## H818 Activity 3.2

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Edited by Jonathan Vernon, Thursday, 27 Feb 2014, 16:08

INCLUSION

Inclusion/Case Study : John, an engineering Postgrad PhD student with Cerberal Palsy

Inclusion/Multimedia Demo: Xerte

http://youtu.be/LFYLeT9q8tk

Loads of ideas in VanGundy's book: VanGundy, A.B. (1988) Techniques of Structured Problem Solving, 2nd ed, Van Norstrand Reinhold. Techniques 4.01, 4.06, 4.57

INNOVATION

Innovation/Paper: Spaced-Ed, now QStream. A platform initially designed to support junior doctors as they revised for formal knowledge assessments. Paper (Paper available in OU Library)

Innovation/demo: QStream 90 day trial

Innovation/Workshop: Creative Problem Solving

TAGS: cerebral palsy, accessibility, junior doctors, harvard, qstream, spaced-ed, structured problem solving, van gundy, xerte, multimedia, inclusion, case study, engineering, phd, innovation, youtube,

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## Another First and once again gobsmacked - by the OU interface and the performance of the iPhone

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Edited by Jonathan Vernon, Wednesday, 7 Sep 2011, 11:16

My first smartphone is an iPhone.

As I am writing about mobile learning for an EMA I needed one didn't I ? In any case it's my birthday in three weeks time. Without the kit to test it for yourself you remain a second hand learner.

I am gobsmacked at how dinky it all is after the iPad.

Some Apps work even better in miniature, for example the spaced learning aide-memoir site Spaced-Ed saw me signing up for further micro-courses.

I am into Linkedin, Wordpress and Twitter too; each of these offers a simplified variation of its larger sibling.

This tiny keyboard defies its ability to type at all defies logic, I feel as if I am trying to play a harp wearing gardening gloves.

In relation to where else I can take all that this device offers my immediate thought was confined to a coffin, or under the bed if you'd prefer or perhaps on a bunk in a small yacht.

Unlike the iPad I am could take this for a run or under-dressed spring skiing.

Getting all my Kindle books here with the reader could allow me to cycle the South Downs while listening to a book, not that the Kindle is so hard to have in a jacket pocket.

Much more to discover; my 45 words per minute typing down to 60 characters a minute may render my stream of consciousness less steam and more substance.

On Verra

P.S. I need them for nothing else but had to resort to reading glasses; I dare say there will be yet smaller devices such as a voice-activated iBadge?

P.P.S. No spellchecker and it irritates me that its is automatically miscorrected to it's.

P.P.S. 12 hours later I find myself at a desk with a large screen editing this (spacing mostly), the iPad on my knees like a figure from a book I have reviewed her ... but the figure is an image in Picasa Web. I started on the iPhone (using it as an iTouch at the moment, wifi only) running through 8 items: colleague blog update, Linkedin Group updates, shared doc on Social Media 'Must do' list with links, and while the kettle boiled a few stabs at basic French from an App which I'll ditch as it is too basic and the next step requires payment).

ON REFLECTION

Not only managing the distractions, but the ease at which the Apps can extract payment through the likes of iTunes.

iTunes U is another matter -free learning, on the go wherever you go (and even when you need to go).

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## H800: 32 Wk5 Activity 1 Metaphor and Symbols in Learning

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Edited by Jonathan Vernon, Tuesday, 8 Mar 2011, 20:15

My first take on Saloman (1997) 'Of mind and media', ran to 3,800 words, my second take is still 2,800 ... (See below, it's my previous blog entry).

Now that I've devoured the text I'll consider the questions.

Do you prefer certain forms of representation to a greater extent than others?

1. The only kind of learning that matters is learning that works. This will vary by context, content and desired outcomes. A piece of chalk on a blackboard is learning, as is Avatar. The first might cost $1, the latter$200m.

If so, why do you think that is the case?

2. We cannot always indulge our differences. I dare say the best education might be privileged and historically at home with a governess then a tutor. Personalisation by yourself, aided by parents/siblings peer pressure and your school/institution is what e-learning offers via social networking, forums, YouTube, Tumblr, Facebook, Wikipedia, Google and all the rest of them.

