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eLEARNING SYMPOSIUM PROGRAMMEShaping the Future of Technology-Enhanced Learning

5th to 6thSeptember 2015

Scottish Exhibition andConference CentreGlasgow, ScotlandUnited Kingdom

Inspire ... and be Inspired!

www.amee.org

#amee_elsScottish Charity No. SC 031618

A Symposium to challenge current thinking and to consider the future of technology in learning.

TIME SESSION ROOM CODE TITLE

1400-1500 ShortComm. Alsh 1 #C2 Online Resources 1

CHAIR: Kieran McGlade

1400-1415 #C2.1 Medical students’ choice of apps for learning - isreliability important?

1415-1430 #C2.2 CURIOS: video mashups for teaching clinicalprocedures

1430-1445 #C2.3 A Scoping Review of Podcasts in eLearning: Determinants of success

1445-1500 Discussion

1400-1500 ShortComm. Alsh 2 #C3 Online Anatomy 1

CHAIR: Colin Lumsden

1400-1415 #C3.1 Anatomy e-tutorial of the heart with 3D digital models and real-time cardiac imaging techniques

1415-1430 #C3.2 Integrating an anatomy MOOC into a medical anatomy curriculum

1430-1445 #C3.3 The Anatomy of E-Learning Tools: Does softwareusability influence learning outcomes?


1400-1500 ShortComm. Boisdale 1 #C4 Evaluation of Online Learning

CHAIR: Jane Mooney

1400-1415 #C4.1Use and Perception of Second Life by Distance Learners: Comparison with other communicationmedia

1415-1430 #C4.2Demonstration (and discussion of a study) of ablended learning setting for teaching the clinical assessment of substance use disorders

1430-1445 #C4.3 Strategies to increase satisfaction of health professionals in long e-learning courses

1445-1500 #C4.4 Evaluation of the MindEd e-portal for children and young people’s mental health and emotional wellbeing

1400-1500 ShortComm. Boisdale 2 #C5 Online Learning 2

CHAIR: Ralph Pinnock

1400-1415 #C5.1 Moodle in Medical Education - 10 years experience at Belgrade University School of Medicine

1415-1430 #C5.2 Expectations of those registered in a E-learningPostgraduation Course in Family Health in Brazil

1430-1445 #C5.3A dynamic co-design approach to developingtechnology based help-seeking services thatenhance informal workplace learning in healthcare

1445-1500 #C5.4 elearning for multiprofessional CPD: lessons learned from a large scale implementation

1400-1600 Workshop Carron 1 #C6

Students as co-producers of learningNatalie Lafferty, Moira Maley, Kati Hakkarainen

(There will be a break for coffee during the workshop)

1400-1600 Workshop Carron 2 #C7

Serious gaming in medical education. Let’s play!

Carolien Kamphuis, Mary Dankbaar, Joep Lagro

(There will be a break for coffee during the workshop)

1500-1530 COFFEE

1530-1630 ShortComm. Hall 2 #D1 Online Learning 3

CHAIR: Ahmad Alamro

1530-1545 #D1.1EuFMD e-Learning: Opportunities in online learning and networking for veterinarians confronting a transboundary animal disease


0845-0950Symposium Opening & Plenary

Hall 2 #P1 Professional Learning: what autonomous learners do differently: Allison Littlejohn

CHAIR: Welcome and introduction: Peter de Jong; Plenary Chair: David Cook

0950-1000 BREAK/TRANSFER TO SESSIONS

1000-1100 ShortComm. Hall 2 #A1 Online Assessment

CHAIR: Nabil Zary

1000-1015 #A1.1 Digital assessments – challenges, choices and pitfalls

1015-1030 #A1.2 Understanding How Learning Analytics Might Assess theWhole Practitioner

1030-1045 #A1.3Continuous virtual feedback enhances point of care ultrasound learning: the Brazilian-Portuguese POCUS Collaboration Group

1045-1100 #A1.4 Is peer review an appropriate assessment and feedback tool in an online teaching environment?

