Here is the playlist for all presentations to date. Remember its a work in progress so they will increase in number, and hopefully in quality and presenting skills over time. They are based around microlearning so are perfect for on the go learning. If you go to the original post for each recording, the presentation is also available as file version to download.
This post is to share a fantastic health care education resource that provides resources, discussion, hot topics and is a global community of practice. One to definitely follow.
Harvard Macy Community Blog: “Fostering the ongoing connectedness of health professions educators committed to transforming health care delivery and education”
Key terms: Social learning; situated learning; community of practice; innovation; incubator; social media; global citizen
Note: No affiliation with any of the recommended resources (I wish!)
Introduce and provide an overview of heutagogy:
- What is heutagogy
- Challenges of sandpit approach in healthcare
This is part of the presentation series from Nursing Education Network. All based on microlearning, they will be short quick snippets on education topics to provide an introductory overview.
Nursing Education Network. (2018). Heutagogy & Nursing.
Introduce and provide an overview of adult learning:
- Knowles 4 principles
- Lifelong learning
This is the second presentation from Nursing Education Network. All based on microlearning, they will be short quick snippets on education topics to provide an introductory overview.
Introduce and provide an overview of education theories:
- Experiential Learning
- Communities of Practice (CoP’s)
This is the first presentation from the Nursing Education Network series. All based on microlearning, they will be short quick snippets on education topics to provide an introductory overview.
Teachnology: the use of technology for education purposes.
Journal Club Article: Ramalingam, B. (2006). Tools for knowledge and learning: A guide for development and humanitarian organizations. London: Overseas Development Institute.
“No one should be dying or suffering because knowledge that already exists in one part of the world has not reached other parts. It is up to each of us to take the responsibility to ensure the knowledge flows easily to where it is needed” (Geoff Parcell, Learning to Fly, 2006).
The application of learning and knowledge based strategies derived from learning from lessons of the past and from elsewhere, to then overcome the challenges and boundaries of time and space.
Strategies of the Learning Organisation
A Holistic View of Knowledge and Learning Tools
- Organisational contexts: Strategic alignment, management behaviours, institutional pressures, funding cycles, historical evolution.
- Relationships and collaborations: within and across organisation – via networks, ICTs, communications plans; core functions; support functions.
- Organisational knowledge: Forms and locations; creation, sharing, storage, use; key activities and tools; relevance, how the message is packaged and communicated.
Five Competencies Framework (Collison & Parcell, 2001)
Aim: “To work out how well they are performing against organisationally established criteria for knowledge and learning, and to identify goals and priorities for improvement. The competency framework works on the principle that effective knowledge and learning is based on improving performance in:
- Strategy Development
- Management Techniques
- Collaboration Mechanisms
- Knowledge Sharing and Learning Processes
- Knowledge Capture and Storage.”
Knowledge Audits: Taking a systematic and strategic approach to knowledge and learning can help to integrate the diverse activities of an organisation, and facilitate more productive processes of knowledge sharing and dialogue between internal and external stakeholders.
Social Network Analysis: a research technique that focuses on identifying and comparing the relationships within and between individuals, groups and systems in order to model the real-world interactions at the heart of organisational knowledge and learning processes.
Most Significant Change (MSC): the process involves the collection of significant change (SC) stories emanating from the field level, and the systematic selection of the most important of these by panels of designated
stakeholders or staff.
Outcome Mapping: As development is essentially about people relating to each other and their environments, the focus is on people.
A facilitator supports use of imagination to think of the ideal workspace, organisation and what the 5 year plan looks like,
The SECI Approach
“There are four key processes through which tacit and explicit knowledge interact, namely, socialisation, externalisation, combination and internalisation. Together, these processes make up the SECI principles.
- Socialisation allows to share tacit knowledge
- Externalisation converts tacit into explicit knowledge
- Combination combines different types of explicit knowledge
- Internalisation converts explicit into tacit knowledge.”
Lewin’s Force Field Analysis
“Force Field Analysis was developed by Kurt Lewin (1951) and is widely used to inform decision making, particularly in planning and implementing change management programmes in organisations.”
Activity Based Knowledge Mapping
“Is a tool which enables knowledge inputs and outputs to be
linked in a systematic fashion to ongoing organisational activities and processes – from office mail to strategic reviews.”
Other resources are also discussed.
