As I reflect back what I find incredibly fascinating is that not one of these ideas came from a PD session, each and every idea began with a casual conversation. For part three of this series, I’d like to share a few of my favorite highlights from this year.
From Teacher to Student Created iBooks
One day I was about to head home for the day at around 4pm and as I was walking through the hall I saw Maria Maldonado. I stopped in to say hi and we didn’t leave that night until 9pm! Here’s why. Maria was planning for the next module – Endocrinology and as I we got talking I sat down and asked her to share what she was planning to do. She was talking about how the students really struggle with this module. When I sat down with Maria to discuss how we could enhance the curriculum using technology in the service of learning, we didn’t begin by looking at apps or looking at devices. Rather the conversation began by examining what we wanted students to know and what skills we wanted them to acquire as they prepare to go into the field. She saw the possibilities for creating personalized learning experiences that would empower students to make thinking visible and for creating environments where rich discussions through team-based learning would challenge students to think critically. Instead of creating learning experiences that centered on rote memorization of information, we decided to take a flipped approach to the course creating time in class for hands-on learning activities where students engaged in interactive patient cases. Using iBooks Author as our platform, we began creating the content.
Having enjoyed the multi-touch experience, in another module Maria decided to give full control to the students. In another module on infectious diseases where students have over 100 diseases to learn, they each created an interactive teaching aid and these were then curated into a multi-touch book. Students used everything from paper to one of my favorite design tools Canva! They then used ThingLink to tag the image with information about the disease, created an interactive patient case and then created three quiz questions. The students presented their images and enjoyed having the review book. We ended the project with a few rounds of Kahoot created from the questions the students created. This image is one of my favorites from this day. They began in their seats and as the games got more competitive slowly made their way up to the front :)
In another example Mitzi D’Aquila wanted to flip her clinical skills course, but she was very concerned about whether or not students would watch the videos at home. Moreover she was concerned about whether students would fully understand everything, after all how would she know? Again we turned to Nearpod.
We divided her 20-minute lecture into 5m segments and in between each segment added some interactive quiz features using Nearpod such as the quiz and draw it. Nearpod then automatically generate a report telling Mitzi all the students who had participated and how they scored on the different areas, allowing her to be confidant and informed about where her students were at when she walked into the classroom the next day. What were the results! 100% of our students watched the videos and completed the assessment and as you can see here, some of them even watched it twice.
Sharing the Story of Communities
This project was definitely one of my favorites. In their first semester students complete a windshield survey. Traditionally this survey was a 40-50-page paper and the purpose was to have students connect with the community. The mission of the PA program is for students to ultimately work in medically underserved areas and so being able to understand the dynamics of these communities early on is essential. One of the conversations the professor and I had centered around how much of the information required on the windshield survey was information that could be Googled. After talking about this a little further we decided to have students do video documentaries. This was a unique opportunity for students to be able to give a voice to those who often do not have one. In the documentary they would highlight their top 5 characteristics in the documentary and do a short written summary on the remainder. To support students we held what we call Creative Lab Hours. In the first session we talked about how to tell a story and how to identify and create a central message that would serve as a theme to tie together the characteristics they were identifying. Furthermore, we discussed the importance of a storyboard and how to create one. The second session was more technical that focused on how to use iMovie. We used the cloud to collaborate with students and showed them how to a central folder where they could upload all of their photos/videos. Here is an example of what one group created:
Where Can We Share Our Story
The video documentary project had some students asking, “Where do we share our story?” One day while I was in my office I had a group of students come in and it went something like this:
“So, we love Facebook and other social media for sharing what we do, but we would like a more direct place to be able to share our story about the work that we do.”
What a great thought coming from students! I think this is one of the highlights of my job, just having this position in the program and introducing these projects in the courses is sparking so many ideas within students.
I had them create a draft for what they would like their website to look like. I was really impressed with their draft. They had done some research about website design and had noticed what the current trend was with the scrolling sites. We chose Wix as our platform and after showing them a little bit about how to use it, they were up and running!
They organized themselves into a team with each member taking responsibility for a section. Take a look at what they have done so far here at TrojanPA.
Call me Mabee – How Students Said Goodbye to their Favorite Teacher
Like I mentioned the students are full of ideas J When one of their favorite professors was retiring, they thought they could create a music video for him convincing him to stay. The professor’s name was Dr. John Mabee but instead of “Call Me Maybe” their video was titled, “Don’t Leave Us Mabee.”
Using their skills from the video documentary project, they began by creating a storyboard. They then created a folder in the cloud where they could upload the videos shots and images the students had with them and Dr. Mabee. Here is a look at what the video looked like:
Flipped Clinical Skills with iTunes U
The first presentation I ever heard on technology and healthcare was by Dr. Warren Wiechmann, where he shares how teaching in medicine hasn’t changed in the last hundred years. He shares this image showing how the teacher was always the center with students crowding round:
Fast forward to the modern era and it doesn't look too different as you can see in the image. There were a few challenges that had come up with the clinical skills courses. Our professors really pride themselves on teaching students the correct technique, yet when students were studying at home and couldn’t always remember exactly what had happened in class they would turn to YouTube. Sometimes the video was right and sometimes it wasn’t.
