elearning SYMPOSIUM PROGRAMME

elearning SYMPOSIUM PROGRAMME Shaping the Future of Technology-Enhanced Learning 5th to 6th September 2015 Scottish Exhibition and Conference Centre Glasgow, Scotland United Kingdom Inspire... and be Inspired! A Symposium to challenge current thinking and to consider the future of technology in learning. www.amee.org #amee_els Scottish Charity No. SC 031618

Saturday 5th September 2015 0845-0950 Symposium Opening & Plenary Hall 2 #P1 Professional Learning: what autonomous learners do differently: Allison Littlejohn Welcome and introduction: Peter de Jong; Plenary Chair: David Cook 0950-1000 BREAK/TRANSFER TO SESSIONS 1000-1100 Nabil Zary Hall 2 #A1 Online Assessment 1000-1015 #A1.1 Digital assessments challenges, choices and pitfalls 1015-1030 #A1.2 1030-1045 #A1.3 1045-1100 #A1.4 Understanding How Learning Analytics Might Assess the Whole Practitioner Continuous virtual feedback enhances point of care ultrasound learning: the Brazilian-Portuguese POCUS Collaboration Group Is peer review an appropriate assessment and feedback tool in an online teaching environment? 1000-1100 PechaKucha Alsh 1 #A2 PechaKucha 1 Kati Hakkarainen 1002-1009 #A2.1 VideoLearning optimally: engagement, interaction and oiling the hinges 1011-1018 #A2.2 Building a Healthcare Learning Toolbox 1020-1027 #A2.3 Teaching Histology to Millennial Generation 1029-1036 #A2.4 PBL and MOOC: A succesful marriage? 1038-1045 #A2.5 The state of virtual patients 2015: A complete and unabridged report in 6.7 minutes 1047-1054 #A2.6 Virtual Patients: Making best use in an important resource 1054-1100 Discussion 1000-1100 Christof Daetwyler 1000-1015 #A3.1 Alsh 2 #A3 Online Learning 1 Optimising online learning modules for Foundation Year (FY) doctors working in a London university hospital: junior doctors views towards e-learning 1015-1030 #A3.2 Technology Enabled Learning: Changing the Scottish Landscape for Remote and Rural Healthcare Staff using Technology Enabled Learning 1030-1045 #A3.3 The effectiveness of well-designed and user friendly web-based elearning in Taipei City hospital 1045-1100 #A3.4 Remote Agile Development facilitating Distributed Simulation (RADDS) for rapid Infection Prevention & Control: EBOLA case study 1100-1130 COFFEE 1130-1300 Show and Tell Hall 2 #B1 1300-1400 LUNCH 1400-1500 Wilhelmina Hols-Elders 1400-1415 #C1.1 1415-1430 #C1.2 1430-1445 #C1.3 1445-1500 #C1.4 Demonstrate your project to colleagues in an informal setting, or take the opportunity see what others have been doing (See list in App) Hall 2 #C1 Blended Learning Building a blended course with e-lectures: from service to strategy Enhance students learning by integration of facilitated online dicussion forums with problem based learning : a mixed methods study from Qassim Medical School A technology enhanced intern readiness program to support the transition from medical student to junior doctor Using the TPACK (Technological Pedagogical Content Knowledge) model in an extensive blended learning programme 1400-1500 Kieran McGlade Alsh 1 #C2 Online Resources 1 1400-1415 #C2.1 Medical students choice of apps for learning - is reliability important? 1415-1430 #C2.2 CURIOS: video mashups for teaching clinical procedures 1430-1445 #C2.3 A Scoping Review of Podcasts in elearning: Determinants of success 1445-1500 Discussion 1400-1500 Alsh 2 #C3 Online Anatomy 1 Colin Lumsden 1400-1415 #C3.1 Anatomy e-tutorial of the heart with 3D digital models and real-time cardiac imaging techniques 1415-1430 #C3.2 Integrating an anatomy MOOC into a medical anatomy curriculum 1430-1445 #C3.3 The Anatomy of E-Learning Tools: Does software usability influence learning outcomes? 1445-1500 Discussion 1400-1500 Jane Mooney 1400-1415 #C4.1 1415-1430 #C4.2 1430-1445 #C4.3 1445-1500 #C4.4 1400-1500 Ralph Pinnock 1400-1415 #C5.1 1415-1430 #C5.2 1430-1445 #C5.3 1445-1500 #C5.4 1400-1600 Workshop Carron 1 #C6 Boisdale 1 #C4 Evaluation of Online Learning Boisdale 2 #C5 Online Learning 2 Use and Perception of Second Life by Distance Learners: Comparison with other communication media Demonstration (and discussion of a study) of a blended learning setting for teaching the clinical assessment of substance use disorders Strategies to increase satisfaction of health professionals in long e-learning courses Evaluation of the MindEd e-portal for children and young people s mental health and emotional wellbeing Moodle in Medical Education - 10 years experience at Belgrade University School of Medicine Expectations of those registered in a E-learning Postgraduation Course in Family Health in Brazil A dynamic co-design approach to developing technology based help-seeking services that enhance informal workplace learning