Merlot II was introduced at the Educause conference in October. An upgrade of the original Merlot website, this free website provides open peer-reviewed teaching and learning resources. I found some interesting and well done simulations and tutorials on various health care topics. Suggest pharmacy faculty keep this site on their radar.
Definitely decided this was beyond my capabilities after spending a few minutes with this app. However, I could certainly see someone using this to display a molecular structure or to show in 3D how a specific protein fit into a cell receptor.
Many pharmacy colleges are using problem-based learning as a core teaching tool throughout their curriculum. Others have individual faculty working with the concepts in just their own courses. Hopefully this toolkit will provide new ideas and insights for those who are not ready to fully endorse problem-based learning, but would like to try out some aspects of it in their large class formats.
Helen Barrett still has some of the best insights on developing portfolios that both provide a showcase for student learning and also provide a method of assessment for the college. Have not found any pharmacy schools to date that have successfully implemented this combined approach.
The famed psychologist explains why one is not the other though they are often confused.
Mary Starry's insight:
The concept of students having different learning "styles" is still prevalent in the pharmacy school curriculum. As Gardner points out, instead we need to individualize our teaching, teach important concepts in multiple ways to increase retention, and bury the term "learning style" forever.
Great article that reminds us "flipped classrooms" should not just be putting a lecture into a video for students to passively watch. We need to develop student interaction with resources and tools as part of the out of class time and then develop active learning in the classroom that incorporates creativity, analysis and evaluation.
The concept of the (Have you "flipped" your classroom?
Mary Starry's insight:
Initial research by these professors' did not show a statistically significant difference in learning outcomes on exams when comparing flipped classrooms to traditional lecture approaches. However, long term retention of information was not a focus for them. Will be interesting to see what they find from longer term research and whether they will focus on knowledge retention.
For the pharmacy classroom a key expectation is for the flipped classroom to provide a solid foundation that results in better retention of the information and skills over time.
This educator is sharing the specific steps being used to turn her class into a flipped classroom, along with the tools and resources she's using to accomplish the task. Her first step was to obtain buy-in by the students and they voted on whether they wanted a traditional approach or the flipped approach!
It was harsh for me to hear. “No, that’s no good.” There it was again.
Coming from the world of education, I was used to feedback that was kind and almost apologetic–feedback that made me feel good.
Sometimes the learning feedback I get isn’t what I’d hoped to hear. There’s a fine line between feedback that simply makes the recipient smile, and effective, kindly-stated feedback. Sometimes, in an attempt to be polite and considerate, we generate comments that are watered down and not helpful.
I realized that one major difference between feedback in the tech world and feedback in the ed world is that feedback in tech is much more direct. It seems almost abrupt at first. In education, we’re used to “It would be great if you could,” rather than, “Nope, that’s no good. Do this.” Everyone’s busy; feedback cuts right to the chase. Being able to accept and give feedback are very different skills. They need to be taught in schools."
It's not easy to be as direct and honest with your students when providing feedback as their co-workers and administrators will be in the working world. This article provides links to several resources that will assist you in providing good feedback.
The diagramme reveals not only ownership issues, but possibly contradictory purposes for an e-Portfolio. Is an e-Portfolio intended as a space for learners to record all their learning – that which takes place in the home or in the workplace as well as in a course environment or is it a place or responding to prescribed outcomes for a course or learning programme? How much should a e-Portfolio be considered a tool for assessment and how much for reflection on learning?
A good critique of the difficulty of developing a portfolio that both encourages real learning and reflection on the part of the student - versus just completing a checklist - and still provides the data needed for assessment of learning outcomes. I haven't seen any pharmacy portfolio systems that have successfully combined these two aspects.
The purpose of this article is three-fold: (a) to provide the definition and identify the benefits of an effective written feedback, (b) to identify the components of an effective written feedback, and (c) to provide an acronym that reminds...
Am in the process of grading pharmacy students 2nd attempt at writing a SOAP note. I'm a huge believer in the importance of good feedback at this early stage, but find the process so daunting when trying to provide it to 107 students within a reasonable time frame.
This acronym PC GAMES won't speed up the process for you, but it will help you focus on what students need from feedback.
Haven't tried this yet, but plan to for the next standardized form I want to create. I find forms created in Word are difficult to create and then even more difficult to edit (which it seems I need to do on a regular basis). Hopefully this option will provide a smoother "form" experience.
I've looked at the DesireToLearn new learning portfolio, which would tie in with their learning management system. Right now it doesn't provide the reporting and assessment aspects that provide our college the opportunity to utilize it as a "learning" or "assessment" portfolio. However, they were very interested in obtaining comments and suggestions, so input on what pharmacy schools want for a portfolio should be brought to their attention now.
I definitely believe that learning management systems will contain within them the portfolios of the future.
The 2013 CAPE educational outcomes for pharmacy education are now available in the American Journal of Pharmaceutical Education. Authors state they have tried to incorporate the "affective" domain in this 4th version.
When understanding one's learning experience and its progression, it is a good idea to visit the Kolb’s learning cycle for an overall guidance.
Mary Starry's insight:
The Kolb's learning cycle steps match the steps involved when adding an artifact to a learning portfolio. You take a concrete learning experience (artifact), and then reflect on what you learned, how the learning happened, and what future impact the learning will have followed by feedback and on to additional learning. Using Kolb's explanation may help faculty better understand what learning portfolios are.
Just signed up for this new health professional website sponsored by Merck. Lots of videos currently available that may be of interest to pharmacy faculty. Looks like they are planning to have additional tools and resources, but that portion of the website is currently empty. They are promoting resources and tools to help improve medication adherence.
Several tools on this list that I routinely use, such as Evernote, Dropbox and Jing. Jing is a great little tool that I use so often I forget other people may not be aware of it. Jing makes it so easy to quickly snap a photo of anything on your screen and then share in a document or slide. Plus it's free!
Some great insights into both the pros and cons of having students assess and identify their current knowledge state (we all consider ourselves above average) as well as what gaps we need to fill. Definitely applicable to pharmacy students as well as we move to meeting competencies and utilizing learning portfolios.
I'm using this website to create badges for students who complete all the requirements for lab competencies, such as Communication Skills, Presentation Basics, Certified Immunizer, etc. They can then share their badges on LinkedIn or Facebook or other social sites.
Liked this article's emphasis on students' learning to identify their own learning strategies and then think and reflect on what works best for them as learning strategies. I firmly believe students that perform best are those who understand and utilize the tools that work best for them. Students who struggle often need to formally undertake this process to become more successful students.
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