Photo paukrus- Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/paukrus/4093830467/

LIVE DISSECTION

of a Twitter-based educational activity

ASME 2014Brighton

Annalisa Manca - @annalisamancaEducational TechnologistSchool of Medicine

Ellie Hothersall - @e_hothersallPublic health doctor and theme lead for public health teaching School of Medicine

Natalie Lafferty- @nlaffertyDirector Technology in Learning at the College of Medicine, Dentistry & Nursing

WELCOME

AIMS, OBJECTIVES AND OVERVIEW

• Become familiar with Bandura’s social learning theory • Understand self-efficacy and why it matters for learning, especially when using

new technologies• Deconstruct learning activities to find

what helps students’ learning and what doesn’t

• Plan, design and run a successful online learning activity based on discussion

• Recognise cognitive load, what contributes to it and how to deal with it

• Facilitate reflection about social learning and group dynamics in an online-based medical education activity

SETTING THE SCENE

http://www.flickr.com/photos/sookie/31219031/

TECHNOLOGY IS DRIVING

@nlafferty

Learning … Any time, any where, any place

At work … home … on the gohttp://www.flickr.com/photos/earlysound/4490601295/ @nlafferty

No longer restricted to libraries & formal learning

@nlafferty

MOOCs

Massive Open Online Courseshttp://www.flickr.com/photos/fantasticalmonkey/231718162/ @nlafferty

@nlafferty

Free Open Access Meducation #FOAMed

@nlafferty

http://lifeinthefastlane.com/foam/@nlafferty

Supporting MedEd

@nlafferty

Changing how we work @nlafferty

@nlafferty

PERSONAL (and PERSONALISED) LEARNING

http://www.flickr.com/photos/dalelane/9148453585/

Education … teaching and learning … looks different for each of us

@nlafferty

Signposts to learning

“Guide on the side”http://www.flickr.com/photos/23958473@N06/2302082384/ @nlafferty

PREP

Activity – How to …

• Make an account – use a memorable @ (can change this at a later date)

• Follow some people – search

• Start tweeting!

• Use #asmeasm2014 for all your messages during the conference

First task – in pairs

• Introduce each other on Twitter

• Have you ever participated in a twitter chat? Did you find it useful for your learning?

• Remember your ‘mentions’ and hashtags

• Include #asmeasm2013 and #TLiDi in your answer please!

HISTOLOGY

Photo from Wikimedia

Hashtags – used to categorise tweets. You can use multiple in a single tweet.

Mention – Natalie tagged another user by using their @twitter name

URL – it can be shortened using URLshortner services

Reply

View the whole conversation between @nlafferty and @BDHodges1

Profile picture

Name Username

Anatomy of a Tweet

Retweet to share to your followers

Favourite

Do moreRT – RetweetMT – Modified tweet

<140 characters_

GROSS ANATOMY

Photo from Wikibooks

Activity – in pairsObserve conversations via #hashtags

#FOAMed#wenurses#ukmeded#phdchat#ASMEASM2014 • Is there a discussion going on?

• Similarities and differences from normal conversations

• Are the tweets mainly a “monologue”?

• Is there proper interaction?• Content of tweets

PATHOLOGY – elements that can make stuff go wrong

Human behaviour(learning)

environment

behavioural patterns

affective and cognitive

factors

• self-efficacy• practice

• expectations• knowledge• attitudes

• community• norms• social system

Bandura’s social learning theory (1971)

Self-efficacy (Bandura, 1977)

1977 2004 2008phobias PTSD education/technology

An individual’s belief in their ability to succeed in producing a particular outcome (Bandura 1977)

self-efficacy

motivation

skills

teacherdirection

supp

ort

ince

ntive

s

mat

erial

tools

tasks

Educational activity as a scaffolding structure

https://w

ww

.flickr.com/photos/gavatron/10037318335/

information overload

Self-efficacy expectations

Performance accomplishment

Vicarious experience

Verbal persuasion

Physiological states

Behaviour/Learning

• Personal mastery / success• Based on authentic experience• It can influence self-motivation

• Inferences from social comparison

• Observation and interaction with others

• Experience

• Encouragement from tutors and peers

• Not based on experience

• Emotional arousal can debilitate performance

Building self-efficacy expectations

Self-efficacy expectations

Performance accomplishment

Vicarious experience

Verbal persuasion

Physiological states

Behaviour/Learning

Building self-efficacy expectations - in practice

• Model the educational experience around students’ learning needs

• Consider pre-existing knowledge and environment

• Encourage communication and interaction

• Set appropriate level of difficulty

• Teacher accountability• Moderation skills• Leadership and

engagement• Peer support

• Help students overcome fear and anxiety related to performance

• Early acquaintance with tools

PROSECTION

Based on previous work by nhssm.orgOriginal scenarios written by Mr Alex Talbott and Dr Chloe Sellwood Twitter chat with Social Media emphasisEasy to tweak to student focus

http://www.open.edu/openlearn/sites/www.open.edu.openlearn/files/sneezeInLine_0.jpg Creative Commons

