Sunday, August 21, 2016

Pre-conference workshop on "Technology enhanced learning" on 22 October 2016

Workshop program

Technology enhanced learning 

Start Time: 1300hrs (onsite registration starting 1200hrs)

Introduction, review of basic concepts, pre-reading and pre-workshop assignment

Coffee break: 1500 - 1530hrs

Participants developing own teaching blog, discussion

End Time: 1730hrs

Pre-conference workshop on "Technology enhanced learning"

The aim of this workshop will be to review key ideas in eLearning or Technology enhanced learning (TeL). A simple / free tool and platform of a blog will be presented as an illustration of one method to not only assist teachers to transfer current slides used for lectures for use in online teaching and learning, but also to illustrate the use of a blog as a platform to build an online hyperlinked educational repository. The workshop will be supported by online articles for pre-reading, with online resources to assist workshop participants to develop their own pilot teaching blog or website. These materials, together with content to be presented during the workshop, will be posted on the workshop blog on the following weblink 

Additional information can be reviewed on the blog for a main conference symposium on TeL on the following weblink

Message to the workshop participants from the workshop faculty:

"For workshop participants, please do the following before the workshop → 1. Ask yourself why you want to use eLearning or Technology enhanced learning as an instructor; 2. What your learning objectives for a specific teaching session are [for the PowerPoint slide deck you are bringing along to the workshop]; 3. Please read / browse through the articles / SlideShare documents / websites / embedded videos and online resources on this blog below as pre-workshop preparation / background information (this should take you about 3 to 4 hours); and please bring along a WiFi enabled tablet or laptop with you to the workshop (the same tablet or laptop you have used to post on the Padlet wall, see below, before the workshop).

Please sign up for a Google Blogger account before coming to the workshop (the websites below show you how to do this), and bring along a copy of a PowerPoint presentation you have recently given, or intend to give, as well as the individual slides of this PowerPoint presentation exported as individual JPEG images loaded onto a folder accessible by the tablet or laptop you bring along with you to the workshop. All the slides in the PowerPoint presentation should be ready to be shared on the internet, i.e. the content should have been created by you, you own the copyright or have permission to use the content, you have correctly attributed the source of content you are referring to, and the content should comply with local regulations regarding privacy and confidentiality, and intellectual property use/attribution. 

Start your Google blog before coming to the workshop (follow the "how to" instructions from Google and other websites below), and upload the JPEG images of your presentation onto your blog. 

You can continue to work on and refine your blog during and after the workshop.

Starting before, during, and soon after the workshop, we invite participants to share some information about who they are, their educational background, current teaching setting, how they hope to use technology to enhance their teaching, key messages they took away from the workshop (including from their pre-reading and pre-workshop preparation and preliminary steps starting their teaching blog), as well share the link of their draft teaching blog - all of this as a post on the online "Padlet" wall below, embedded within this workshop blog (Padlet is an interactive digital wall, which is on a private space on, and is not searchable on Google - you are able to write, edit and delete your own posts, without needing to login (by just double clicking or double tapping on the Padlet wall, or clicking the circled red + button bottom right of the Padlet wall), as long as you use the same mobile or desktop device; even though this platform works with all mobile and desktop devices, you will probably find using a laptop/workstation or tablet the easiest way to write and edit your posts on this website. You might also op to use initials, and omit specifying your institutional affiliation, in order to further anonymise your Padlet posts, as this workshop blog is available for open access). 
Please start a post on the Padlet wall within the blog before the workshop. You can refine this during and after the workshop on the same post, as long as you use the same device.

Sharing your background, and teaching site will enable us to potentially continue to have an online discussion after the workshop on the Padlet wall. You can write, and edit your post on the Padlet wall by double tapping or double clicking on the space; or by going directly to the link below the Padlet wall. As long as you use the same device, you can continue to add to, edit or delete your post at any time. I have organised the flow of the posted messages on the Padlet wall so that the latest post is always at the top. This will enable you to find earlier messages and posts. 