1000-1100 PechaKucha™ Alsh 1 #A2 PechaKucha 1

CHAIR: Kati Hakkarainen

1002-1009 #A2.1 VideoLearning optimally: engagement,interaction and oiling the hinges

1011-1018 #A2.2 Building a Healthcare Learning Toolbox

1020-1027 #A2.3 Teaching Histology to Millennial Generation

1029-1036 #A2.4 PBL and MOOC: A succesful marriage?

1038-1045 #A2.5 The state of virtual patients 2015:A complete and unabridged report in 6.7 minutes

1047-1054 #A2.6 Virtual Patients: Making best use in an important resource


1000-1100 Short Comm. Alsh 2 #A3 Online Learning 1

CHAIR: Christof Daetwyler

1000-1015 #A3.1Optimising online learning modules for Foundation Year (FY) doctors working in a London university hospital: junior doctors’ views towards e-learning

1015-1030 #A3.2Technology Enabled Learning: Changing the Scottish Landscape for Remote and Rural Healthcare Staff usingTechnology Enabled Learning

1030-1045 #A3.3 The effectiveness of well-designed and userfriendly web-based eLearning in Taipei City hospital

1045-1100 #A3.4Remote Agile Development facilitating Distributed Simulation (RADDS) for rapid InfectionPrevention & Control: EBOLA case study

1100-1130 COFFEE

1130-1300ShowandTell

Hall 2 #B1Demonstrate your project to colleagues in aninformal setting, or take the opportunity see what others have been doing (See list in App)

1300-1400 LUNCH

1400-1500 ShortComm. Hall 2 #C1 Blended Learning

CHAIR: Wilhelmina Hols-Elders

1400-1415 #C1.1 Building a blended course with e-lectures: from serviceto strategy

1415-1430 #C1.2Enhance students’ learning by integration of facilitatedonline dicussion forums with problem based learning :a mixed methods study from Qassim Medical School

1430-1445 #C1.3 A technology enhanced intern readiness program to support the transition from medical student to junior doctor

1445-1500 #C1.4Using the TPACK (Technological PedagogicalContent Knowledge) model in an extensive blended learning programme

SATURDAY5th September 2015

Professor Allison Littlejohn’s area of specialism is technology-enhanced professional learning.

Within this field, her research interests are focused on three inter-related areas: Learning processes, identifying factors that influence learning and examining the complex interplay between formal and informal learning.

Her research has spanned sectors, including the Health, Energy, Education and Finance sectors.

Allison leads industry-academic research partnerships with companies and professional organisations, and has been funded by the European Commission (EC), UK Joint Information Systems Committees (JISC), the UK Higher Education Academy (HEA), the Higher Education Funding Council for England (HEFCE), the Scottish Funding Council (SFC) and the Quality Assurance Agency (QAA).

She has been a senior scientist on projects funded by the UK Economic and Social Research Council (ESRC), the British Council, the Australian Research Council (ARC) and the US National Science Foundation (NSF).

Allison has been author or editor of four books including Technology-enhanced Professional Learning: processes, practices and tools (2013) and Reusing Open Resources: learning in open networks for work, life and education (2014), both published by Routledge.

Blog: littlebylittlejohn.com

Plenary speaker: ALLison Littlejohn

Time: 0845-0950 hrsSession: #P1 - Plenary

Chair of Learning Technology and Academic Directorof Learning and Teaching, Open University, UK

Professional Learning: whatautonomous learners do differently

Twitter: #amee_elsGuidebook App for full programme and abstracts:AMEE eLearning Symposium 2015Redeem code: amee_els:Padlet Wall Day 1:http://padlet.com/dnrgohps/eLs AMEE2015day1ePoster viewer: www.ieposter.com/viewer

Saturday 5th September 2015

AMEE Live

AMEE Live

AMEE Live

AMEE Live

AMEE Live


1545-1600 #D1.2 The secret of success: how can an Emergency Moodle-based course be so cool?

