Social Media Models for Anatomy Education
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Clarify the evolving role of social media as an instructional tool. Identify the most popular social media networks. Consider challenges faced by educators using social media. Relate the role social media can play in student centered and blended learning. Provide live examples.
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Social Media Models for Anatomy Education
- 1. Dr.AkramJaffar Dr. Akram Jaffar Akram Jaffar Social Media in Anatomy Education: Workable Models
- 2. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Objectives • Clarify the evolving role of social media as an instructional tool. • Identify the most popular social media networks. • Consider challenges faced by educators using social media. • Relate the role social media can play in student centered and blended learning. • Provide live examples.
- 3. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Anatomy reinvented • Content: has evolved from disciplinary perspective into professional. Louw G, Eizenberg N, Carmichael SW. 2009. The place of anatomy in the medical education: AMEE guide no 41. Med Teach 31:373–386. Regional anatomy Systemic anatomy Applied anatomy
- 4. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Alternative instructional tools Louw G, Eizenberg N, Carmichael SW. 2009. The place of anatomy in the medical education: AMEE guide no 41. Med Teach 31:373–386. • Fewer hours allocated to gross anatomy in newly evolving medical curricula.
- 5. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar IT Revolution and Education Evolution • Instructional tools: – Videos and lecture recording – Computer-assisted learning – Internet resources: Google, Wikipedia, and anatomy dedicated websites.
- 6. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar The “Net Generation” • Online social networking sites became an integral part of their daily lives.
- 7. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Mobile technology • Educators need to accommodate the attitudes, expectations and learning style of the 21st century students
- 8. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Go where the students are Sabah Perry DM. 2013. Go Where the Students Are: Facebook. The Chronicle of Higher Education[online] Available at: http://chronicle.com/article/Go-Where-the-Students-Are-/138801/ [Accessed 11 Sep. 2016].
- 9. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Web 2 • Social networking sites use Web 2.0 technologies which are characterized by greater user interactivity and collaboration.
- 10. Dr.AkramJaffar Dr. Akram Jaffar Leading social media monthly active users 2016 http://www.digitalinformationworld.com/2016/02/infographic-the-top-8-social-networking-sites-and-monthly-active-users.html
- 11. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar
- 12. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar
- 13. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Medical students’ presence on social media in uOttawa 0% 20% 40% 60% 80% 100% Facebook YouTube Twitter LinkedIn Instagram Pinterest Google+ El Bialy S, Jalali A. 2015. Go Where the Students Are: A Comparison of the Use of Social Networking Sites Between Medical Students and Medical Educators. JMIR Medical Education 2015;1(2):e7 URL: http://mededu.jmir.org/2015/2/e7/ doi:10.2196/mededu.4908
- 14. Dr.AkramJaffar Dr. Akram Jaffar 86% 52% 46% 19% 14% 6% 71% 92% 62% 53% 40% 11% 3% 78% 99% 74% 68% 63% 12% 0% 94% 0% 20% 40% 60% 80% 100% Facebook YouTube Twitter Google+ LinkedIn No account >1 account 2012 2013 2014 Expansion of Students’ Presence on Social Networking Sites
- 15. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar ouTube world statistics • Every day, people watch hundreds of millions of hours on YouTube and generate billions of views • The number of hours people are watching on YouTube each month is up 50% year on year • More than half of YouTube views are on mobile devices YouTube press statistics https://www.youtube.com/yt/press/en-GB/statistics.html
- 16. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Universities’ uses of YouTube • Share video content about life, learning and research that takes place on campus
- 17. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Khan Academy
- 18. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Videos in anatomy education • Support classroom teaching. • Self-directed learning. • Continuous medical education.
- 19. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Advantages of using a YouTube educational channel Learner’s perspective Sulaima • Place the videos in an environment in which students are used to: on the go.
- 20. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Advantages of using a YouTube educational channel Learner’s perspective • Encourage learners to reflect: comment, like or dislike. • Build learner’s own playlists: add to. • Share on another network to engage viewers in multiple ways of interaction. Jaffar AA (2012): YouTube an emerging tool in anatomy education. Anat Sci Educ. 5(3):158-164.
- 21. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Advantages of using a YouTube educational channel Instructor’s perspective • Provide interactivity: spotlight annotations, reply to comments. • Flexibility of use in different context: use of links, cards, playlists, and YouTube video editor. • Retain authorship rights: copyright infringement notification. • Monitor the performance of the channel: YouTube Analytics • Increase visibility of instructor’s work and allows finding new synergies between different departments in the same or different institutes.
- 22. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar TUBE Why should the experts be recruited? • Danger of unregulated nature of user generated content. • Match student level of anatomy knowledge and the objectives of the course. YOUR STUDENTS NEED
- 23. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar YouTube creator academy https://creatoracademy.withgoogle.com/page/lesson/education-channels?hl=en Jaffar AA (2013): Tips for using YouTube in medical education. Iraqi J. Med. Sci. 11(2):102-108.
- 24. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar YouTube Live • To host and broadcast live discussions through a YouTube channel. • A copy of the broadcast can be edited and shared.
