diverse media utilization in physical therapy education
DESCRIPTION
Slides from my contribution to the #CSM2014 pre-conference course titled "Teaching and learning in a digital age: Using technology to enhance physical therapy education."TRANSCRIPT
Multimediaapproach2:45 – 4:00PM
flickr n_tsuyoshi
Hi Everybody!
Diverse media utilization in physical therapy education
Mike Pascoe, PhD
@mpascoe
#PTedu
“Media is an instrument for communication, like a newspaper or
radio.”
Media
Sender ReceiverInformation/Data
Media
Instructor
Students
Course Content
Media
Instructor
Students
Course Content
Where does PT education take place?
Where does PT education take place?
What is the state of the lecture?
flickr ThursdayMorning
“…students are being taught roughly the same way they were taught when the Wright brothers were tinkering at Kitty Hawk.”
Geert RoelsFor GhentUniversity Library
Tethered to lectern
Facing the screen
Instructor talks 47/ 50 minutes
50 slides / 50 minutes
Slides bulleted with facts
flickr nhsltest9
Will my students benefit from diverse media?
Yes!
Outcomes are better in courses that adopt new teaching approaches compared with traditional lectures
Which diverse media?
1. Camera systems
2. Polling
3. Social media
4. Enhanced slides
Wood 2009
Lecture Capture
#1 classroom technology requested by students.
Students do not replay lectures they attended live (3.8%).
Instead, students make an active choice whether or not to
attend lectures ahead of time (factors?).
Usually reinvest the time they gain missing lecture into other
studies (e.g., study for other courses).Cardall et al. 2008
Lecture Capture
Most students (88.5%) accelerate the playback
of recorded lectures (1.67X).
Students felt that accelerated playback
allowed them to learn more, faster, be more
focused.
However, live attendance was still the
predominant method for viewing lectures.
Cardall et al. 2008
Screencasts
Supplement to lectures
Allow flexibility for students to view on their own time
Desktop: record with Camtasia, or QuickTime > process in iMovie > upload to YouTube/vimeo > post to website/LMS
iPad: number of apps
Jaffar A 2012; Evans D 2011
http://bit.ly/60minKahn
Polling
Audience response system (ARS).
Stop every 10-15 minutes to assess understanding, address problems on the spot.
Can facilitate interactivity in large classes and promote active learning.
Anonymity is great for shy students.
Polling
Studies uniformly report students have positive attitudes toward ARS.
What tech do our students have? Assume most have a laptop or smart phone but is there an ITS survey?.
Do not poll for facts, use real-world clinical cases to give students practice, higher on Bloom’s taxonomy, stories are more “sticky”.
Deslauriers et al. 2011; Hoyt A et al. 2010
Polling Platforms
Social Media
Americans spend 23% of all internet time on social
networks (gaming second 10%, email third 8%).
50 million tweets about the Super Bowl.
3,250 tweets during #CSM2013.
Twitter is best suited for communication.
Facilitate communication with instructor.
Backchannel for lecture.
Keep conversation going after lecture.
Enhanced slides
Embed video, stimulate discussion.
Simple icons from TheNounProject.com.
Move out from behind the lectern (remote, iPad?).
High quality graphics from book publisher websites.
Build-in (animate) lists to reduce cognitive burden.
Do not dim the lights unless showing radiographs, use
a light background.
High quality graphicsPublisher resources
Thieme Atlas of Anatomy
Figure D 5.1
2008-2010
Tablet Computing
Apple, Inc
iPad
Latest models released Nov 2013
170M sold since April 2010
App Store
1M available apps
60B downloads
iPad and iPhone Projecting
http://bit.ly/iPadProjecting
Mirrored iPad Activities
• Lecture slides• Video / Music• Polling• Drawing• 3D modeling• Camera• Facetime / Skype
• Data collection/analysis• Back channel monitoring• Mapping• Find a reference• Interact with other iPads• Live Google Doc editing:
bit.ly/mptester
What about the other learning arenas?
