Improving Health Professional Education and Practice Through Technology Proceedings of a Workshop (2018) / Chapter Skim
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2 Technology in Education
2 Technology in Education
Pages 7-18
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system, which lays a foundation of knowledge and skills for more specific health professions education. George Siemens, associate director of the Technology Enhanced Knowledge Research Institute at Athabasca University in Canada, discussed technology 7
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The study found that integrating technology affected five domains: access, communication and feedback, teacher time, teacher and student roles, and purpose and audience for student work. These changes, in turn, increased student engagement and deepened and improved student learning (see Figure 2-1)
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In addition, technology enables immediate feedback to students, which is "critical for learners," said McKnight. Online quizzes, assessments, and feedback-oriented tasks allows students to immediately discover and disabuse misconceptions or misunderstandings as well as track their learning progress.
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Finally, technology facilitated a restructuring of teacher and student roles, in which students shifted from passive to active learners and teachers shifted from the "sage on the stage" to the "guide on the side." The "flipped classroom" model for education serves as a good example of this shift in teacher and student roles, allowing students to drive their own education, while teachers teach students how to learn, rather than simply conveying information. McKnight said that this is an area in which technology can be the "biggest game changer," although she noted that the role change can be difficult for some teachers to accept.
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. There is increasing emphasis on self-regulated, self-selected, and selfdirected learning, said Siemens, and on the use of social media, massive open online courses (MOOCs)
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Students and professionals are accustomed to taking ownership of their education by seeking out TED Talks, MOOCs, and other self-directed learning, said Siemens. For example, 59 percent of employed data scientists have learned skills on their own or via a MOOC, in addition to or instead of taking traditional classes (Jansen and Konings, 2017)
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However, Siemens said, "We should not lower our expectations of what is possible because there are some technology limitations." To demonstrate this point, he gave an example of people who have been displaced and are living in refugee camps using social media and MOOCs to further their education. TECHNOLOGY TO DIFFUSE KNOWLEDGE Before speaking about using technology for knowledge diffusion, Casserly emphasized that the most important aspect of technology is that it is focused on the needs of the user.
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Allowing open access to high-quality educational resources, said Casserly, encourages people to repurpose and reuse content to develop "creative and innovative solutions." This type of innovation demonstrates the "power of the Web that we should all be harnessing." Casserly concluded with a few principles of success regarding technology and knowledge diffusion. First, content should be free and open so resources can be used to innovate and collaborate, rather than to recreate content.
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McKnight concurred, saying that the incentive structures in higher education reward content knowledge and research ability, rather than teaching skill. Shifting these incentives at an institutional as well as individual level will be necessary to ensure that faculty are prepared to inhabit their new roles.
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Economic Implications of Open Access Hinton Walker asked panelists about the economic implications of open access. She noted that institutions must somehow generate money in order to pay faculty, and wondered how providing free access to content affects this reality.
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and said that the local health workers used crowdsourcing principles to solve patient-oriented problems, particularly complex cases, in that they consulted larger groups of colleagues by using mobile social media. By connecting health workers, this kind of crowdsourcing can work very well.
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2016. Teach ing in a digital age: How educators use technology to improve student learning.
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