Does this preference apply to everything you attempt to learn?

3. If I am motivated to do so I will do more than watch the TV programme or catch the radio show ... I will do more than buy the book (or books), I will do a course, join a group, get a qualification. It is progressive, exploratory and stepped; it ends in your head, and may begin on your own but is often best developed with others. Though ask a successful author how they developed their craft skills or how they now work and I doubt they say they do it as a group/collective in a writer's group.

Or does it vary from one type of learning task to another?

4. Whilst certain approaches, if there is a choice, do lend themselves better to certain ways of doing it, any learning is defined by the candidate's motivation to learn and what is available, let alone their individual circumstances. I do think that challenging someone to learn might deliver a better outcome than spoon-feeding or mollycoddling. I learnt to deliver a baby when I had to, I had about five minutes to read a very short chapter on 'home delivery'. I learn to sail when it went wrong and we escaped drowning. I learnt to make training films by making mistakes (and putting them right). I once saw a production of Sleuth that was performed in front of the curtains with none of the pyrotechnics or gadgets ... in this simple form it was more engaging. i.e. I am going back to the story told around a campfire, perhaps with a song. This is how to enjoy Beowulf rather than as a movie.

Does the article make you think differently about what you do?

5. The article irritated me. It is 4, 800 words long. The first half could be removed entirely. Editorially I would have put a line through the waffle and a red line over disagreements. I have a paragraph of what I'd fix that I'll post in my blog. It should have been edited to improve what is poor writing. However, it is this disagreement and the 'mistakes' that have rattled me and so got my attention. How therefore to create a tussle with the text or concepts? They do it at Oxford, it's called a debate.

To what extent do the technologies available limit the learning and teaching possibilities in terms of forms of representation?

6. The technologies are not the limiting factor, they are only possibilities. The limiting factor is the author of the learning - bells and whistles do not improve a lesson if the teacher hasn't a) got an idea b) prepared a 'script' that has some chance of success.

Can you describe any specific examples of how different forms of representation are an important influence on teaching and learning situations with which you are familiar?

7. In H808 we did a group task that had to end with a presentation/representation of some kind. We had powerpoint presentations, and videos but to my surprise as I had doubted it would work one group did a poster that was rich, comprehensive, inventive, memorable and in one shot said it all - indeed with the flows and movement of information about the page I'd even described it as interactive. i.e. Keep It Simple, Student. I've been using a Kindle poolside to show swimmers pages from the 'Swim Drill Book'. It has proved extraordinarily effective.

To what extent do assessment methods constrain or privilege certain forms of representation (for example, how much does a written examination reveal about a learner’s competence in communicating effectively in a second language?).

8. Testing is more vital for the learning process than as a test to achieve a grade, pass or mark. But of course assessment is crucial for the sake of credibility and to have something to open a door to work. A written test tests someone's comprehension of the language and confidence/ability with this language first. Interesting for the last year I've been feeding my learning back to a national sports organisation. I have been fairly critical of a written test for sports coaches as it is at odds with the way they learn and what they do ... it was dropped from the curriculum last week. I had read during H807 or H808 about how the thing to be taught, the approach to teaching it and the way it is assessed should all marry up. i.e. to teach someone to dive Kate are they ever going to have to go near or in water? Of course they are. At what point does their reading or writing skill hinder their ability to qualify? If you want to learn to sail someone had to give you the helm; my father would never do so! I went off and did a course without telling him so that should he fall over board I'd know how to get back to shore. The ultimate tests I have windsurfing and skiing have been where errors would be fatal ... though I'm not suggesting a test should be a life or death matter, though it wouldn't half concentrate your mind.

Finally, I spent this morning with a colleague/friend who did an e-learning diploma with Sussex University.

We shared favourite e-learning websites and the ones we hated the most. I came away rather depressed by the awfulness of many, their formulaic approach and dreadful written and spoken English - there is a lack of craft skills. I think these things have been designed and created with the context in which the learning will take place in mind or the multiple opportunities people can and will find to engage with a task or topic. Personally, I like to hear and see it from several sources, good and bad, then give it a go several times ... and in time form an opinion having done what I'm doing here and did this morning over coffee - batting it about.

