current projects
Mobile Audience Response Apps in Medical Education: The M&M Project
A project to enhance engagement and participation for residents in the University of Hawaii School of Medicine Residency in OB-Gyn program
The University of Hawaii Obstetrics and Gynecology residency is a four year, post-doctoral training program for individuals planning to specialize in women’s health.
Each week the program hosts a “Morbidity and Mortality conference (M & M Conference) dedicated to reviewing unexpected and unfortunate outcomes related to care on the four primary services of low-risk obstetrics, maternal-fetal medicine, benign gynecology and gynecologic oncology.
The senior resident on each service creates a list of patients from the previous week. The moderator selects the most "instructional" cases and calls on the residents involved to come to the podium and present each of them. As the presentation progresses, the moderator will often interrupt to probe their understanding of the case by asking questions. At the end of the presentation, audience members can ask questions as well.
A brief discussion of the case follows the presentation. Residents who are shy, non- confrontational or lacking in knowledge-base confidence often are reticent about participating. This reluctance to participate also makes it difficult to make formative assessments of the learning experience for the audience as a whole.
The purpose of this project is to increase engagement and participation of the residents who do not usually respond using a free mobile audience response application. The assumption is that increased engagement and participation will enhance the value of the M & M Conference as an important learning tool in the residents’ medical education.
Links to materials:
Title: The M&M Project - Mobile Audience Response Apps in Post-graduate Medical Education
Course: ETEC 647 Mobile Learning
Course information: Fall 2010, Dr. Grace Lin
This project incorporates aspects of all five of the Association for Educational Communications and Technologies Standards
I-- Design
II- Development
III- Utilization
IV- Management
V- Evaluation
Reflection and Description of technology and teaching strategies
This project involved a needs analysis, creation of a tool to evaluate mobile audience response apps, and design, implementation and evaluation of of the tool and the methodology.
Project conception
This project drew upon other research that demonstrated the efficacy of audience response “clickers” in promoting engagement and participation; particularly in post-graduate medical education. The concept was to utilize smart devices that were possessed by all of the students and free mobile audience response apps.
Evaluation and comments
The responses of the participants were generally positive. There was a bit of adjustment involved in learning to use the app. The project pointed out the necessity for dependable high-bandwidth wireless access. This project suggested possibilities for further study.
Visual Design and Style: The New Yorker Magazine
A presentation about the use of visual design elements in the New Yorker Magazine both online and print. The presentation was created and presented using an iPad tablet device.
Title: An Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module
Course: ETEC 690 Practicum in ETEC
Course information: Spring 2013, Dr. Peter Leong
go to the instructional module
An Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module
James Petersen Department of Educational Technology University of Hawaii at Manoa Honolulu, Hawaii, U.S.A. jpeterse@hawaii.edu
Abstract: The question of how to provide K12 teachers with “just-in-time” professional development opportunities during a time when the need for fiscal restraint has cut the time available for professional development is a vexing one for educators. A key to preparing K12 students for success in the 21st century is to provide them with the skills and aptitudes that will enable them to be digital producers and collaborators in higher education and in the workplace. This will not happen until teachers in K12 institutions themselves develop these skills. A preliminary survey indicated that participants in this instructional module were consumers of digital technology; that is, they overwhelmingly utilized amartphones, cloud services, and web-based mail. The survey also indicated a lower familiarity with the use of Google tools for production and collaboration. This was more pronounced for K12 educators who responded. The Introduction and Overview to Google Apps in K12 Education utilized web-based instruction to provide an brief survey of the capabilities of Google Apps for K12 education and is designed to be a precursor to specific content-based instructional modules for the use of Google Apps by teachers. The data collected through the post-module survey as well as through open-ended responses in some of the sections provided information about the respondents’ impressions concerning the efficacy of providing “just-in-time” instruction via website, impressions about the usability of the module, and recommendations for improving the module.
This project incorporates aspects of all five of the Association for Educational Communications and Technologies Standards
I-- Design
II- Development
III- Utilization
IV- Management
V- Evaluation
Project conception
This course was conceived in response to the recognition that many if not most teachers in the public high school are uncomfortable with the idea of utilizing the tools of contemporary digital technologies and communication modalities in the teaching of their content curricula.
This course seeks both to present and to model the use of these tools as the teachers incorporate them into their professional practice over the course of the quarter.
Evaluation and comments from the TCC 2013 discussion
“Hi Jim, thank you for sharing your project. I really enjoyed it. Like you I wonder about teachers’ skills using digital technology for classroom instruction or research-based assignments. As a school administrator you can provide a unique perspective on Internet access in Hawaii’s public schools”
“I think you are right on the mark in identifying that our students need to be digital producers. Using tools like Google Apps helps prepare our students for jobs that do not yet exist. If our students are to be successful we have adapt our teaching to meet our students’ needs.”
Association for Educational Communications and Technology
US Department of Education, Office of Educational Technology
Project Exemplars - produced in conjunction with courses taken in the ETEC Department
This project was created and presented on an iPad tablet device. The purpose was to elucidate the elements of visual design used in the New Yorker magazine; both online and print versions.
Title: Visual Design and Style; The New Yorker Magazine
Course: ETEC 620 Visual Design
Course information: Spring 2012, Malia Malchok
Reflection and Description of technology and teaching strategies
The project presents both typographic and design elements that make the New Yorker visually unique.
This project incorporates aspects of the following three of the Association for Educational Communications and Technologies Standards
I-- Design
II- Development
V- Evaluation
Project conception
This presentation was conceived as a simple and quick illustration of the use of typography and visual design to create a unique and engaging magazine. It also demonstrated how the magazine has successfully migrated from print to tablet.
cellodad 2013