1600-1615 #D1.3 Blended e-learning with short face-to-face in an RN-BSN course, the Kenyan experience


1530-1630 PechaKucha™ Alsh 1 #D2 PechaKucha 2

CHAIR: Ken Masters

1532-1539 #D2.1 The Academic Progress Portal: CatchingStudents Before They Fail

1541-1548 #D2.2Learning models, theories & emerging technologies – developing interactive elearning by linking design and pedagogy

1550-1557 #D2.3 Learning Analytics: New Methodology forUnderstanding Professional Learning?

1559-1606 #D2.4 e-Learning for Healthcare (e-LfH) – “that’s the way to do it”

1608-1615 #D2.5 Engaging Students: Hosting a National Medical Student TEL Conference


1530-1630 ShortComm. Alsh 2 #D3 Online Anatomy 2

CHAIR: Kem Rogers

1530-1545 #D3.1

A novel workflow methodology for the creation of an education and training package incorporating a digital reconstructionof the cerebral ventricular system and cerebrospinal fluid circulation

1545-1600 #D3.2 The application of user feedback in astudent-developed anatomy E-Tutorial

1600-1615 #D3.3 Development of Integrated Anatomy E-Tutorial by Medical Students, using Anatomy-TV


1530-1630 ShortComm. Boisdale 1 #D4 Learning Communities

CHAIR: John Bibby

1530-1545 #D4.1What do we mean by collaborative learning in networked simulation based healthcareeducation?

1545-1600 #D4.2 LivingDocuments - Turning conversations into reliable knowledge

1600-1615 #D4.3 Creating Virtual, Synchronous LearningCommunities from a Distance


1530-1630 ShortComm. Boisdale 2 #D5 Online Resources 2

CHAIR: David Topps

1530-1545 #D5.1 Interpersonal skills education, culturalsensitivity, and translations

1545-1600 #D5.2One hub to rule them all? Describing the need for a national online ‘hub’ to access and share technologyenhanced learning resources in healthcare

1600-1615 #D5.3Digital literacies among veterinary students: an international benchmarking exercise to scope readiness for online open educational resources

1615-1630 #D5.4Affordable, Practical, Innovative, and Scholarly eBooks: Supporting faculty in the teaching and assessment of the intrinsic CanMEDS roles

1630-1730 Symposium Hall 2 #S1 Highlights of the day in a panel discussion with the audience

CHAIR: Goh Poh Sun

Saturday 5th September 2015

GENE

RAL

INFO

RMAT

IONRegistration

Pick up your conference pack from the Registration Desk in Hall 4, open from 0745 hrs on Saturday. Please wear your badge at all times.

WifiSelect amee2015 from the list of networks and enter the password amee2015

Guidebook AppAccess the Guidebook App:AMEE eLearning Symposium 2015Redeem code: amee_els:For full details of the programme & all the abstracts. Abstracts can also be accessed on www.amee.org

AMEE Live – eLearning Symposium All sessions in Hall 2 will be streamed live toparticipants who have registered for the live stream of the eLearning Symposium.

Network with colleagues both on siteand around the worldWe hope you will add to the online discussion for each session by either tweeting using the eLearning Symposium hashtag #amee_els or by writing on the Padlet wall set up for discussions on each day:

Saturday: http://padlet.com/dnrgohps/eLsAMEE2015day1 Sunday:http://padlet.com/dnrgohps/eLsAMEE2015day2

Comments from both on-site and AMEE Live participants will be highlighted during the day 1 and day 2 closing sessions. A summary of the key outcomes of the eLearning Symposium will be reported back to the main AMEE Conference in session 4B, Monday 1330-1515 hrs.

#AMEEHacksThe AMEEHacks Hackathon is ongoing throughout the eLearning Symposium. Look out for their tweets and get an update on their progress in the final session on Sunday.

Show-and-TellYou have the opportunity to bring your own device (laptop, tablet) to demonstrate your project or application. It’s an informal event, and a table will be allocated to you for the duration of the session. Power and wifi are available. If you contact [email protected] by 28 August, we will make sure you have your own table reserved for your demonstration & that it will be listed in the App. After that date tables will be allocated according to availability. You might like to bring a few handouts, if available. In addition, you can send a 3-minute video as a taster for your Show-and-Tell, and we will host it in the AMEE YouTube channel. Participants can rotate around the tables to watch the demos and ask questions.

