Last week I was at the annual AMEE conference, which is probably the largest international conference in medical education attracting delegates from across the health care professions and the continuum of education. It also has a reasonable amount of engagement from students and it was great to see so many students presenting both posters and short oral communications. I’m hoping to write a few posts following on from last week and this one is the first in the series with some notes on the symposium I took part in on ‘Creating effective learning with new technology in the 21st century: the importance of educational theories’. Here’s the abstract for the session:
There is an increasing variety of technology available to the 21st medical educator, from social media (such as Twitter and You Tube) facilitating free open access education (FOAMed) to large knowledge repositories and simulations to Massive Open Online Courses (MOOCs). The challenge for all medical educators is to resist the temptation of adopting the latest technology without considering how the technology can be used to facilitate effective learning. This symposium will offer participants a range of established and newer educational theories, from multimedia design and deliberate practice to ecology of learning and connectivism, and illustrate how these theories can critically inform the use of technology to create effective personal and collaborative learning. Participants will have the opportunity to consider the extent to which they currently use theory to create learning opportunities with technology and to explore how they can produce innovative learning with technology by the use of newer theories.
John Sandars, Director of Research at the School of Medicine, University of Sheffield chaired and introduced the symposium and started off by sharing Jean Marc Cote’s vision of a 21st century school from 1901. John went on to outline the importance of the role of the instructor (a theme which was revisited in the discussion) and the need to think about both educational philosophy and theories when designing an instructional approach.
“France in XXI Century. School” by Jean Marc Cote (if 1901) or Villemard (if 1910)
http://publicdomainreview.org/2012/06/30/france-in-the-year-2000-1899-1910/ – A reproduction of the early 20th century, scan / Репродукция, скан бумажной карточки. Licensed under Public domain via Wikimedia Commons.
John went on to introduce the four co-presenters in the sympoisum and the topics we’d be covering. First up was Pat Kokatailo, Professor Of Paediatrics at the University of Wisconsin who looked at ‘What type of learner do I want?‘ Pat focused on John Dewey and his core beliefs of the teacher as a facilitator or guide, presenting content in a way which enabled the student to relate to prior experience and engage in active inquiry based learning. She went on to detail how Dewey had informed Flexner and him advocating small group and hands on teaching and how this in turn informed Schon’s reflective practice. Pat went on to talk about what kind of learners we want in medical education, a theme picked up in my presentation and we both highlighted the need for students to develop into independent life long learners who were active and inquisitive and knew where to find information. The role of technology was then considered in how it could be used to develop inquiry by designing activities that encouraged self-direction, promoted interactive activities that also provided feedback to students.
Next up was Goh Poh Sun from Yong Loo Lee School of Medicine in Singapore who presented on ‘Designing effective individual learning’. You can take a look at Poh Sun’s presentation on his Designing effective individual learning blog and the further resources he’s posted on Padlet. One of the themes of Poh Sun’s talk was cognitive load and multimedia learning theories which Richard Mayer has written about extensively.
I then went on to my slot where the focus was on social learning and you can take a look at my slides below.
My main focus was on communities of practice, networked learning and connectivism. There are clearly others such as Bandura’s social learning theory but there’s only so much you can say in 10 minutes. These theories are inter-related and can be used as lenses to gain perspectives on social learning and help develop frameworks to support the design of social learning activities.
Finally Rakesh Patel of the School of Medicine, University of Leicester went to provide a helpful overview of Emergent theories for effective learning. Rakesh’s focus was learning in the clinical and work-based setting and he emphasised the need to prepare our learners for the fast-paced and ever changing workplace that they will practise in. The importance of developing and being able to assess clinical reasoning skills was highlighted and the role that technology might play n helping to identify gaps in student knowledge as well as supporting feedback.
The educational theories outlined by Dewey, Vygotsky, Mayer, Lave and Wenger seemed to weave together through the presentations and it’s clear to see their relevance when designing effective learning with technology. What was clear from the 45 minutes of discussion is the need to explore these further and develop frameworks to support the design of effective learning approaches. Too often our use of technology in learning and teaching has been technology lead, we’ve learned about a new technology and want to use it rather than thinking about what our students need to learn, what skills we want them to develop and how that can best be achieved. The importance of the teacher came through time and time again from the audience and it’s we that need to be the agents of change. With that in mind I’d recommend having a look at this paper by Kirkwood and Price ‘Missing: evidence of a scholarly approach to teaching and learning with technology in higher education‘.
You can gain a further insight into the session by checking out the Storify which includes links to resources and live tweets from the Symposium just click the link below.