Origins of #fluscenario

4. (To understand there is more to public health than drinking water and inequalities)

Warming up

Introduced during Respiratory Block lectures

“Introduction to Twitter” sessions from TILT team

Encouraged to get Twitter account and start using in advance

Photo: Simon Schoeters/Creative Commons

Phase 1

• Background• Preparation

Phase 2

• Early outbreak• Communication and risk

Phase 3

• Late outbreak• Prevention and mitigation

Phase 4

• Wrap up• Lessons learned

Outline

http://hawksey.info/tagsexplorer/?key=0Ar1MOlq1UirpdGQyS0tHamNNQzN5LTFZaFJZcVQ3VVE&sheet=ob5

http://hawksey.info/tagsexplorer/?key=0Ar1MOlq1UirpdGQyS0tHamNNQzN5LTFZaFJZcVQ3VVE&sheet=ob5

http://hawksey.info/tagsexplorer/?key=0Ar1MOlq1UirpdGQyS0tHamNNQzN5LTFZaFJZcVQ3VVE&sheet=ob5

Image: Leximancer.com

“Whooping cough: Three more babies die in outbreak http://t.co/VXAIC5Bu #fluscenario”

“Reading about the emergence of multidrug-resistant TB and automatically relating this to the spread of #fluscenario. Hello Library Weekends.”

Application

Table 2: Participation data for both cohorts.

2012 2013

Total number of students in year 184 127

Students participating via Twitter (%) 160 (87) 119 (94)

Total number of tweets 2,987 3,965

Mean number of tweets per student (range)

13.8 (1-88) 21.2 (1-105)

Connections between students 5215 1939

What happened?

“I found #fluscenario irrelevant as it didn't have much relevance to the respiratory block.”“…waste of time”

“I enjoyed using twitter as a new way of teaching and I feel like I learnt a lot from the opportunity to discuss the flu scenario with my peers.”“The fluscenario was a personal highlight for me, I really found it beneficial.” B+

Evaluation

Twitter is too public

I did not feel confident using Twitter

I did not feel like I had the time to do it

It wasn't interesting

140 characters are not enough to express yourself properly

Other

0%

25%

0%

13%

63%

0%

15%

11%

11%

6%

35%

22%

2012 2013

https://storify.com/DundeePublicH/fluscenario-week-3-summary

https://storify.com/lucyamee/an-e-coli-outbreak-o157

DO IT YOURSELFSon of Frankenstein, 1939

DO IT YOURSELF

Activity

• From the principles of Bandura’s theory and the #fluscenario example, design a social-media based educational intervention

• Plan the whole structure (remember it is a scaffolding activity)

Son of Frankenstein, 1939

Self-efficacy expectations

Performance accomplishment

Vicarious experience

Verbal persuasion

Physiological states

Behaviour/Learning

Building self-efficacy expectations - in practice

• Model the educational experience around students’ learning needs

• Consider pre-existing knowledge and environment

• Encourage communication and interaction

• Set appropriate level of difficulty

• Teacher accountability• Moderation skills• Leadership and

engagement• Peer support

• Help students overcome fear and anxiety related to performance

• Early acquaintance with tools

WRAP UP

It’s all about the learning, not the technology!

http://www.flickr.com/photos/toolstop/4546017269/

Don’t lose focus … Don’t be dazzled by the technology

@nlafferty

Start with how you want to teach …Not with technology

One size doesn’t fit all

@nlafferty

http://www.flickr.com/photos/8007281@N08/3259845278/

Develop a teaching & learning toolkit

@nlafferty

@nlafferty

THANK YOU

@annalisamanca

@e_hothersall

@nlafferty

• (Slide 14) Mesko, B. (2011). Online medical content curation and personal time management with Web 2.0: an exciting era. Cellular Therapy and Transplantation (CTT), Vol. 2, No. 8

• (Slide 26) Bandura, A. (1971). Social Learning Theory. New York: General Learning Corporation.

• (Slide 27) Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, Vol 84, No. 2, pp 191-215.

• (Slide 27) • Caprara. (2008). Longitudinal analysis of the role of perceived self-

efficacy for self-regulatory learning in academic continuance an achievement, Journal of Educational Psychology, 100(3) 525–534

References