We liked Spaced-ed and can see what they are doing with Qstream ... though our own e-learning will naturally engage even more than these!

I came away with key ideas such as: metaphor, variety, mistakes, context, relevance and participation.

REFERENCE

Salomon, G 1997, 'Of mind and media', Phi Delta Kappan, 78, 5, p. 375, Academic Search Complete, EBSCOhost, viewed 8 March 2011.

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## Asynchronous Spaced Education becomes synchronous and game-like

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Edited by Jonathan Vernon, Sunday, 16 Mar 2014, 06:22

I might have interviewed Dr Price Kerfoot of Spaced-Ed for H807, 'Innovations in E-learning' a year ago.

I finally caught up with him this afternoon two weeks into the Spaced-Ed transmogrification that is Qstream.

We used Skype. Clear barely broken sound. Sharp video in colour. It worked.

It was a fascinating discussion.

I should have asked to record and done so.

Next time. I'm sure the conversation has only just begun.

Though armed with a set of questions used in TMA02 of H807 non were necessary. I'd prepared them to follow a narrative flow, and that is what we did.

We have something in common, we were both at Balliol College, Oxford.

I was there as an undergraduate 1984, he was there five years later as a Rhodes Scholar taking a BA in Medicine. Dr B P Kerfoot is now an Associate Professor of Harvard Medical School. He is also a passionate educator and e-learning entrepreneur. I suspect we will continue to hear a great deal abot him - he has a passion for education, reminding me of the late Randy Pausch, even the Robin Williams character from Dead Poets Society; there is an unstoppable, engaging warmth backed by a profound intellect.

The narrative

Price had finished his surgical training when he went into education, an odd elective he admits, but one that through circumstances and surely an innate interest has proved fruitful.

What is the problem?

I didn't need to make this prompt. You strive to fix something when you see it isn't working. Learning outcomes from first year medical students were poor. Why, in US terms, spend \$1000 dollars on a course only to find a year later that the traditional methods of acquisition and retention of knowledge has failed.

No problem, no fix.

Price looked to web-based teaching to create learning modules. Two concepts were devised, the spacing of questions proved successful. This is from one of a dozen papers authored by kerfoot and his team; each one, naturally, a worthy, academic, professional appraisal.

Two reports are cited as we talk, one on the effect on the hippocampus of rats, another on phosphate levels in fruit flies. As an OU student these reports are readily available.

There is physiological evidence that 'spaced learning works'.

This matters:

a) you want something that works,

b) you want something that will justify the investment.

We give it away, academics in the US are commercially savvy.

Its as if in the UK academics (individuals and institutions) are like bachelors and spinsters, whereas in North America they are eager to marry.

More importantly the research has shown that the Spaced-ed approach improves patient outcomes the goal it was found that cancer screening of patients improved by 40% for the year spaced-education was introduced.

In 2006 the methodology was submitted by Harvard for a patent application. Entrepreneurs and venture capital companies were also approached.

It's a shame the Spaced-Ed blog hasn't been maintained, though you'll get some further insights here.

What began as continual education in medicine has expanded. If you go to the Spaced-Ed website there are all kinds of courses you can take, typically 20-30 questions of the multi-choice type fed to your laptop, SmartPhone or iPad. Writing these multiple choice questions is an effort and requires skill to get right,, indeed I can admit to wanting to create what I thought would be a simple set of questions relating to teaching swimming … but the correct construction of the questions, let alone the creation of appropriate images has held me back. It isn’t as easy to get this right as it looks. You don’t want to feed your audience lame questions, nor do you want to overstretch them. There is also some negative feelings about Multi-choice, perhaps we have all had negative experiences at school … I personally remember what we described as ‘multi-guess’ that was so often used in Chemistry classes. Though clearly effective, not enough people have been persuaded to pay for these sets of questions, even a dollar or so.

Gameification is the key. You respond in a way that other s like and you get points for it and your name appears on a leader board.