Concluding remarks
There are problems/challenges:
1. Takes time up front to develop
2. Auditorium seating might not lend itself
3. Requires letting go of ‘transmissionist’ view
4. Students need to be reminded of your approach (buy-in)
Great news is that even small incremental changes lead to significant gains in student learning.
But you should start small and assess impact.
Do not try the shotgun approach!
It’s not what we teach, it is how we teach!
Make sure the tech you use meets a need, not b/c it’s cool.Junco R et al. 2010
Tech in the classroomA double-edged sword
Laptops can be a distraction.
You cannot multitask!
“Multitasking is a myth” JJ Cohen.
Most can type faster than they can write by hand.
Give your students the data showing how detrimental
distractions can be during a lecture.
Freid CB 2008
References
Jaffar, A. A. (2012). YouTube: An emerging tool in anatomy education. Anatomical Sciences Education, n/a–n/a. doi:10.1002/ase.1268
Cardall, S., Krupat, E., & Ulrich, M. (2008). Live lecture versus video-recorded lecture: are students voting with their feet? Academic medicine : journal of the Association of American Medical Colleges, 83(12), 1174–1178. doi:10.1097/ACM.0b013e31818c6902
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science (New York, NY), 332(6031), 862–864. doi:10.1126/science.1201783
Evans, D. J. R. (2011). Using embryology screencasts: a useful addition to the student learning experience? Anatomical Sciences Education, 4(2), 57–63. doi:10.1002/ase.209
Fried, C. B. (2008). In-class laptop use and its
effects on student learning. Computers & Education, 50(3), 906–914. doi:10.1016/j.compedu.2006.09.006
Hoyt, A., Mcnulty, J. A., Gruener, G., Chandrasekhar, A., Espiritu, B., Ensminger, D., Price, R., et al. (2010). An audience response system may influence student performance on anatomy examination questions. Anatomical Sciences Education. doi:10.1002/ase.184
Junco, R., Heiberger, G., & Loken, E. (2010). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132. doi:10.1111/j.1365-2729.2010.00387.x
Wood, W. B. (2009). Innovations in teaching undergraduate biology and why we need them. Annual review of cell and developmental biology, 25, 93–112. doi:10.1146/annurev.cellbio.24.110707.175306
PanelCase Examples
Case ExamplesSocial Media
Diverse media utilization in physical therapy education
Mike Pascoe, PhD
@mpascoe
#PTedu
Case ExamplesCamera Systems
Case ExamplesDigital Video & Imagery
How to add a video to PPTLink option
1. Visit YouTube, Most Viewed, This Week, Sci & Tech: http://www.youtube.com/charts/videos_views/science?t=w
2. Take a screenshot of the video
3. Paste screenshot on your slide
4. Copy video URL from YouTube
5. Add hyperlink to the screenshot directed to URL
6. Click on the screenshot during your lecture to open URL on host computer browser
*Assumes you will have internet connectivity in lecture hall
How to add a video to PPTEmbed option
1. Download and install MPEG Stream Clip 1.9.3b8 beta
2. Visit YouTube, Most Viewed, This Week, Sci & Tech: http://www.youtube.com/charts/videos_views/science?t=w
3. Copy video URL from YouTube
4. In MPEG Stream Clip, File > Open URL
5. Paste URL, select Open, select MP4, click Open
6. Define In and Out times
7. File > Export to M-PEG4, chose save location
8. In PPT, Insert > Movie > Movie from File
*Assumes you keep movie in same location on HD
Case ExamplesTablets, Smart Phones, & Apps
iPad Compatible with PC
Notability Demo
Mirrored iPad Activities
• Lecture slides• Video / Music• Polling• Drawing• 3D modeling• Camera• Facetime / Skype
• Data collection/analysis• Back channel monitoring• Mapping• Find a reference• Interact with other iPads• Live Google Doc editing:
bit.ly/mptester
Online CollaborationTools of the trade
Facebook Groups
Wikispaces
Google Drive