We decided to create our own videos and align them to the checklist that the students receive and then curate them all into an iTunes U course. This course allows students to have an accurate resource they could refer back to anytime they needed, both when studying for the OSCE exam and when they were out in clinic. Furthermore, with the new features in iTunesU professors were able to have discussion threads running in sections specific to a part of the clinical exam for that module. I think one of the big favorites with students was the ability to take video notes, in addition to regular notes and then have those be automatically curated and exported to wherever they liked. Next year not only do we plan to build this out for each clinical module but also we plan on also using this with students out in the field to share stories about cases they are seeing, allowing for peer-to-peer teaching. This allows us to help students learn the proper etiquettes when sharing patient stories but the students who have not yet had those rotations will be able to get a little inside look at what is to come. Here is an overview of what the iTunesU course looks like:
KeckPA App and Interactive Magazine
The students were not the only ones who
wanted to share their story. The director of the program was also excited to share the story of the KeckPA program. He met Amara Aguilar, a professor for the Annenberg School of Communication at USC who told him about a course she was teaching on digital journalism. We decided to collaborate. The PA program was going to act as the “client” and Amara’s class was going to create an interactive magazine and app for the program. The icing on the cake was when Amara and I, during a casual conversation discussing summer plans, realized we were both headed to Miami as new members of the Apple Distinguished Educator family! What a coincidence! The magazine and app will be released this fall. In the meanwhile here is a picture of the awesome group of students with Amara and we can't wait to share their work!
The iPad Presentation Board
One of the new types of presentations I've done this year is a poster session. One of the conferences we presented at had us do a poster session in addition to some concurrent ones. The topic was, "Learning to Learn: Speaking the Same Language as Digital Learners" and immediately the ideas were flowing about all the ways we could design it. One big obstacle however was how could we really show the true value of these projects without displaying student work? It wasn't possible and so the idea to create an iPad presentation board was born. I'll share more details about our process in a post soon to come in the meanwhile here are some photos of the board from beginning to end:
We began with the planning process, designing what it would look like and how the board would be able to support so many iPads with cases.
A trip to home depot and few days later we were ready to build and Chris, Maria and I had a fabulous time presenting not only our research poster, but also how we made the board! Big shout out here to our Director - Dr. Kevin Lohenry for supporting us in this endeavor!
EdCamp Inspired PD Day
I'm so proud of our faculty, staff and students for the amazing things they have worked so hard to accomplish this year. Despite busy schedules and all the other things that come their way they carved out time to enrich their lessons and provide incredible learning experiences to students. We ended our year with many celebrations and one of them happened to be a mini EdCamp inspired PD day led by our faculty. Instead of the traditional model where the Director of EdTech or in my case Innovative Learning presents, I worked with faculty members to design short 15m presentations highlighting the work they had done so they could share it with their peers. As they watched the presentations they had conversations about they type of innovation that was taking place using Alan November's six questions that you can find here.
When our medical research director found out that this many faculty would be attending a PD session she was shocked and designed an awesome research study. We conducted a needs assessment by one-on-one observation of individual faculty’s skills for personal use and adoption of devices, social media and applications (apps) over 8 months. This information allowed us to design a one-day workshop with objectives of 1) distinguish between technological integration and innovation by viewing faculty presentations, 2) practice with three different apps (Evernote®, Nearpod® and Explain Everything®), and 3) appraise effective adoption of apps in teaching. Morning activities comprised appraisal (using November’s criteria) of PA faculty presentations of recent technological innovation. Afternoon activities included team-based application of Explain Everything® to design fictional classes in didactic, clinical and project-based curricula.
Outcomes were participants’ self-rated confidence using nine 5-point (strongly agree to strongly disagree) Likert scale questions, themes extracted from participants’ narrative feedback, and workshop evaluations.Results: Twelve of twelve faculty from one program participated. Percentage of faculty who expressed increased confidence in using technology increased from 42% (5/12) to over 80% (10/12). Percentage of faculty who agreed/strongly agreed that the workshop increased their confidence and proficiency in curricular technological integration was 100% (12/12) and 83% (10/12) respectively. Blinded analysis of narratives showed 2 primary themes: ‘enjoyed hands-on interactive experience’ 75% (9/12), and ‘appreciate sharing/conversation’ (5/12). Workshop evaluations showed 100% (12/12) rated workshop quality as excellent/very good and 75% (9/12) wanted more group session. Explain Everything 100% (12/12) was most likely to be selected for future integration.
If you'd like to join our faculty professional development course you can find it here on iTunesU! If you want a quick preview see below.
It's been an incredible year! Next week we begin all over again, building on what the last year's class did and building new relationships with incoming students and seeing what wonderful ideas they'll bring to life.
The year was not without it's challenges and as we move forward into a new year in part four I'll reflect on some of those challenges and share some exciting projects we have lined up.