When direct experience with patient assessments plays a key role in medical school education, the question comes to mind: "Is it possible to create an effective, online debriefing of an in-person experiential learning experience?" Lisa Ferris from the University of Arkansas for Medical Sciences believes the answer is "Yes!" In this blog post, you'll learn how Lisa designed an online module for use as a virtual debriefing for third year medical students.
This is the fifth, and final, in a series of blog posts addressing key steps for creating high-quality online learning content. After discussing in the first post (Step 1: Discovering Good Content), the factors to consider in locating usable learning resources, we looked to the second (Step 2: Reusing and Repurposing Learning Content) at the role that context plays in preparing content for student access. In the third post (Step 3: Making Content Pedagogically Effective), we considered approaches for making content pedagogically effective and in the fourth assessment issues (Step 4: Assessing Learning Outcomes).
There are many Blended Learning models but which one works best for you and your subject? In this blog post, Robert Godwin-Jones will share the model that works best for his classroom and provide guidance on how to choose the model that would work best for you.
This is the fourth in a series of blog posts addressing key steps for creating high-quality online learning content. After discussing in the first post (Step 1: Discovering Good Content), the factors to consider in locating usable learning resources, we looked to the second (Step 2: Reusing and repurposing learning content) at the role that context plays in preparing content for student access. In the third post (Step 3: Making Content Pedagogically Effective), we considered approaches for making content pedagogically effective.
This is the third in a series of blog posts addressing key steps for creating high-quality online learning content. After discussing in the first post (Step 1: Discovering Good Content), the factors to consider in locating usable learning resources, we looked in the second (Step 2: Reusing and repurposing learning content) at the role that context plays in preparing content for student access.
This is the second in a series of blog posts addressing key steps for creating high-quality online learning content. In the first post (Step 1: Discovering Good Content), I describe factors to consider when searching the internet for learning resources that can be reused and repurposed.
This is the first in a series of blog posts addressing key steps for creating high-quality online learning content.
