF THE VIRTUAL CAMPUS____________________________________________________________________ 2.4.1. The user's interface issues____________________________________________ The learning organization issues _____________________________________________ 2.5. CONCLUSION: TOWARDS A SHIFT OF PARADIGM IN THE DESIGN OF THE NEXT GENERATION OF VIRTUAL CAMPUS__________________________________________________________ 3. RCTS: THE PORTUGUESE NETWORK FOR EDUCATION, SCIENCE AND TECHNOLOGY INVITED PAPER _____________________________________________ PEDRO VEIGA 11.4.2. (2) Aims of the evaluation ___________________________________________ 11.4.3. (3) Contributions of the evaluation to the development of the product ________ 11.4.4. (4) Contributions of the evaluation to the working process of the programme __ 12. MODELING A WEB-BASED EDUCATIONAL ENVIRONMENT ____________ ANA LUÍSA NEVES ET AL 12.1. INTRODUCTION _____________________________________________________ 12.2. ACTIVITIES, LEARNING PHILOSOPHIES AND COMPETENCIES___________________ 12.3. THE INTRANET______________________________________________________ 12.4. CONCLUSION _______________________________________________________ 13. HOW TO USE INTERACTIVITY IN AN EFFECTIVE WAY: A PROPOSAL __ CARLOS MANUEL SANTOS ET AL 13.1. INTRODUCTION _____________________________________________________ 13.2. PROBLEM SOLVING ORIENTED TUTORIAL_________________________________ 13.3. THEME PRESENTATION _______________________________________________ 13.3.1. Case study discussion ______________________________________________ 13.3.2. Introduction of new concepts ________________________________________ 13.3.3. Systemisation_____________________________________________________ 13.3.4. Working examples_________________________________________________ 13.3.5. Auto-assessment __________________________________________________ 13.4. CONCLUSION _______________________________________________________ 14. SIMULATIONS FOR FACILITATING SELF-TRAINING IN FLOW CYTOMETRY-DISCUSSION OF THE CONCEPT AND ITS UTILITY __________________________ FILIPE SANSONETTY ET AL 15. VIRTUAL REALITY IN SCIENCE EDUCATION: THE VIRTUAL WATER PROJECT __________________________________________________________________ JORGE FONSECA TRINDADE ET AL 15.1. INTRODUCTION _____________________________________________________ 15.2. GENERAL FEATURES OF THE PROJECT____________________________________ 15.3. CONCLUSION _______________________________________________________ 15.4. ACKNOWLEDGEMENTS _______________________________________________ 16. PLATINUM A FRAMEWORK FOR I*NET-BASED LEARNING AND TRAINING INVITED PAPER ____________________________________________________________ CHRISTOPH HORNUNG 16.1. INTRODUCTION _____________________________________________________ 16.2. CONCEPTS OF INTERNET-BASED LEARNING AND TRAINING____________________ 16.2.1. Introduction______________________________________________________ 16.2.2. Roles involved: