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Teaching in a Digital World

Module description

Increasingly teaching relies on the use of modern technology to deliver ideas in interesting and innovative ways. Students increasingly expect teachers to make full use of innovative delivery methods. In this module you will have the opportunity to learn with the University of Exeter’s Digital experts and explore the educational benefits of blending technology with traditional teaching approaches.

You will experience and explore a range of current technologies used to implement blended learning including polling and quizzing software, tools for collaborative working, using Twitter for research and teaching and using video to enhance learning.

The module will be fun, interactive and practical and suitable for all students on the MSc and for anyone involved in teaching

Module aims - intentions of the module

This module aims to provide clinical educators with experience and confidence in using digital tools that can inform their teaching practice and that of others. It will provide explicit support for those full time postgraduate students who are planning their own Master’s thesis projects but will be equally important for anyone involved in teaching.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Understand when to use digital technologies in teaching and how best to embed them.
• 2. Design and develop a teaching resource using appropriate digital technology

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 3. Apply education theories and principles to the design of resource
• 4. Critically evaluate existing research literature in order to articulate the niche for your own resource

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 5. Demonstrate an ability to create good use of technology that can be applied to education.
• 6. Reflect on the process and findings of your own scholarship and use this to inform your educational practice

Syllabus plan

Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:

Day 1

- Introduction to blended learning

- Polling and quizzing

- Using social media in teaching

- Using and applying digital technology

Day 2

- Journal Club.

- Effective Use of Video

- Personal project planning

Please note the following COVID-related changes may be in place

• Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities.
• Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board.
• Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum.
• Skills workshops involving practical skills acquisition demonstrations may be replaced by short pre-recorded videos as pre-learning; or workshop via Teams/Zoom.

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Indicative learning resources - Basic reading

• Understanding Medical Education; Evidence Theory and Practice. Edited by Tim Swanwick. (Wiley-Blackwell) Chapter 11 – Technology Enhanced Learning & Chapter 12 – e-Learning

Indicative learning resources - Web based and electronic resources

 ELE  – http://vle.exeter.ac.uk/course/search.php?search=hpdm110 

• https://twitter.com/
• https://getkahoot.com/
• https://www.polleverywhere.com/

It would be helpful to have a Facebook account, a Google plus account and be a user of Facebook and Whatsapp.

Indicative learning resources - Other resources

• Cheston CC, Flickinger TE, Chisolm MS. Social Media Use in Medical Education. Acad. Med. 2013; 88(6): 893-901.

• Bahner DP, Adkins E, Patel N, Donley C, Nagel, R Kman NE. How we use social media to supplement a novel curriculum in medical education. Med. Teach. 2012; 34(6), 439-444.

• Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med. Teach. 2014; 37(2), 140-145.

• Gousseau M, Sommerfeld C, Gooi A. Tips for using mobile audience response systems in medical education. Adv. Med. Educ. Pract. 2016; 7, 647-652.

• Hurtubise L, Martin B, Gilliland A, Mahan J. To play or not to play: leveraging video in medical education. J. Grad. Med. Educ. 2013; 5(1),13-8.

• Rasmussen A, Lewis M, White, J The application of wiki technology in medical education, Med. Teach. 2013; 35(2), 109-114.

• Mayer RE & Moreno R. Nine ways reduce cognitive load in multimedia learning. Edu. Psych. 2003; 38(1), 43-52.

• Harder B. Are MOOCs the future of Medical Education? BMJ. 2013; 346:f2666

Key words search

Digital teaching