in healthcare elearning for multiprofessional CPD: lessons learned from a large scale implementation Students as co-producers of learning Natalie Lafferty, Moira Maley, Kati Hakkarainen (There will be a break for coffee during the workshop) 1400-1600 Workshop Carron 2 #C7 Serious gaming in medical education. Let s play! Carolien Kamphuis, Mary Dankbaar, Joep Lagro (There will be a break for coffee during the workshop) 1500-1530 COFFEE Ahmad Alamro 1530-1545 #D1.1 Hall 2 #D1 Online Learning 3 EuFMD e-learning: Opportunities in online learning and networking for veterinarians confronting a transboundary animal disease SATURDAY 5th September 2015 Twitter: #amee_els Guidebook App for full programme and abstracts: elearning Symposium 2015 Padlet Wall Day 1: http://padlet.com/dnrgohps/els 2015day1 eposter viewer: www.ieposter.com/viewer Plenary speaker: ALLison Littlejohn Professional Learning: what autonomous learners do differently Time: Session: Professor Allison Littlejohn s area of specialism is technology-enhanced professional learning. Within this field, her research interests are focused on three inter-related areas: Learning processes, identifying factors that influence learning and examining the complex interplay between formal and informal learning. Her research has spanned sectors, including the Health, Energy, Education and Finance sectors. Allison leads industry-academic research partnerships with companies and professional organisations, and has been funded by the European Commission (EC), UK Joint Information Systems Committees (JISC), the UK Higher Education Academy (HEA), the Higher Education Funding Council for England (HEFCE), the Scottish Funding Council (SFC) and the Quality Assurance Agency (QAA). She has been a senior scientist on projects funded by the UK Economic and Social Research Council (ESRC), the British Council, the Australian Research Council (ARC) and the US National Science Foundation (NSF). Allison has been author or editor of four books including Technology-enhanced Professional Learning: processes, practices and tools (2013) and Reusing Open Resources: learning in open networks for work, life and education (2014), both published by Routledge. Blog: littlebylittlejohn.com 0845-0950 hrs #P1 - Plenary Chair of Learning Technology and Academic Director of Learning and Teaching, Open University, UK

Saturday 5th September 2015 1545-1600 #D1.2 The secret of success: how can an Emergency Moodle-based course be so cool? 1600-1615 #D1.3 Blended e-learning with short face-to-face in an RN-BSN course, the Kenyan experience PechaKucha Alsh 1 #D2 PechaKucha 2 Ken Masters 1532-1539 #D2.1 The Academic Progress Portal: Catching Students Before They Fail 1541-1548 #D2.2 Learning models, theories & emerging technologies developing interactive elearning by linking design and pedagogy 1550-1557 #D2.3 Learning Analytics: New Methodology for Understanding Professional Learning? 1559-1606 #D2.4 e-learning for Healthcare (e-lfh) that s the way to do it 1608-1615 #D2.5 Engaging Students: Hosting a National Medical Student TEL Conference Alsh 2 #D3 Online Anatomy 2 1530-1545 #D3.1 A novel workflow methodology for the creation of an education and training package incorporating a digital reconstruction of the cerebral ventricular system and cerebrospinal fluid circulation 1545-1600 #D3.2 The application of user feedback in a student-developed anatomy E-Tutorial 1600-1615 #D3.3 Development of Integrated Anatomy E-Tutorial by Medical Students, using Anatomy-TV Registration Pick up your conference pack from the Registration Desk in Hall 4, open from 0745 hrs on Saturday. Please wear your badge at all times. Wifi Select amee2015 from the list of networks and enter the password amee2015 Guidebook App Access the Guidebook App: elearning Symposium 2015 For full details of the programme & all the abstracts. Abstracts can also be accessed on www.amee.org elearning Symposium All sessions in Hall 2 will be streamed live to participants who have registered for the live stream of the elearning Symposium. Network with colleagues both on site and around the world We hope you will add to the online discussion for each session by either tweeting using the elearning Symposium hashtag #amee_els or by writing on the Padlet wall set up for discussions on each day: Saturday: http://padlet.com/dnrgohps/els2015day1 Sunday: http://padlet.com/dnrgohps/els2015day2 Comments from both on-site and participants will be highlighted during the day 1 and day 2 closing sessions. A summary of the key outcomes of the elearning Symposium will be reported back to the main Conference in session 4B, Monday 1330-1515 hrs. #Hacks The Hacks Hackathon is ongoing throughout the elearning