Monday, November 20, 2017

Using data (analytics) to inform (e)Teaching and (e)Learning 15th APMEC main conference symposium

Main conference symposium

Poh-Sun Goh (NUS YLL SoM)
Sergio Hernandez-Marin (Google)
Lim Wee Khee (NUS ISS)

Some ideas which will be discussed by the panel at the symposium:

"Learning analytics (LA) can be combined with data from Assessment (both formative and summative), faculty and peer/student observations and feedback, to inform both eTeaching (for faculty), and (e)Learning (for students). LA can provide insight and visualisation of the learning journey undertaken by students and trainees, from attendance, through engagement, (active) interaction with the learning content and training process, as well as collaborative learning with fellow students and trainees, toward step-wise and progressive achievement of learning milestones, learning objectives and outcomes."
- Poh Sun
(each and every highlighted word is hyperlinked to an online illustration/resource)

"I’ll like to share with the participants from the insider perspective of a commercial organisation, on how analytics are used to influence business operations and customer experience.
And what are some of the key success factors in adopting analytics."
-Wee Khee

Additional material presented at 15th APMEC pre-conference LA workshop, as well as presented and developed through interactive discussion with the audience and panelists on a dedicated Padlet wall.

Goh Poh Sun (GPS), Sergio Hernandez-Marin (SHM), Lim Wee Khee (LWK)

Brief description of session
The central thesis of this symposium will be to demonstrate and illustrate how data (analytics) can inform an educational practitioner (in their educational practice), and anchor scholarly teaching and educational scholarship.

The three panelists bring (to the audience) long standing practical frontline and academic experience in their roles as a clinical teacher and in medical education faculty development (GPS), in data analytics and strategic thinking (SHM), and in the real world application of social media analytics in business (LWK).

This interactive symposium and panel discussion (with the audience) will be anchored by a purpose built dedicated presentation online blog (for approximately 30 minutes to one hour of pre-session online review BEFORE the session), each symposium presenter giving a (maximum) 10 minute short overview presentation, followed by ONE HOUR of interactive live discussion (during the session) with the audience (who should bring a WiFi enabled mobile phone, Tablet or Laptop to the session to engage with the panelists - both synchronously and asynchronously, the day before, during, and day after the symposium; via a dedicated Padlet wall).

We will use Padlet throughout the symposium.
* Padlet is an open access online writing surface. We will use it before and during the symposium.
* Anyone with a link can write on the Padlet wall. You do not need to sign in, but we ask that you please identify yourself because it makes for a more meaningful conversation.
* As long as you continue to use the same device, you can edit, add to, or delete your earlier postings. If you use a different device, you will not be able to edit your previous comments.
* The Padlet wall is organised so that the latest post is always on the top.

Made with Padlet

"We can manage better (to iteratively improve, share and build on) what is visible, what we can see – directly, through data, and data dashboards-visual data maps and illustrations. Data and observations, big data and small or rich data, quantitative and qualitative research (mixed methods research) gives us insights as educators into our teaching practice, its effectiveness and impact. Just as we blend the best features of traditional and online/eLearning/Technology enhanced learning in our teaching practice, we can “blend” and take advantage of “big data” or online data analytics, which when added to traditional classroom observations and measures-indicators of learning effectiveness and impact, can give us a more complete, comprehensive, and rounded picture of individual, and group learning."

above from

"Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. The adoption of learning analytics too must be informed not only by what can be measured but also by what cannot. There will be limits in what learning analytics can do. In this vein, Siemens and Long have appropriately acknowledged that learning "is messy" and have warned that with learning analytics, "we must guard against drawing conclusions about learning processes based on questionable assumptions that misapply simple models to a complex challenge."5 The message here is important: not every aspect of learning can be captured by the powerful tool that analytics promises to be. Sometimes learning is ineffable! Therefore, multiple methods for assessing learning should be employed, including assessments that function as learning opportunities to support students' deep integration of knowledge, their personal development, and (hopefully!) their transformation over time."
"Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. As this principle states, assessment alone changes very little; likewise, learning analytics cannot act alone in radically disrupting and transforming education. Assessment (when done well) is about the authentic and deep understanding and improvement of teaching and learning. Analytics is about using the power of information technology to see patterns of success (or failure) in learning. Combining the two might actually produce the seeds of transformation—a powerful inquiry into what supports authentic, deep, transformative learning for students."
above quotes from

Another important developing trend ... is “online merging with offline” (OMO) – a trend that, along with AI, Sinovation Ventures is betting on. The physical world becomes digitized, with companies detecting a person’s location, movements, and identity, and then transmitting the data so that it can help shape online experiences ... (for example) OMO language learning will combine native teachers lecturing remotely, local assistants keeping the atmosphere fun, autonomous software correcting pronunciation, and autonomous hardware grading homework and tests.
above quotes from

Seek-See-Do-Teach (Instagram)

(e)Learning in MedEd (Instagram)

e Learning, eLearning, (e)Learning or teL (Instagram)

teL with Learning as the objective (Instagram)

Why before How (Instagram)

Blending/Blurring Continuum (Instagram)

See(1), Do(1), Teach(1) (Instagram)

See, Do, Teach (elaborated)

Teacher as Producer, Editor, Curator, DJ, Mixer (Instagram)

3. Time on task

"It takes time to learn anything worthwhile. To accumulate knowledge and skills. To integrate this new learning, and be able to, and be confident applying this in the workplace, and real life settings.
This is the difference between undertaking a program of training, and formal courses, compared with short symposia and workshops, or an isolated lecture. Formal training programs gives students time, space, and a place to learn. On a regular basis. This promotes a cumulative increase in learning. Combining theoretical learning with practical case studies integrates basic principles with practice points, and promotes transfer of learning from the classroom to the real world. Online learning programs should include elements from traditional classroom practices which facilitate learning. This includes scheduled time to review the learning material, to work on applying what is learnt by working on assessments and assignments, individually and by learning collaboratively with peers; as well as provide opportunities for timely feedback from instructors."

above from
Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.

Hence the questions which are often asked when inquiring about the background and training of a prospective employee/trainee:
-Educational and training background?
-With whom?
-Doing what? (curriculum)
-Know, know how, show how, does
-Tell me about...
-What do you think about...
-What would you do when...
-Show me...
-Demonstrate how you would...
-Let's see how this candidate...

11. The motivation of your learners, their interest/attention/engagement is key
-Why before How

"Effective learning, and deep learning require interest in a topic, a commitment to learning by our students, regular and systematic participation in an educational process and program, with active engagement with the educational content and the training process. Effective teaching requires awareness of the educational background and prior experience of our students, efforts to maintain and increase motivation in our students, careful and knowledgeable selection of instructional content, and use of interactive and active learning exercises, sequenced and built into a systematic and programmatic educational and training process. Educational technology can anchor and facilitate both effective learning and teaching."

above from
Goh PS. eLearning or technology enhanced learning in medical education - Hope, not hype. Med Teach. 2016 Sep; 38(9): 957-958, Epub 2016 Mar 16

above from

1 comment:

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