This session is designed for both beginning and seasoned program administrators who are interested in learning how the delivery of a course, lecture, academic session, or journal club in their residency program may be enhanced by the use of technology. It will begin with an overview of common approaches, potential issues, and opportunities when blending face-to-face with online instruction. Attendees will be introduced to popular tools and basic steps in setting-up a blended environment. Following the presentation participants will engage in a facilitated discussion focused on how these approaches and tools could be incorporated into their own context.
Upon completion of this session participants will be able to:
- describe the use of common tools in blended learning environments
- discuss issues and opportunities when using technology to enhance a program
- outline an example, from their own context, where they might consider using technology to enhance the delivery of a part of their program
This presentation will focus on #TvsZ 6.0’s cycle of collaborative development, focusing on the value of social networks for instructor collaboration, and sharing our experience of a cross-border, cross-institutional, and cross-cultural collaboration between teachers and students, from game host & student perspectives. By exploring a few of the media objects created by game participants, we will also discuss various methods for evaluating the outcomes of student, teacher, and community peer-learner collaborations. Each step of development and implementation exemplifies a stage in the digital fluency that the game promotes by involving people in the fun and frenzied creativity of participation, by inviting participants to collaborate and co-learn techniques of multimodal media creation, by tempting collaborators to become partners in the management of the game during gameplay, and by player-partners becoming hosts and hackers of future iterations of the game itself.
#TvsZ is an open online Twitter game played across an increasing variety of online sites and apps. The game, created originally in 2012 by Pete Rorabaugh and Jesse Stommel, is usually played over 3-4 days by anyone who chooses to follow the Twitter hashtag #TvsZ, as well as students in participating classes. Players, who are often meeting virtually for the first time, interact with each other on Twitter via a basic game dynamic which encourages informal, spontaneous tweets relating to the game premise. As players develop increasing familiarity with other players and with the basic syntax of game tweets, additional game dynamics are introduced, often in response to player suggestions and initiatives. These additional dynamics encourage players to create a wide variety of media objects, to experiment with new modes of networked collaboration, and to refashion their roles in the game itself.
Our workshop will be experiential: one must play the game to get a good sense of how and why one might want to hack it. Workshop participants will play a short version of one of the #TvsZ games and brainstorm their own forks of the game, and discuss possible repercussions of various modifications to such a game. They will also discuss possible pedagogical benefits to including a game like #TvsZ in their curricula, as well as potential problems one might encounter when doing so (and how such problems might be addressed).
– Discuss the role of social media in Medical Education
– Take the first steps to engaging with the participants in the room and a wider networked community
– Discuss common pitfalls and barriers to using social media tools and strategies to mitigate these
A unique aspect of this service-MOOC was the design and facilitation of the course by an all volunteer team of professional instructional designers and adult basic educators. Starting in the fall of 2015, volunteer designers and subject matter experts in ABE spent 13 weeks designing and developing the course. Another team volunteered for 12 weeks as the course facilitators. In total, these professional educators and instructional designers volunteered over 1,000 hours to design and facilitate this service-learning experience. A conservative estimate of the professional services donated by the volunteers who designed and facilitated this course exceeds $50,000.
The OER was designed and developed using Open Author, an online authoring tool on OER Commons. The instructional materials each MOOC participant developed incorporated all necessary content presentation, learner practice, and assessment materials for 15-30 minutes of instruction, as well as guidance for instructors regarding use of these materials. Upon successful completion of this project-based course, participants earned an Instructional Design Service Badge and Certificate of Recognition.
Full presentation available here.