We encourage you to actively participate in the workshop, by undertaking the pre-workshop preparation, and workshop activities. What we take away from any educational activity - key ideas that we make a note of, and new things we are able to do - are arguably the most valuable outcomes of any educational and training session. "

The design of this workshop is based on a recent workshop on the same topic at CenMED, NUS (see workshop blog on following website


We will have an opening short presentation by Dr Aria Kekalih, who is sharing his presentation slides in the section below:

The method and process to share these slides is described in the recently published article below, and will be described further during the workshop. We will also explore how to use an embedded Padlet online writing and posting "wall", described in another recently published letter to the editor below.

"...combining an embedded online ‘‘graffiti wall’’ with a blog for use before, during and after the face to face session ..... .......  encourages students to actively and publicly engage with the learning material (on the blog), and also gives visibility of the teaching and educational process to students and their teachers."

above from
Goh, P.S., Sandars, J. An innovative approach to digitally flip the classroom by using an online "graffiti wall" with a blog. Medical Teacher.  2016 Aug;38(8):858. Epub 2016 Jul 14. 

"Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces."

Above abstract from 
Goh PS. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016 Jun;38(6):628-9.
[2015 Nov 11:1-2. Epub ahead of print]


slide above and below from

An Introduction to Medical Teaching (edited by Kathyn Huggett and William Jefferies, through Google Books)

(above image screenshot of Padlet wall workspace on link below, which contains embedded links and attribution to source material)

Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.

The following links below review some basics of instructional design which can be applied to eLearning or Technology enhanced learning:


“Above image reproduced by permission of the publisher, © 2012 by”

Pre-workshop reading/browsing:

Please review the online resources above and below before the workshop. This should take approximately 3 to 4 hours.

1.       Ellaway R, Masters K. AMEE Guide 32: e-Learning in medical education Part 1:
Learning, teaching and assessment. Med Teach. 2008 Jun;30(5):455-73. doi:
10.1080/01421590802108331. PubMed PMID: 18576185.

Masters K, Ellaway R. e-Learning in medical education Guide 32 Part 2:
Technology, management and design. Med Teach. 2008 Jun;30(5):474-89. doi:
10.1080/01421590802108349. PubMed PMID: 18576186.

2.       eLearning in clinical teaching
(eLearning module)
Ian Doherty, Judy McKimm
British Journal of Hospital Medicine, January 2010, Vol 71, No 1

3.       What do we mean by web‐based learning? A systematic review of the variability of interventions
DA Cook, S Garside, AJ Levinson, DM Dupras, VM Montori
Medical education 44 (8), 765-774

4.       Instructional methods and cognitive and learning styles in web‐based learning: report of two randomised trials
DA Cook, MH Gelula, DM Dupras, A Schwartz
Medical education 41 (9), 897-905

5.       Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis
DA Cook, AJ Levinson, S Garside
Advances in health sciences education 15 (5), 755-770

6.       Computer animations in medical education: a critical literature review
JG Ruiz, DA Cook, AJ Levinson
Medical education 43 (9), 838-846

7.       Preparing for the changing role of instructional technologies in medical education
BR Robin, SG McNeil, DA Cook, KL Agarwal, GR Singhal
Academic Medicine 86 (4), 435-439

Poh-Sun Goh
MBBS(Melb), FRCR(UK), FAMS(Singapore), MHPE(Maastricht)
Associate Professor and Senior Consultant, Department of Diagnostic Radiology, National University Hospital, and National University of Singapore

Short Biography:
Dr Goh is a clinical radiologist and educational scholar. He has an intense passion for eLearning or Technology enhanced learning (TeL); and has systematically developed this interest since 2002, through work as a critical practitioner (through the continuum of undergraduate and postgraduate to lifelong education and training settings), and educational scholar. He has presented papers and symposia on eLearning at both APMEC and AMEE since 2003 and 2004; published articles and reflection pieces; developed and presented workshops, and been an invited speaker on eLearning / TeL at local and international medical education conferences.

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