Cyborg Learners and Adopting Tech Well in Health Professions Education
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1. Learners have become "cyborgs" as they engage with digital education resources and technology in daily life, which has disrupted traditional higher education. 2. When learners use technologies like mobile devices, it allows their "minds and selves [to be] spread across biological brain and nonbiological circuitry." 3. Educators should adopt technologies that make sense to support learning, but also help structure how learners use digital tools and devices to ensure they actually facilitate learning rather than replacing it. The role of educators is to guide learners' development and use of technologies, not be ruled by them.
Cyborg Learners and Adopting Tech Well in Health Professions Education
- 1. Teaching Cyborgs and Adopting Technology Effectively Photo credits: olivia-paige.deviantart.com ajr.org commons.wikimedia.org Dr. Janet Corral, PhD University of Colorado
- 2. 1 2 3 Cyborgs are disruptive to teaching, learning & assessment in higher education Learners become cyborgs when they engage digital education resources We are in charge of technology. Adopt technology well where it makes sense to do so. Take-home messages
- 3. #1: Learners are cyborgs
- 4. We are cyborgs in daily life
- 7. Cyborgs are human-tech symbionts
- 8. Cyborgs are “thinking and reasoning systems whose minds and selves are spread across biological brain and nonbiological circuitry” - Andy Clark, 2003, p.73
- 10. Our learners are cyborgs Stethoscopes are technology that Laennec developed in 1816 so physicians did not have to put their heads on patients’ chests – they offloaded this task to the stethoscope to magnify sound rather than relying on their ears directly.
- 11. Our learners are cyborgs We are cyborgs, too
- 12. What are examples among your learners? • Find a partner • Share 1 example of cyborg in your own teaching experiences • Write on stick-it notes • Post to side walls
- 14. Skill Cyborgs
- 15. Skill Cyborgs
- 16. #2: Cyborgs are disruptive
- 17. Lectures used to look like this
- 18. Then lectures looked like this
- 19. Now most lectures look like this
- 20. Where are our learners?
- 23. What pre-health students are doing on mobile devices: LMS Podcasts Flash cards Kahn Academy iTunes U Dictionary Wikipanion WolframAlpha Evernote Dropbox Pages/Keyote Google/ Safari Chen and Denoyelles, 2013
- 24. Tip 1: Learners need help structuring digital education & devices for learning.
- 25. Our Current & Incoming Students: Gen Z • Born 1995-2000 • Largest percentage of U.S. population • >$44 billion discretionary spending - Fromm J, et al. Getting to know Gen-Z: How the pivotal generation is different than Millennials. 2016; www.millennialmarketing.com - Hawkins BD. NEA Today July 2, 2015 - https://www.auction.com/blog/new-retail-development-concept-targets- generation-z/
- 26. Our Learners Expect to Learn With Technology Gen Z: • Has always known internet and social media • >50% spend more than 9 hours on electronic media • >75% with smartphones • Access every 7 minutes - Fromm J, et al. Getting to know Gen-Z: How the pivotal generation is different than Millennials. 2016; www.millennialmarketing.com - Ford T. 5 tips for teaching generation Z in college. 2015l Tophatblog.com
- 27. What & where health care students are doing on university-issued mobile devices: 48% 27% WhereWhat Handbook of Clinical Medicine 87%Pharmacy Reference Book 89% Davies, Rafique, Vincent, Fairclough, Packer, Vincent, & Haq (2012)
- 28. Anderson & Krathwohl, 2001 Curating Facts ≠ Learning
- 29. Bloom’s Taxonomy (revised), Anderson & Krathwohl, 2001 Faculty have a key role in structuring learning so learners can learn This is all you!
- 30. Reflection & Application Note 1-2 specific examples in your educational program where cyborgs are disrupting traditional higher education
- 32. OK at bedside; during an exam…? Credit: http://med.fsu.edu/index.cfm?page=medicalEducatio n.bms6402 Credit: www.apple.com
- 33. Activity 2: Cyborgs are Disruptive • Find 1 new person to talk to • Introduce yourself • Where should health professions education change to accommodate cyborgs?
- 34. #3: Adopting Technology Effectively for Learning
- 35. Technology does not rule us. We rule technology.
- 36. TIP 4 “Ed tech” compared to “traditional” = no significant difference
- 38. Technology is a vehicle for Education, not the outcome
- 39. Should ____ be adopted in my program?