Rich content and a range of responses is what’s new. And its live And its competitive

And so Qstream delivers synchronicity and a sense of community Price also talked about how to make it possible for answers to questions to become searchable in Google – I guess with the inclusion of the right metadata. I didn’t need to say it to find I’m told the more controversial responses would generate the most responses. Now it’s starting to sound like the format of the Oxford Union Debating Society – I guess Price went along there at some stage too. By listening to two sides battle it out you form your own opinion.

One final statistic – 85% of those studying urology in North America (that’s the US and Canada) are using Dr B Price Kerfoot’s 23 question Spaced-ed multi-choice Q&A.

The competitors are Quora, Stackoverflow and FormSpring or some such … I’ll go take a look.

REFERENCES

REFERENCE

J Gen Intern Med 23(7):973–8

DOI: 10.1007/s11606-008-0533-0

© Society of General Internal Medicine 2008

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## Spaced-Ed

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Edited by Jonathan Vernon, Sunday, 4 May 2014, 11:43

SpacedEd is a platform designed to allow learners and teachers to harness the educational benefits of spaced education.

Spaced education is a novel method of online education developed and rigorously investigated by Dr. B. Price Kerfoot (Associate Professor, Harvard Medical School).

It is based upon two core psychology research findings:the spacing effect and the testing effect.

In more than 10 randomized trials completed to date, spaced education has been found to:

1. Improve knowledge acquisition
2. Increase long-term knowledge retention (out to 2 years)
3. Change behavior
4. Boost learners' abilities to accurately self-assess their knowledge.
5. In addition, spaced education is extremely well-accepted by learners.
6. The spacing effect refers to the psychology research finding that information which is presented and repeated over spaced intervals is learned and retained more effectively, in comparison to traditional bolus ('binge-and-purge') methods of education.
7. The testing effect refers to the research finding that the long-term retention of information is significantly improved by testing learners on this information.
8. Testing is not merely a means to measure a learner's level of knowledge, but rather causes knowledge to be stored more effectively in long-term memory.
9. The spaced education methodology is content-neutral and thus can be utilized to learn most anything.
10. Potential applications range from teaching chemistry concepts to high school students to reinforcing Arabic language skills among health workers in the Middle East.
11. It can also be used to reinforce educational material which was initially presented in the classroom.
12. The full multi-media capabilities of the Internet can be harnessed to create a rich and effective learning experience.
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## Where old meets new: paper and handwriting vs e-learning

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Edited by Jonathan Vernon, Tuesday, 11 Nov 2014, 06:53

Paper Assignments

I have in-front of me an Amateur Swimming Associations (ASA) paper for the Level III Senior Club Coach certificate. There are 12 sheets, facing side only. The paper is waxed, copyrighted and stamped with the ASA logo. Having attended a day long workshop on the topic, done some reading and from my own experience I complete these assignment and submit. It ought to be submitted as is; this is in part a test of authenticity. I have handwritten my responses. My habit and way of doing things is to have it in a word document, so I load the text and tables, complete the required questions/tasks, print off and submit both parts. Invariably I get a note about the typed up/printed off version being so much better ... it takes skills that even I lack to write something in some of the minuscule boxes.

I was discussing on Monday with the ASA how to avoid plagiarism with e-assessments.

I mentioned Nottingham University medical students attening a computer-based assessment. I mentioned software that can spot plagiarism. I struggled however with the kind of forms the ASA uses as these tests seem to be have written with the EXAMINER in mind ... i.e. to make them easy to mark. Which also makes it easy to cheat. The answer is the same, not open to interpretation. More or less. This isn't strictly fair ... papers are returned covered in red ink - I have redone one paper.

There has to be a sign in process that is used to identify a person.

How many people cheat? Is it such a problem?

Apparently so. Even with certificates and qualifications it appears easy to falsify documents. And often, these determined people are excellent teachers/coaches who have learn their trade as competitive swimmers and/or on the job, so they know what they are doing, they simply don't have the piece of paper.

Memory Cards

I also have in front of me a set of handwritten cards given to me by a colleague who has just taken her Level II Coaching certificate. She failed the written paper. She used these cards to test herself. My intention is to put these into Spaced-Ed, as an exercise, possibly to create or to begin to create a useful learning tool.

I like the way Space-Ed prompts you over the week, tests you on a few things, then leaves you alone. You have time to assimilate the information. Is it easy learning? It is easier learning ... nothing beats a period of concerted effort and self-testing to verify that you know something or not.