WorkshopsTwo workshops (#C6 and #C7) are offered on Saturday from 1400-1600 hrs. There is no advance sign-up. Space is limited so if the room is full, we kindly ask you to find an alternative session to attend.

For Presenters

Bring your Short Communication or PechaKucha™ presentation on USB and upload it in the room in which you are presenting, with the help of the technician. Please upload it a minimum of 1 hour before the start of your session.

Short communications: You have 10 minutes to present, followed by 5 minutes for questions and discussion. Three or four presentations are scheduled in each session, and the chairperson will ensure it keeps to time and will take questions. In some sessions time for discussion is included.

PechaKucha™: PechaKucha 20x20 is a presentation format in which 20 PowerPoint slides are shown, each for 20 seconds. You therefore have 6 minutes 40 seconds for your presentation. You should set each slide to advance automatically after 20 seconds. [If using PowerPoint 2010, select ‘Transitions’ (for PowerPoint 2007 select ‘Animations’). Then click on ‘Advance slide’, uncheck the default ‘On Mouse Click’ and check the ‘After’ box; set the time to 20 seconds, then click ‘Apply to All’.] Please rehearse your presentation so that you can cover what you need to say relating to each slide within 20 seconds. For more information on the format see some of the many YouTube videos on PechaKucha™

ePosters: Upload your ePoster through http://ieposter.com before 31 August using the username & password already sent to you. Technicians are on site in the presentation room, Ness, SECC, from Saturday afternoon & will be available throughout the Sunday sessions to assist. Contact [email protected] if you need help uploading.

EvaluationYou will be sent a link to the online evaluation after the Symposium

Twitter hashtagseLearning Symposium: #amee_elsHackathon: #AMEEHacksAMEE 2015 Conference: #amee2015

Programme organised by AMEEeLearning CommitteeDavid CookPeter de Jong (Programme Committee Chair)Goh Poh SunKati Hakkarainen (eLearning Committee Chair)Natalie LaffertyPat Lilley (AMEE Executive Committee liaison)Moira MaleyKen MastersRakesh PatelJohn Sandars

AMEE Live

AMEE Live


1100-1130 COFFEE

1130-1230 ShortComm. Hall 2 #F1 Online Learning 3

CHAIR Christof Daetwyler

1130-1145 #F1.1 “A stroke of genius” - Student-led redesign of an online educational activity

1145-1200 #F1.2 Measuring learner engagement in onlinemedical education

1200-1215 #F1.3Student perceptions of the usefulness offace-to-face compared to online curriculum content

1215-1230 #F1.4E-learning blended with didactic modes ofinstruction: gaps in knowledge patched at one’s own pace

1130-1230 ShortComm. Alsh 1 #F2 Management of eLearning

CHAIR Aislinn Joy

1130-1145 #F2.1 A sustainable public-private business model for international veterinary e-learning that works

1145-1200 #F2.2 Technology Enabled Learning at LKCMedicine: A Double Helix Inspired Conceptual Model

1200-1215 #F2.3Perceptions of eLearning for undergraduate health professional education: A systematic review


1130-1230 ePosters Ness #F3 ePosters 2

CHAIR Zalim Balkizov

1130-1135 #F3.1 E Learning: Virtual support for ‘hands on’ clinical skills

1135-1140 #F3.2 Microlectures: effective and simple didactic tools to explain complex concepts

1140-1145 #F3.3 Diginatives or not? Medical students stumble with mobile learning skills

1145-1150 #F3.4Students and teachers collaborating oncontent: using a social network aggregation tool for self-regulated learning

1150-1155 #F3.5An experiment on collaborative web-based learning – An elective course on medicaleducation for medical students

1155-1200 #F3.6 Use of E-learning quizzes by medical students

1200-1205 #F3.7 The acceptability and effect on knowledge of a paediatric virtual patient tutorial