“Team development has been described in terms of five stages, beginning with a simple ‘membership’ group, and working through ‘confrontation’ to a ‘shared-responsibility’ group (Bradford and Cohen, 1998). Bradford and Cohen suggest that the different stages of groups differ in terms of the following characteristics:
• Atmosphere and relationships
• Understanding and acceptance of goals
• Listening and information sharing
• Decision making
• Reaction to leadership
• Attention to the way the group is working.”
Action Learning Sets
Mind Maps or Concept Mapping
Social technologies for collaboration
Knowledge Sharing & Learning
- Peer programs
- Challenge sessions
- How to guides
- Reviews and retrospects
- Intranet resources
Collison, C., & Parcell, G. (2001). Learning to fly: Practical lessons from one of the world’s leading knowledge companies. Capstone Ltd. [GoodReads]
Davies, R., & Dart, J. (2005). The ‘most significant change’(MSC) technique. A guide to its use.
Earl, S., Carden, F., & Smutylo, T. (2001). Outcome mapping: Building learning and reflection into development programs. IDRC, Ottawa, ON, CA.
Ramalingam, B. (2005). Implementing Knowledge Strategies: From Policy to Practice in Development Agencies. ODI Working Paper 244, London: ODI.
Journal Club Article: Carpenter, J. P., & Linton, J. N. (2018). Educators’ perspectives on the impact of Edcamp unconference professional learning. Teaching and Teacher Education, 73, 56-69.
The Unconference or Edcamp
- Survey participating educators (N= 105), of which 88% were female.
- Interview and focus group participants (N= 18), of which 55.6% were female.
The female ratio was consistent with the US education workforce.
- n=96 (91.4%) of respondents indicated that they had changed their practices as result of their Edcamp participation. Most commonly described changes were use of technology and use of new instructional strategies.
- Perceived that those changes had some kind of positive impact on student learning, although this impact was not always quantifiable in terms of traditional measures of student achievement such as test scores.
- Teacher collaboration increased following Edcamp participation, particularly collaboration facilitated through technology among members of a professional learning network (PLN).
- Participation provided new experiences for students and enabled students to gain new skills.
- n=65 (61.9%) of participants reported that they encountered some type(s) of obstacles, barriers, or challenges as they tried to use what they learned via their Edcamp experience.
Self reporting method, also the fact the educators participated in the Edcamp may indicate a motivated sample of educators.
“Participants overwhelmingly asserted that they had changed their practices as a result of their participation in Edcamps.
The Edcamp model appeared to positively affect teaching and learning while respecting the participants’ motivations, autonomy, experiences, and ultimately their professionalism and capacity to engage in complex intellectual work.
Those who organize and facilitate education conferences could apply our findings to identify new possibilities for conference structure and format.”
Carpenter, J. P., & Linton, J. N. (2018). Educators’ perspectives on the impact of Edcamp unconference professional learning. Teaching and Teacher Education, 73, 56-69.
Create a Video Playlist
You may be uploading and creating your own video playlist, or collating a playlist of useful resources to suit a particular topic. Here are some resources to consider using. Please post in the comments section any other resources that are available.
- Viewer playlists – organise your favourite videos and share. No creation of videos is required, you are just grouping together useful resources to share.
- Creator playlists – if you create videos it provides a way to organise videos into topics and for viewers to find them.
- Organised into subject content, theme or whatever you choose.
- Videos are organised in a legal format for yourself and others to view.
- Can embed into a website or resource.
- Can provide analytics.
Example: Nursing Education Network Playlist
How To Make A YouTube Playlist
Why To Make a YouTube Playlist
Some Persuasive Data from YouTube Statistics:
- YouTube has over a billion users — almost one-third of all people on the Internet — and every day people watch hundreds of millions of hours on YouTube and generate billions of views.
- YouTube overall, and even YouTube on mobile alone, reaches more 18-34 and 18-49 year-olds than any cable network in the U.S.
- Growth in watch time on YouTube has accelerated and is up at least 50% year over year for three straight years.
Data from YouTube Statistics
Other video player resources: Vimeo or Apple.
Teaching And Learning Through Video
Use you mobile phone, laptop or tablet for quality video recordings. Just check your device to see what video recording and editing software you already have. There are lots of options available for editing but as a beginner using your devices editing software or using YouTube may be the easier and less frustrating approach until you build up your recording skills.
- Stability (use two hands or a selfie stick)
- Audio and background noise
- Point of view: where is the camera focused on
- Framing: orientation of the camera
- Clean your lens
Don’t forget to add captions and subtitles [more info here].