Whether electronic, or paper ... or the spoken word, there is always a bridge to gap, a translation, as it were, of the information a person wants or needs to assimilate and this assimilation process.

Common to all is EFFORT.

Do you work hard at it for longer periods of time ... or divide the task up into smaller chunks? Which works best? For you, or anyone? Is there a definitive answer? No. It will vary for you, as with anyone else. It will vary by motivation, inclination, time available, the nature and importance of the topic, the degree to which this topic is covered in print or online, or in workshops and in the workplace. In deed, my contention, would be that the greater the variety of ways to engage with the information the better it will be retained and the more useful it will be when required in a myriad of ways to be applied or is called upon.

On reflection

I learn from writing somethign out by hand. I learn again when I type it up. I may not be engaging with it 'in the workpale;' but there is engagement non the less through my eyes, hands and fingers. Similarly the person who wrote out this pack of 71 cards (both sides written up) was preparng themselves, afterall, for a written exam. She knows her stuff poolside, her struggle (as I know is the case for many) is translating this into exam-like responses in a highly false setting, away from a pool, from swimmers, having to read words to respond in text, rather than reading an athlete (observation) and responding with a fixing drill or exercise.

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## Learn - repeat - learn

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Edited by Jonathan Vernon, Monday, 15 Jul 2013, 17:13

'The psychological conclusion demands a distribution of repetitions such that some of them should be produced at a later time, separated from the first repetition by a pause'. (Vygotsky, 1926:Location 2686)

So wrote the educational psychologist Lev Vygostsky over 80 years ago. Putting this into practice using email (and now Smart Phone apps and eventually Facebook), the team at Spaced-Ed have created a learning system that works.

SPACED EDUCATION – DR B PRICE KERFOOT

Interactive Spaced-Education to Teach the Physical Examination: A randomized Controlled Trial

BACKGROUND/PROBLEM

Several studies have documented that physical examination knowledge and skills are limited among medical trainees.

OBJECTIVES:

The objective of the study is to investigate the efficacy and acceptability of a novel online educational methodology termed ‘interactive spaced education’ (ISE) as a method to teach the physical examination.

DESIGN:

Randomized control trial.

PARTICIPANTS:

170 second year medical students.

MEASUREMENTS:

• Spaced-education items (questions and explanations)
• Validated by two experts
• Piloted and 36 items selected for inclusion
• 6 spaced-education e-mails each week for a 6 week cycle.
• Students submitted answers to the questions online and received immediate feedback
• An online end-of program survey was administered.

RESULTS: Successful 85% participants recommended the ISE programme for students the following year.

CONCLUSIONS: ISE can generate significant improvements in knowledge of the physical examination and is very well-accepted by students.

While many studies have documented the dearth of physical examination knowledge and skills among trainees, ISE has the potential to remediate these deficiencies across the spectrum of medical education (p977)

Why necessary?

Students do the training, but may still have poor recall a year later. Spacing works.

The spacing effect is the psychological finding that educational encounters that are spaced and repeated over time (spaced distribution) result in more efficient learning and improved learning retention, compared to massed distribution of the educational encounters (bolus education). (P973)

As Vygotsky expressed it 80 years previously:

'It should also be emphasized that every person has his own customary rate of response, and that any change in this rate, either speeding it up or slowing it down, weakens the force of recall'. (Vygotsky, 1926:Location 2686)

And so here students can tailor the timing of questions they are fed - spacing them out or bunching them as they see fit and circumstances change. Go try it, there are courses you can do on topics that a far less demanding that second year physical examinations. Try world history in maps, for example, or getting the most out of your iPhone.

A distinct neurophysiologic basis for the spacing effect has been identified

‘Spaced education’ refers to online educational programs that are structured to take advantage of the pedagogical benefits of the ‘spacing effect’.

Interactive spaced-education (ISE) combines the pedagogical merits of both the ‘spacing effect’ and the ‘testing effect. (974)

Each spaced-education item consists of an evaluative component (a multiple choice question based on a clinical scenario) and an educational component (the answer and explanation)

Psychometric analysis of the questions was performed using the Integrity test analysis software (http://integrity.castlerockresearch.)