1230-1240 TRANSFER TO PLENARY SESSION

1240-1330 Debate Hall 2 #P3What is the true value of eLearning? David Cook and Natalie Lafferty(Boxed lunch provided)

CHAIR Moira Maley

1330-1345 HackathonOutcomes Hall 2 #P4 Report of outcomes from AMEEHacks

Hackathon

CHAIR Kati Hakkarainen

1345-1400 Closing remarks Hall 2 Close of eLearning Symposium

CHAIR Peter de Jong


0845-0950 Plenary Hall 2 #P2 The MOOC Ecosystem: Stephen Downes

CHAIR Introduction to Sunday programme: Peter de Jong; Plenary Chair: Ken Masters

0950-1000 BREAK/TRANSFER TO SESSIONS

1000-1100 ShortComm. Hall 2 #E1 Social Media

CHAIR Wilhelmina Hols-Elders

1000-1015 #E1.1Engaging students in online discourse and international dialogue using Twitter: a PublicHealth experience

1015-1030 #E1.2Does Twitter Enable Participants at Medical Education Conferences to Engage in Higher Order Thinking Skills?

1030-1045 #E1.3 Digital distraction in the classroom: Doesmulti-tasking hurt?

1045-1100 #E1.4Facilitating international dialogue in medicine: combining Medical English and Social Media in Mallorca

1000-1100 ShortComm. Alsh 1 #E2 Virtual Patients

CHAIR Mary Dankbaar

1000-1015 #E2.1 Virtual patients - A qualitative content analysis of descriptions

1015-1030 #E2.2 Virtual patient systems: a literature-basedinventory

1030-1045 #E2.3 Visual analytics in branched virtual patients


1000-1100 ePosters Ness #E3 ePosters 1

CHAIR Lauren Maggio

1000-1005 #E3.1

Design of a virtual environment to support group activities in a postgraduate Medical Sciences Programme: When a little more is much better

1005-1010 #E3.2 Development of an online ‘On-Call’ environment

1010-1015 #E3.3Show and TEL: What would a national on-line Technology Enhanced Learning community look like?

1015-1020 #E3.4

The Development of an Educational TrainingPackage incorporating the Anterolateral Ligament into Standard Knee Anatomy using Cadaveric Dissection and Digital Reconstruction

1020-1025 #E3.5Development of e-learning material with GBS (goal-based scenario) as a preliminary learningof multitasking training for new nurses

1025-1030 #E3.6What are good web courses made of? –Quality evaluation in the Virtual University for Occupational Health Care

1030-1035 #E3.7 Developing generic online courses in research methods for health

1035-1040 #E3.8

Exploration of the instructional design and usability of the student e-module on challenges in prescribing completed at theUniversity of Dundee: an exploratory case study


Sunday 6th September 2015

SUNDAY6th September 2015

Twitter: #amee_elsGuidebook App for full programme and abstracts:AMEE eLearning Symposium 2015Redeem code: amee_els:Padlet Wall Day 2:http://padlet .com/dnrgohps/eLs AMEE2015day2ePoster viewer:www.ieposter.com/viewer

Dr Stephen Downes isthe program leaderfor the NationalResearch Council ofCanada’s Learning and Performance Support Systemsresearch program.

With 13 years’ experience at the NRC, and fifteen years’ experience developing and using online learning technologies before that, Downes is now recognized as one of the leading researchers in the field.

He is known as a proponent of open and personal learning, active learning and engagement, personal learning and network theories of learning.

His work includes the development of a learning management system in 1998, the application of syndication to learning and podcasting in 2003, the development of a pedagogy of learning networks, or ‘connectivism’, in 2004, and the development of the world’s first MOOC in 2008.

His newsletter, OLDaily, is one of the most widely read in the field, and he has given hundreds of talks in dozens of countries on six continents.

See http://www.downes.ca for more.

Plenary speaker: Stephen Downes

Time: 0845-0950 hrsSession: #P2 - Plenary

The MOOC EcosystemNational Research Council of Canada

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Scottish Charity No. SC 031618