Symposium. Look out for their tweets and get an update on their progress in the final session on Sunday. Show-and-Tell You have the opportunity to bring your own device (laptop, tablet) to demonstrate your project or application. It s an informal event, and a table will be allocated to you for the duration of the session. Power and wifi are available. If you contact amee@dundee.ac.uk by 28 August, we will make sure you have your own table reserved for your demonstration & that it will be listed in the App. After that date tables will be allocated according to availability. You might like to bring a few handouts, if available. In addition, you can send a 3-minute video as a taster for your Show-and-Tell, and we will host it in the YouTube channel. Participants can rotate around the tables to watch the demos and ask questions. Workshops Two workshops (#C6 and #C7) are offered on Saturday from 1400-1600 hrs. There is no advance sign-up. Space is limited so if the room is full, we kindly ask you to find an alternative session to attend. GENERAL INFORMATION Boisdale 1 #D4 Learning Communities 1530-1545 #D4.1 What do we mean by collaborative learning in networked simulation based healthcare education? 1545-1600 #D4.2 LivingDocuments - Turning conversations into reliable knowledge 1600-1615 #D4.3 Creating Virtual, Synchronous Learning Communities from a Distance 1530-1545 #D5.1 1545-1600 #D5.2 1600-1615 #D5.3 1615-1630 #D5.4 Boisdale 2 #D5 Online Resources 2 Interpersonal skills education, cultural sensitivity, and translations One hub to rule them all? Describing the need for a national online hub to access and share technology enhanced learning resources in healthcare Digital literacies among veterinary students: an international benchmarking exercise to scope readiness for online open educational resources Affordable, Practical, Innovative, and Scholarly ebooks: Supporting faculty in the teaching and assessment of the intrinsic CanMEDS roles 1630-1730 Symposium Hall 2 #S1 Highlights of the day in a panel discussion with the audience Goh Poh Sun For Presenters Bring your Communication or PechaKucha presentation on USB and upload it in the room in which you are presenting, with the help of the technician. Please upload it a minimum of 1 hour before the start of your session. communications: You have 10 minutes to present, followed by 5 minutes for questions and discussion. Three or four presentations are scheduled in each session, and the chairperson will ensure it keeps to time and will take questions. In some sessions time for discussion is included. PechaKucha : PechaKucha 20x20 is a presentation format in which 20 PowerPoint slides are shown, each for 20 seconds. You therefore have 6 minutes 40 seconds for your presentation. You should set each slide to advance automatically after 20 seconds. [If using PowerPoint 2010, select Transitions (for PowerPoint 2007 select Animations ). Then click on Advance slide, uncheck the default On Mouse Click and check the After box; set the time to 20 seconds, then click Apply to All.] Please rehearse your presentation so that you can cover what you need to say relating to each slide within 20 seconds. For more information on the format see some of the many YouTube videos on PechaKucha eposters: Upload your eposter through http://ieposter.com before 31 August using the username & password already sent to you. Technicians are on site in the presentation room, Ness, SECC, from Saturday afternoon & will be available throughout the Sunday sessions to assist. Contact amee@dundee.ac.uk if you need help uploading. Evaluation You will be sent a link to the online evaluation after the Symposium Twitter hashtags elearning Symposium: #amee_els Hackathon: #Hacks 2015 Conference: #amee2015 Programme organised by elearning Committee David Cook Peter de Jong (Programme Committee Chair) Goh Poh Sun Kati Hakkarainen (elearning Committee Chair) Natalie Lafferty Pat Lilley ( Executive Committee liaison) Moira Maley Ken Masters Rakesh Patel John Sandars