- 40. Technology Acceptance Model Davis (1985)
- 41. Will ____ change learning outcomes? Icons of ipads, apps, cloud servcies, etc
- 43. SAMR model & eTextbook
- 44. SAMR model & Ultrasound
- 45. Activity 3: Adopting Technology Well • Turn to someone behind or in front of you • Which technology(ies) should health professions education adopt to accommodate cyborgs…and why?
- 46. Take-home messages 1 2 3 Cyborgs are disruptive to teaching, learning & assessment in higher education Learners become cyborgs when they engage digital education resources We are in charge of technology. Adopt technology well where it makes sense to do so.
Editor's Notes
- #2: G & J introduce themselves
- #3: Teaching is about structuring learning so learners can learn. Technology can be a vehicle to achieve this goal.
- #4: Let’s take those examples now as we go forward into a deeper consideration of learners & devices. Let’s take a positive perspective that we are in charge of technology, and so we might actually have a role in structuring it’s use.
- #5: Glenda
- #6: Glenda
- #8: Glenda
- #9: Glenda
- #11: And just so you don’t alawys think this means digital technology, I want to draw your attention to the stethoscope. Linnaec 1817 Health professions has a history of using technology as an appendage. The stethoscope is one example.
- #12: So our learners might be cyborgs because we taught them to be cyborgs!
- #14: C App for self-quizzing iPads to coach learners in anatomy dissection iPads to explain medical procedures or educate pts about diseases
- #15: iPads to coach learners in anatomy dissection
- #16: iPads to coach learners in anatomy dissection
- #19: Who has seen this in a lecture theatre in the last few years? Feel ok: Beth Nelson, Assoc Dean, Dell Medical School specifically designed curriculum with time to practice Firecracker.. Students are still using other tools during class!! Turn to a peer. What do you see the core issue being? Is it students off task? Is it students not paying attention? Is it students structuring their own learning?
- #20: Who has seen this in a lecture theatre in the last few years? Feel ok: Beth Nelson, Assoc Dean, Dell Medical School specifically designed curriculum with time to practice Firecracker.. Students are still using other tools during class!! Turn to a peer. What do you see the core issue being? Is it students off task? Is it students not paying attention? Is it students structuring their own learning?
- #23: They’re out using other resources. Often the resources we purchased for them. Sometimes, though, the scary answer is they are self-curating.
- #24: http://www.educause.edu/ero/article/exploring-students-mobile-learning-practices-higher-education
- #26: But aren’t devices going away? Can’t we just ban them?
- #28: What if our health professions programs provide devices?
- #29: BLOOM’s TAXONOMY Most of these examples are at the remembering & understanding levels. What about the higher levels of learning? Teaching? Where does evaluation come in?
- #30: BLOOM’s TAXONOMY Most of these examples are at the remembering & understanding levels. What about the higher levels of learning? Teaching? Where does evaluation come in?
- #32: So we said that learners are cyborgs, and that technology partly changes their behaviours. Some of these beahviours are disruptive to traditional higher education. Here, students are standing up and taking pictures, rather than sitting still in desks. What about in health professions education?
- #33: Here is where we need to understand the challenge. The cyborg – us + machines – work well together. But it’s disruptive to our traditional concept of what learning and assessment look like. What is reasonable?
- #34: Glenda
- #35: NEED MORE ON SPECIFIC STRATEGIES< WHAT FACULTY CAN DO TO BE GOOD TEACHERS TECH DOESN”T ERASE GOOD teaching
- #38: Digital tools – does it work better than regular lecturing? NO – the point is HOW you teach?
- #41: Just because something will be used doesn’t mean that it IS used. Think of our lecture theatres applied to this model.
- #42: Firecracker MIGHT change learning outcomes – b/c it was specifically designed to do that
- #43: Firecracker is somewhere between modification – doing spaced testing & drill & practice, but also redefinition – the learner dashboard and predictive algorithm is giving learners feedback in a more timely and in-depth manner than our medical schools currently are
- #44: Firecracker is somewhere between modification – doing spaced testing & drill & practice, but also redefinition – the learner dashboard and predictive algorithm is giving learners feedback in a more timely and in-depth manner than our medical schools currently are
- #46: Glenda
- #47: Teaching is about structuring learning so learners can learn. Technology can be a vehicle to achieve this goal.