ACEHP 2012 - Creating Flexibility and Interactivity in Online CME (M26)
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Creating Flexibility and Interactivity in Online CME - breakout presentation (session M26) at the ACEHP 2012 meeting. Presented by Scott Bradbury.
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ACEHP 2012 - Creating Flexibility and Interactivity in Online CME (M26)
- 1. Creating Flexibility and Interactivity in Online CME M26 Scott Bradbury Director, Division of E-Learning [email_address]
- 4. How to…
- 5. “How to be a wilderness leader”
- 6. “ How to LEARN be a wilderness leader”
- 13. Learning can take many different forms
- 14. An immersive, interactive learning experience can be quite powerful and effective
- 15. How do we build interactivity into online CME?
- 16. What is Online CME?
- 17. Live webinars Web-based self-assessments Case-based series Virtual classrooms Asynchronous courses Videos Podcasts
- 19. 1. Try to go beyond replicating and repurposing 5 Ways to Maximize Interactivity
- 23. 2. Mix up your learner’s absorption with different modalities 5 Ways to Maximize Interactivity
- 24. Scabies Cause: Infestation with the mite, Sarcoptes scabiei, which rarely occurs during the first month of life. Clinical Features: Unlike in older children, in whom lesions are concentrated in skin flexures, in infants, scabies causes a generalized rash composed of erythematous papules, vesicles, or pustules. The rash may involve the palms, soles, and scalp.
- 27. … a quick note on video…
- 28. 3. Get them doing! 5 Ways to Maximize Interactivity
- 32. 4. Get them connecting! 5 Ways to Maximize Interactivity
- 36. Rescuing Webinars
- 37. 5. Ask questions (the right way and for the right reasons) 5 Ways to Maximize Interactivity
- 39. “ Self-Explanation Prompts on Problem-Solving Performance in an interactive Learning Environment” Journal of Interactive Online Learning Volume 10, Number 2 “These results demonstrate the benefits of the open self-explanation prompts.”
- 41. Do you think that the following statement is true or false? Is the following statement true or false?
- 42. How is the tropical disease known as dengue (breakbone fever or dandy fever) and characterized by acute fever, shill, headaches, muscular and joint pain, and skin eruption, transmitted? Dengue is a tropical disease. It is also known as breakbone fever and dandy fever. Its symptoms include acute fever, chill, headaches, muscular and joint pain, and skin eruption. How is dengue transmitted?
- 43. What companies have always manufactured the influenza vaccine? Through 2005, what companies had always manufactured the influenza vaccine?
- 44. Use different types and forms of questions, but don’t mix it up too much.
- 45. 1. Try to go beyond replicating and repurposing 2. Mix up your learner’s absorption with different modalities 3. Get them doing! 4. Get them connecting! 5. Ask questions (the right way and for the right reasons) 5 Ways to Maximize Interactivity
- 46. [email_address]
Editor's Notes
- My background is as an instructional designer and a technologist. Worked at the AAP for 6 years.
- Let me start on a little bit of a different path…not the traditional technology path you may be expecting. Let me even step back from a focus on education, training, and learning. Let’s talk about life. In life we are constantly encountering How To’s How do I change the oil in my car? How do I plug in my DVD to my TV? How do I get from Chicago to Elgin? How do I become a better father? Physicians face these in their work all the time: How do I suture that wound? How do I make my billing more accurate? How do I improvement patient safety? How do I write a follow-up action plan for my pediatric asthmatics? Let me talk about a real example from my life…my life back in 1996 when I was in between undergrad and graduate school…The How to I conjured up at the time was
- I was an outdoor-type guy. Lots of hiking, skiing, camping. I wanted to do some mountain climbing. Many people in my life thought this was a an irrelevant and ridiculous question. Doesn’t matter. It was relevant to my personal growth at the time, and I saw a relevance to professional growth as well.
- The most important question for me is how can I LEARN to be a wilderness trip leader. I have a bunch of different choices:
- I could do a wilderness leader simulator….
- Or turn to an expert to tell me the best course of action: NOLS National Outdoor Leadership School
- We’re going to go IMMERSIVE!
- That’s me…on the left Certainly an interactive experience 30 days out in the glaciers of Southern Chile Not without some risks – like a 13 day blizzard that nearly incapacitated the group and left us with lasting nerve damage in our feet….
- Read all about it in this book by one of my trip companions.
- What have we learned? I think we can draw a few conclusions
- What have we learned? I think we can draw 2 conclusions
- How do we build interactivity into online education?