Sunday 6th September 2015 0845-0950 Plenary Hall 2 #P2 The MOOC Ecosystem: Stephen Downes Introduction to Sunday programme: Peter de Jong; Plenary Chair: Ken Masters 0950-1000 BREAK/TRANSFER TO SESSIONS 1000-1100 Wilhelmina Hols-Elders 1000-1015 #E1.1 1015-1030 #E1.2 1030-1045 #E1.3 1045-1100 #E1.4 1000-1100 Mary Dankbaar 1000-1015 #E2.1 1015-1030 #E2.2 Hall 2 #E1 Social Media Alsh 1 #E2 Virtual Patients Engaging students in online discourse and international dialogue using Twitter: a Public Health experience Does Twitter Enable Participants at Medical Education Conferences to Engage in Higher Order Thinking Skills? Digital distraction in the classroom: Does multi-tasking hurt? Facilitating international dialogue in medicine: combining Medical English and Social Media in Mallorca Virtual patients - A qualitative content analysis of descriptions Virtual patient systems: a literature-based inventory 1030-1045 #E2.3 Visual analytics in branched virtual patients 1045-1100 Discussion 1000-1100 eposters Ness #E3 eposters 1 Lauren Maggio 1000-1005 #E3.1 1005-1010 #E3.2 1010-1015 #E3.3 1015-1020 #E3.4 1020-1025 #E3.5 1025-1030 #E3.6 1030-1035 #E3.7 1035-1040 #E3.8 1040-1100 Discussion Design of a virtual environment to support group activities in a postgraduate Medical Sciences Programme: When a little more is much better Development of an online On-Call environment Show and TEL: What would a national on-line Technology Enhanced Learning community look like? The Development of an Educational Training Package incorporating the Anterolateral Ligament into Standard Knee Anatomy using Cadaveric Dissection and Digital Reconstruction Development of e-learning material with GBS (goal-based scenario) as a preliminary learning of multitasking training for new nurses What are good web courses made of? Quality evaluation in the Virtual University for Occupational Health Care Developing generic online courses in research methods for health Exploration of the instructional design and usability of the student e-module on challenges in prescribing completed at the University of Dundee: an exploratory case study 1100-1130 COFFEE 1130-1230 Christof Daetwyler 1130-1145 #F1.1 1145-1200 #F1.2 1200-1215 #F1.3 1215-1230 #F1.4 1130-1230 Aislinn Joy 1130-1145 #F2.1 1145-1200 #F2.2 1200-1215 #F2.3 Hall 2 #F1 Online Learning 3 A stroke of genius - Student-led redesign of an online educational activity Measuring learner engagement in online medical education Student perceptions of the usefulness of face-to-face compared to online curriculum content E-learning blended with didactic modes of instruction: gaps in knowledge patched at one s own pace Alsh 1 #F2 Management of elearning 1215-1230 Discussion 1130-1230 eposters Ness #F3 eposters 2 A sustainable public-private business model for international veterinary e-learning that works Technology Enabled Learning at LKCMedicine: A Double Helix Inspired Conceptual Model Perceptions of elearning for undergraduate health professional education: A systematic review Zalim Balkizov 1130-1135 #F3.1 E Learning: Virtual support for hands on clinical skills 1135-1140 #F3.2 Microlectures: effective and simple didactic tools to explain complex concepts 1140-1145 #F3.3 Diginatives or not? Medical students stumble with mobile learning skills 1145-1150 #F3.4 Students and teachers collaborating on content: using a social network aggregation tool for self-regulated learning 1150-1155 #F3.5 An experiment on collaborative web-based learning An elective course on medical education for medical students 1155-1200 #F3.6 Use of E-learning quizzes by medical students 1200-1205 #F3.7 The acceptability and effect on knowledge of a paediatric virtual patient tutorial 1205-1230 Discussion 1230-1240 TRANSFER TO PLENARY SESSION 1240-1330 Debate Hall 2 #P3 Moira Maley 1330-1345 Hackathon Outcomes Kati Hakkarainen 1345-1400 Closing remarks Peter de Jong Hall 2 #P4 Hall 2 What is the true value of elearning? David Cook and Natalie Lafferty (Boxed lunch provided) Report of outcomes from Hacks Hackathon Close of elearning Symposium SUNDAY 6th September 2015 Twitter: #amee_els Guidebook App for full programme and abstracts: elearning Symposium 2015 Padlet Wall Day 2: http://padlet.com/dnrgohps/els 2015day2 eposter viewer: www.ieposter.com/viewer Plenary speaker: Stephen Downes The MOOC Ecosystem National Research Council of Canada Time: Session: 0845-0950 hrs #P2 - Plenary Dr Stephen Downes is the program leader for the National Research Council of Canada s Learning and Performance Support Systems research program. With 13 years experience at the NRC, and fifteen years experience developing and using online learning technologies before that, Downes is now recognized as one of the leading researchers in the field. He is known as a proponent of open and personal learning, active learning and engagement, personal learning and network theories of learning. His work includes the development of a learning management system in 1998, the application of syndication to learning and podcasting in 2003, the development of a pedagogy of learning networks, or connectivism, in 2004, and the development of the world s first MOOC in 2008. His newsletter, OLDaily, is one of the most widely read in the field, and he has given hundreds of talks in dozens of countries on six continents. See http://www.downes.ca for more.

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