National Academies Press: OpenBook

Health Professions Faculty for the Future: Proceedings of a Workshop (2021)

Chapter: Appendix D: Best Andragogical Practices for Online Learning and Faculty Development

« Previous: Appendix C: Speaker Biographical Sketches
Suggested Citation:"Appendix D: Best Andragogical Practices for Online Learning and Faculty Development." National Academies of Sciences, Engineering, and Medicine. 2021. Health Professions Faculty for the Future: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26041.
×
Page 71
Suggested Citation:"Appendix D: Best Andragogical Practices for Online Learning and Faculty Development." National Academies of Sciences, Engineering, and Medicine. 2021. Health Professions Faculty for the Future: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26041.
×
Page 72

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Appendix D Best Andragogical Practices for Online Learning and Faculty Development Engage the Audience • Talk directly to the audience. • Use the chat function to engage participants in brief conversations. • Employ a variety of media like videos and Zoom polls. • Have speakers (or the moderator) talk to each other as though they are having a conversation. • Ask someone to monitor the chat discussion and have the modera- tor call on that person to tell the group what is being discussed or questions being asked. • Project colorful and engaging slides (not overly filled with written text). • Keep presentations short (less than 10 minutes) and discussions long. • Ask the audience what they want to get from the session, and gear the conversation in that direction. • Hire actors to play roles for training faculty on how to run case studies. • Recognize that audience members may have a deeper understand- ing of the literature than the speaker. Be Careful… • Not to distract participants from the speakers while using the chat function for supplemental discussions. 71 PREPUBLICATION COPY—Uncorrected Proofs

72 HEALTH PROFESSIONS FACULTY FOR THE FUTURE • When using technologies that take up bandwidth and can slow the transmission of messages (i.e., videos and slide transitions). • To schedule meetings at times that work for the speakers based on the time zone they are presenting from. • To avoid excess lighting behind the speaker. Prepare the Speakers • Provide an annotated agenda that has the times of when each speaker will talk. • Test the technology (i.e., share screen) 30 minutes prior to the session. • Click through all of the slides with the speakers before the session begins. • Have a backup plan if a speaker’s technology fails—move to the next speaker or have someone take over until the speaker returns. • Remind speakers to turn on/off their videos and mute/unmute their computers at the appropriate times. • Agree on a system of time keeping. • Use a waiting room to admit participants and remove disruptive attendees. • Share cell phone numbers of presenters prior to the session. SOURCE: Input from individual members of the workshop planning com- mittee (p. v). PREPUBLICATION COPY—Uncorrected Proofs

Next: Appendix E: Forum-Sponsored Products »
Health Professions Faculty for the Future: Proceedings of a Workshop Get This Book
×
Buy Paperback | $45.00
MyNAP members save 10% online.
Login or Register to save!
Download Free PDF

To explore various aspects of faculty development, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine held a virtual workshop in August 2020 titled Health Professions Faculty for the Future. At the workshop, presenters provided examples of how educators are using effective teaching strategies and of practices in health professional education. This publication summarizes the presentation and discussion of the workshop.

  1. ×

    Welcome to OpenBook!

    You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

    Do you want to take a quick tour of the OpenBook's features?

    No Thanks Take a Tour »
  2. ×

    Show this book's table of contents, where you can jump to any chapter by name.

    « Back Next »
  3. ×

    ...or use these buttons to go back to the previous chapter or skip to the next one.

    « Back Next »
  4. ×

    Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

    « Back Next »
  5. ×

    To search the entire text of this book, type in your search term here and press Enter.

    « Back Next »
  6. ×

    Share a link to this book page on your preferred social network or via email.

    « Back Next »
  7. ×

    View our suggested citation for this chapter.

    « Back Next »
  8. ×

    Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

    « Back Next »
Stay Connected!