- What is Online CME?
- Online CME can take many forms: Videos Asynchronous courses Virtual classrooms Case-based series Live webinars Web-based self-assessments Podcasts A lot of what we do at the AAP is asynchronous online courses. Self-contained, click at your own pace, online learning modules.
- The historical CME paradigm is this…the lecture. A lot of online CME seems to be trying to either REPLICATE or REPURPOSE What we see in classrooms, hospitals, medical education conferences
- 1. Try to go beyond replicating and repurposing
- Beware the talking head
- Talking Heads
- William Horton – E-Learning By Design, 2006 Types of Learning Activities: Absorb: Presentations, Readings (read, watch, listen) Do: Practice, Discoveries, Games (exercise, experiment, discover) Connect: Research, Discuss, Job Aids (link to prior learning, to work, to life) The problem with repurposing is that it becomes very ABSORB-heavy…too absorb heavy, which leads us to #2
- 2. Try to mix up your learner’s absorption with different modalities: Audio Video, Presentations, Readings, Cases, Stories Animations, Pictures
- Scabies in text
- Scabies in pictures
- Scabies – a little bit of both!
- Scabies – a little bit of both!
- 3. Get them doing! Lots of different ways
- Talking head + PowerPoint still a fail
- How can we make this interactive? Match name to picture. Group into age ranges they affect Order alphabetically Type out matching nickname Order treatment steps List treatment steps Click on ones that are congenital Match medication to each condition Match cause to each condition
- Games! Quiz-show games Word puzzles Jigsaw puzzles Device simulations Social-interaction (choose your own adventure)
- 4. Get them connecting! Connecting with content for relevance and connecting with each other to further analyze and apply their learning.
- Connecting for relevance: Case studies mix absorption with the requirement that learners actively apply analytical and problem-solving skills to the events cited in the case study. Presents information in a way that is relevant to the work life of the physician. Will often combine with questions and reflection.
- Discussion Boards
- Social Media: Facebook: setup a page for your CME – use it for marketing and sharing…get participants involved with you more directly and each other Twitter: all you need is a hashtag – keep the conversations going
- Rescuing Webinars by connecting learners Do polling! Ask questions and integrate those questions and responses. Encourage live chatting Setup and monitor a concurrent Twitter feed – all you need is a hashtag and a twitter account Crate a wiki or other page you can use to seed pre- and post-discussion
- 5. Ask questions (the right way for the right reasons). Horton on Tests: “Educational experts underrate them. Instructional designers disregard them. Course authors overlook them. Learners fear them. We may cloak them as games or puzzles. We may put off writing them until there is not enough time to do them well. Whether we call them tests, assessments, quizzes, drills, examinations, competence monitors, or demonstrations of mastery, they, nonetheless, remain essential for gauging a learner's progress. And they represent an opportunity for clever designers to engage learners and provide objective feedback.”
- Let’s stop and think about questions. There are lots of great reasons to ask questions and assess: Measure learner progress Emphasize what is important Let learners apply what they have learned Diagnose learners’ skills and knowledge so they can skip unnecessary learning It get’s learners doing!
- Study in Journal of Interactive Online Learning verifies benefits of open-ended versus prompted questions.
- 2. Write good questions!!!!!!!! Phrase questions precisely and clearly Phrase questions as questions and don’t use which “Which of the following is…” …use “What is…” Put background information before the question “Dengue is the tropical disease known as dengue transmitted?” Include instructions on how to answer KISS Make all choices plausible Put choices in meaningful order Keep choices concise Give meaningful feedback right away As soon as you teach it, test it
- Make the questions simple and straightforward. Do not ask what the learner thinks or feels or believes unless that is what you are testing.
- Do nut supply new information in a question. For complex questions, supply background information in a lead-in to the question. Phrase the lead-in as simple declarative sentences.
- Prevent obsolescence
- Use different question types: Tue/False, multiple choice, multiple select, matching, fill in the blanks, matching, open-ended…. Vary the form of questions: pick a right answer, then a wrong answer, then the best answer…etc.
- 5. Ask questions (the right way for the right reasons). Horton on Tests: “Educational experts underrate them. Instructional designers disregard them. Course authors overlook them. Learners fear them. We may cloak them as games or puzzles. We may put off writing them until there is not enough time to do them well. Whether we call them tests, assessments, quizzes, drills, examinations, competence monitors, or demonstrations of mastery, they, nonetheless, remain essential for gauging a learner's progress. And they represent an opportunity for clever designers to engage learners and provide objective feedback.”
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