e-Learning What, Why & How
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This document provides an overview of e-learning in the context of radiation oncology medical education. It begins with definitions of e-learning and discusses its benefits, including increased access to specialists, cost savings, and reuse of materials. Examples are given of different e-learning implementations like online courses, repositories, virtual patients, and webinars. Key considerations for developing e-learning include using a multidisciplinary team and focusing on learner needs, goals, and active participation over expensive technology. The document emphasizes that e-learning should promote competence acquisition and guide learners through feedback.
e-Learning What, Why & How
- 1. 29.08..2012
- 2. Background SPAIN Master on Educational Technology PhD, personalized learning systems 2 THE NETHERLANDS Post-Doc e-Learning Assistant Professor Open University of The Netherlands MEXICO • Computer Science degree • Worked in industry o Decision Support Systems, Groupware, Knowledge Management o Responsible for training on new technologies
- 5. Background 5
- 6. Outline >> e-Learning 1. What is e-Learning 2. Why it might be valuable 3. How it has been used for RT? 4. Questions & Suggestions 6
- 8. e-Learning “Borring Lonely Takes a lot of time” “Access wider audiences Save resources and money Easy to implement” 8
- 9. e-Learning, definition Use of ICT & devices to facilitate (online) learning 9 Location independent Any where Self-pace & time Any time Widens access to everyone Everyone Reusable learning & Remote guidance Efficient
- 10. e-Learning is not about • Copy-paste of traditional course materials in .pdf format • Making available resources on the Web (e.g., videos) without clear learning goals, learning design • Let students learn “by themselves”, without guidance or support • “Just” to set up a platform 10
- 11. BUT e-Learning is A learning experience that o Makes the best use of technology to achieve learning goals and competence acquisition o Promotes dialogue (peer collaboration) o Help learners become involved o Guides the learner in the learning process, provides feedback & support o Considers different learner profiles o Integrates & profits from Web resources (materials, people, databases...) 11
- 13. e-Learning in Medical Education • Makes possible to have access to specialists, medical professionals and students around the world • Has the potential to enhance learning • Can improve the understanding of complex models: interactive simulations, computer diagrams or images • Offers quick, easy update & delivery of materials • Allows educators to become facilitators instead of content providers 13 Adapted from Tabakov (2008) & Ruiz et al.(2006)
- 14. e-Learning in Medical Education • Can result in cost-savings • Publishing large numbers of images & cases is cheaper and potentially more effective • Instructor time, travel cost, labor cost • Reuse of learning material 14 Adapted from Tabakov(2008) & Ruiz et al.(2006)
- 15. Some considerations • Development team must be multi- disciplinary • Could be difficult and costly • Efforts are often underestimated 15
- 20. Animations • Exploring content in an interactive way • 3D visualizations • Mobile body atlas 20 e-resources Video YouTube, http://www.youtube.com/watch?v=XpxFmlTn120 Blausen Human Atlas
- 21. Virtual Patients • Practice clinical cases • Make diagnoses and recall key points • Mobile applications 21 e-resources Prognosis App
- 22. e-resources
- 23. • Online web conferences • Access to experts • Interaction in a live event, participation of the audience • Can include chat interaction, slideshow whiteboard • Recorded and stored • With or without certification • Pay or free of charge 23 Webinars e-resources
- 24. http://www.acr.org American College of Radiology Webinars e-resources 24
- 25. e-resources 25
- 27. Repositories • Collections of resources from different institutions in a single place • Categorized • Browsing and search facilities • Peer reviewed or “certified” • Can be integrated in different e-learning initiatives 27 e-resources
- 30. Video e-activities • Aim to keep knowledge updated • Video combined with assessments • Short pre-recorded e-activities • Evaluation • ACOE CME accredited (Accreditation Council of Oncology in Europe) 30 e-activity
- 32. Virtual Worlds: Second Life • Simulations to teach clinical practice • Student needs to solve a case & justify decision • Feedback is provided while interacting • Chatbots for interactions 32 e-activity
- 33. http://www1.imperial.ac.uk/medicine/teaching/elearning/ Video CNN, http://edition.cnn.com/2009/TECH/03/30/doctors.second.life/#cnnSTCVideo e-activity Virtual Worlds: Imperial College London 33
- 35. e-courses • Online courses • Include • A set of e-activities • Different e-resources • Interactive tools • Can give credit points • Pay or for free • Open or close access 35
- 36. www.estro.org Rectal Cancer delineation ESTRO e-courses • Webinars • Task assigment per week • Collaborative work • Use of interactive tools • 4 weeks • Fee 36
- 37. Radiotherap-e • e-Learning for advanced radiotherapy techniques • NHS UK project • Free for UK medical students and professionals • Different types of assessment and feedback • Include animations, videos, etc. • Tools • A contouring tool • An image registration tool • A drawing tool • Calculation spreadsheets 37 e-courses
- 39. ORTELLO • Onderlinge RadioTherapeutische ELectronische LeerOmgeving • e-Learning platform for RT technicians • Project of Dutch Medical Universities, Institutes • Nederlands Kanker Instituut , NKI • Academisch Medisch Centrum Amsterdam, AMC • Universitair Medisch Centrum Utrecht, UMC • Leids Universitair Medisch Centrum, LUMC • Each partner has developed its own e-course • Integration of e-activities and resources • Some are free after registration, for others the institution should provide credentials 39 e-courses
- 43. Open e-courses • Free online courses • No fee, no cost for participants • Free access to content • With or without • Content structure • Collaboration • Guidance • Assessment • Certification 43 e-courses
- 45. http://ocw.jhsph.edu/ http://ocw.jhsph.edu/index.cfm/go/viewCourse/course/fundonc/coursePage/index/ OpenCourseWare - Johns Hopkins Bloomberg School of Public Health e-courses 45
- 46. Massive Open Online Course (MOOC) e-courses 46
- 47. Massive Open Online Course (MOOC) Gamification: https://class.coursera.org/gamification-2012-001/class/index Machine Learning: https://class.coursera.org/ml-2012-002/lecture/index e-courses 47
- 49. http://masteronline.ukhd.de/ Advanced Physical Methods in Radiotherapy U. Heidelberg e-master 49
- 50. Cancer treatment techniques such as IMRT, IGRT and proton and heavy ion therapy Master (4 semesters) or post-graduate certification (2 or 3 semesters) 80% online, 20% face to face, assessment is face to face 5 Modules + Internship (7-14 days) + Thesis ECTS-Credit Fee: €16,426 (MSc), €2,500 (individual module) e-master Advanced Physical Methods in Radiotherapy U. Heidelberg 50
- 51. And...? Different ways of implementing e-learning initiatives Fancy, simple, complex, free, close, technological oriented, expensive... BUT the focus should be Needs of the learners Learning goals Activities promote competence acquisition More cost-efficient technology and resources Participatory design --- involving the learners on the design process (not only at the end!) 51