Based on item difficulty, point-biserial correlation, and Kuder–Richardson 20 score, 36 of the questions were selected for inclusion in the ISE program.

• Students receive spaced-education e-mails at designated time intervals which contain a clinical scenario and question (evaluative component).
• Upon clicking on a hyperlink in this e-mail, a web-page opens which displays pertinent images and allows the student to submit an answer to the question.
• Upon downloading this answer to a central server, students are then immediately presented with a webpage displaying the correct answer to the question and an explanation of the curricular learning point (the educational component).
• By having the provider submit a response before receiving the correct answer and an explanation, this process requires greater interactivity, which educational theory argues may improve learning outcomes.
• The submitted answers of students were recorded using the MyCourses™ web-based education platform

The survey was constructed and administered online using the SurveyMonkey web-based platform.

Future developments and assimilation of spaced-education alongside traditional medial school teaching methods

For example, as ISE utilizes traditional web-pages for the submission of answers and for the presentation of learning points, it should be possible to use all of the functionalities of web-pages within the ISE program to meet the training needs of care providers. For example, physician trainees learning how to auscultate the heart can be presented with ISE items which contain an audio recording of an unknown heart sound, and then, trainees can be asked to identify the murmur.

LESSONS LEARNT

Micro-learning is favoured over more substantial time being given to this. I can imagine many applications.

This finding is in stark contrast to the strong resistance we encountered when conducting a recent trial of web-based teaching modules among 693 medical residents and students. In this trial focusing on systems based practice competency education, trainees were expected to spend 20 minutes per week over 9 weeks completing web-based teaching modules (interactive web-pages and online narrated slide presentations). (p977)

This high acceptability also likely reflects the ease of use of the spaced-education delivery system, the immediate relevance of the content, and the importance that students attribute to learning the physical examination. (p977)

Some items to cover if you are thinking of being a professional and thorough as the team at Harvard and Spaced-Ed:

• · Conflict of Interest:
• · Funding/Support:
• · Financial Disclosures:
• · Author Contributions:
• · Conception and design:
• · Acquisition of data:
• · Analysis and interpretation of data:
• · Drafting of the manuscript:
• · Critical revision of the manuscript for important intellectual content:
• · Statistical analysis:
• · Obtaining funding:
• · Ethical Approval to Perform the Study:
• · Corresponding Author:

And a finaly word from Lev Vygotsky.

'Rhythm plays a decisive role in the learning process, unifying some of the material, conferring on it a sequential symmetry, and, finally, organizing the various elements into a unified whole'. (Vygotsky, 1926)

REFERENCE

Kerfoot, B, P (2006) SPACED EDUCATION. Interactive Spaced-Education to Teach the Physical Examination: A randomized Controlled Trial.

Vygotsky, L (1926) Educational Psychology

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## H808 activity 8.1, Podcasting

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Edited by Jonathan Vernon, Saturday, 27 Aug 2011, 18:44

A few words on Interactive Spaced Education from Firle Beacon on the South Downs.

Dr Price Kerfoot trained at Harvard Medical School and Oxford and then elected to spend two years not in research, but in developing educational tools.

Dr Kerfoot took a simple learning problem, the failure of his urology students to retain enough of what they learnt and went looking for a fix.

Medics are used to cramming for exams, testing themselves with question cards, so Dr Kerfoot wondered if this method of 'spaced learning' could be shown to have educational value; it has a history. Research with Harvard students showed that it could work so a programme was created that would develiver sets of questions to students by email with links to a website that would set multiple choice questions.

Students would learn and be tested at the same time.

The results, written up in various journals, have proved to be encouraging; the platform is now available to others to exploit.

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## Interactive Spaced Education works

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Edited by Jonathan Vernon, Monday, 15 Jul 2013, 17:03

Why I got up this early.

It's taken me 90 minutes to get round to the report I WANTED to consider and share. I think this is important on many leavels.

The quality of thinking behind the development of Interactive Space Education at Harvard Medical School.

The effectiveness of the outcomes.

I've been familiar with Spaced-Ed for five months and have tried a few modules. I recommend it. Make some of your own. The arguments for its use are solid and grounded in scientific research.

REFERENCE

TESTING NEW INSTRUCTIONAL METHODS

Kerfoot,B,P (2008) Interactive Spaced-Education to Teach the Physical Examination: A Randomized Controlled Trial. Armstrong,E.G., O’Sullivan,P.M.,JOURNAL OF GENERAL INTERNAL MEDICINE Volume 23, Number 7 Harvard Medical International.

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## Multimodality vs. a messup (also known as a mashup)

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Edited by Jonathan Vernon, Saturday, 27 Aug 2011, 10:52

Mulitmodality is the professional and practicle expression of a mashup.

Multimodality (Kress, 2010) is unique to using mixed electronic media. It is what I crave when listening to a podcast or watching something on YouTube. I want the interactivity, the non-linearity and the connectivity that is unique to a multimodal response to learning.

There's not much of it about.

Or is there?

Compendium's pretty neat. Not the best user interface, but it is non-linear and multi-layered and most of all, it only works in its digital form.

What else?

I enjoy Spaced-ed where I am currently doing World History in Maps and Core Anatomy for Medical Students.

See Learning by Degrees in the Harvard Magazine for a piece on the creator of Spaced-Ed, also Floreat Domus 2010, the alumni magazine for Balliol College, Oxford,

Acrobat Presentations

Although I am yet to use this, it feels like a combination of Skype and Power Point, with audio and video thrown in and superior graphics (it is after all Acrobat).

I invite further suggestions:

+

+

+

+

REFERENCE

Kress,G. (2010) Digital Literacies. A research Briefing by the Technology Enhanced Learning phase of the Teaching and Learning Research Programme. Julian Gillen and David Barton. London Knowledge Lab. Institute of Education. University of London. www.tlrp.org/tel

On of a pack of leaflets, reports and brochures I picked up at JISC in April. I only dug them out because I craved some e-learning literature in print. Odd that.

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## Interactive Spaced Education that works

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Edited by Jonathan Vernon, Monday, 4 Feb 2013, 11:43

Serendipity took me to Space Ed when I had just started H807 ‘Innovations in E-learning.’

Dr Price Kerfoot is an alumni of Balliol College and he was featured in the College Magazine. This Balliol and Harvard trained doctor had considered ways to improve the way in which medical students learn. A great deal must be learnt rote, you have to know your anatomy (to start with). This means dissecting a cadaver, making the information stick, then testing yourself relentlessly so that exams can be passed.

Here is a professional educator using e-technology to solve a problem.

As an innovation in e-learning nothing compares. It may not use second life or 3D animation, but is addresses a learning problem and offers an effective solution – good-bye factoids on Rolodex cards, hello 21st century email and text alerts probing you to answer multi-choice questions correctly. If you get it wrong, you receive the right answer and an explanation. This question will be resent in due course and sent repeatedly until it is self-evident that you now know the correct answer.

I’m signed up for Core Anatomy.

I haven’t a clue but using Google and go into research mode. It is staggering the wealth of visual materials to support learning, beautifully rendered images of the human body, podcasts from doctors, definitions of the terminology with audio so you learn how to pronounce these things. I still get the first couple of questions wrong, but never mind. I understand what the right answer is, I am building a corpus of knowledge that will in time enable me to answer 100 questions rather than only 25.

Give it a go.

Better still, build your own Space Ed programme. The platform is free to use and you are free to offer the results of your endeavour for free … or for a fee.

REFERENCE

TESTING NEW INSTRUCTIONAL METHODS

Interactive Spaced-Education to Teach the Physical Examination:

A Randomized Controlled Trial

B. Price Kerfoot, MD EdM1,2,3, Elizabeth G. Armstrong, PhD2,3, and Patricia N. O’Sullivan, MD3,4

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## Wikipedia and SpacedED

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Edited by Jonathan Vernon, Monday, 29 Aug 2011, 12:53

Wikipedia is the parent that does your homework for you. SpaceED is the parent who asks you questions so that you learn something and it sticks. Discuss.

SpaceED is a newly launched platform for creating simpe Q&A learnnig modules.

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