- 25. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Ethical considerations Miller G & Lewis T (2016): Anatomy education for the YouTube generation: Technical, ethical, and educational considerations. Anat Sci Educ. DOI: 10.1002/ase.1622
- 26. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Examples of Institutionalized Anatomy YouTube Channels • University of Utah: Brain anatomy for health professionals: https://www.youtube.com/playlist?list=PLp9HSlEm97VXyQ32Uwjfz3dpm Q8nl63zJ • American Association of Neurosurgical surgeons: The Rhoton collection: https://www.youtube.com/playlist?list=PL6307C9E54B56AD87 • University of Michigan School of Dentistry: https://www.youtube.com/channel/UCIyF- HsoVU8fZWOAd3y8RTw • University of British Columbia Medicine: https://www.youtube.com/channel/UCE4a1o3GMKCRSgHflXqZs8Q/feed
- 27. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Facebook • Of all social media, most medical students use Facebook and spend a considerable time on it every day. • Therefore, Facebook is the logical place to integrate online social networks into teaching and learning.
- 28. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Uses of Facebook in Universities • Establish relationships with students. • Students’ collaboration not only for social reasons but for informal learning purposes.
- 29. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Supports classroom teaching • Timeline (personal profile) • Group • Page
- 30. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Human Anatomy Education Page Post categories • Self-assessment questions • Links to online resources (videos, websites, and books) • Explanatory comments • Arts and history in relation to anatomical sciences • Documentation of in-class anatomy-related activities • Anatomy-related humor
- 31. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Student Preferences Post categories • Self-assessment questions • Links to online resources (videos, websites, and books) • Explanatory comments • Arts and history in relation to anatomical sciences • Documentation of in-class anatomy-related activities • Anatomy-related humor Concern about formal aspects of learning without giving up the social interactions Jaffar AA (2014): Exploring the use of a Facebook Page in anatomy education. Anat Sci Educ. 7(3):199-208.
- 32. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Live streaming • Comparable to what you get from Twitter’s Periscope or Snapchat.
- 33. Dr.AkramJaffar Dr. Akram Jaffar Page Group Relationship Long term Short term Communication Broad Small group discussions Facebook Page vs Facebook Group in an Educational Context El Bialy S, Jalali A, and Jaffar AA (2014): Integrating Facebook into Basic Sciences Education: A Comparison of a Faculty-Administered Facebook Page and Group. Austin J Anat. 2014;1(3):7. PAGE GROUP
- 34. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Pros and Cons of Facebook in higher education
- 35. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Facebook Page is Appropriate to Supplement Anatomy Education 0%20%40%60%80%100% Make anatomy learning more interesting and challenging Improve exam self-confidence Increase understanding Widen knowledge in general issues in relation to anatomy Communicate with tutor on academic matters Discuss with colleagues on issues posted on the Page
- 36. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Motivation, Collaboration, Lifelong Learning, media richness
- 37. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Distraction or a Learning Tool? • A profound engagement of the high performers. Jaffar AA and Eladl MA (2016): Engagement Patterns of High and Low Performers on Facebook Anatomy Pages. J Med Edu Curric Dev. 3:1-8.
- 38. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Privacy Concerns of Students 0% 20% 40% 60% 80% 100% I feel safe to express my opinion freely on a public Facebook page… I am aware of privacy settings on Facebook that limit access to personal… I would like tutors to interact with and contact me via Facebook for formal… The benefit of Facebook as a learning environment exceeds the harm Facebook is a suitable learning environment at university level • Educate students about the main principles of ethics and etiquette on online social networks.
- 39. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Privacy Concerns of “Digital immigrants” • With a good control of privacy options you may accept friend requests from students. • Faculty self-disclosure through Facebook has a positive impact on student motivation, classroom climate, and course outcomes. • Provide a model of the responsible use of Facebook technology.
- 40. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Social media in student centered and blended education • Use of social media contributes to blended learning and student centered education and culminates in flipping classrooms. • Can release instructors from being drained by covering much of the theory that would otherwise create a huge lecturing load. • Teaching can be transformed into being interpretive, rather than merely descriptive
- 41. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Take home messages Anatomy • Social media are no more a site merely for social activities. • Instructors are encouraged to make the “smart” move to boost learning of the Net generation. • Technological tools cannot completely replace but they support practical sessions and classroom interactive teaching. • Production tools are simple and low cost but the creation of videos and continuity of posts require extra time and effort by the instructors for which they should be recognized.
- 42. Dr.AkramJaffar Dr. Akram JaffarDr. Akram Jaffar Thank You Human Anatomy Education Channel Human Anatomy Education Page —Illustration by Roy Wieman
Notes de l'éditeur
- Anatomy has shown great flexibility when in its content it has evolved from regional to systemic and from regional to applied to include surface, endoscopic, cross sectional, imaging, and surgical anatomy.
- In view of the fewer hours allocated to gross anatomy in newly evolving medical curricula, it has become necessary to rely on alternative tools to support anatomy instruction outside of the classroom.
- With the rapid development in information and communication technologies various changes have been made in terms of the methods in the teaching and learning process. Anatomy instruction has had the added privilege of videos and lecture recording, computer-assisted learning, in addition to internet resources like Google, Wikipedia, and anatomy dedicated websites.
- In the last decade online social networks (OSN) have attracted a huge following amongst university students and became an integral part of their daily lives. Thus, it can be assumed that they have a potential to improve learning. http://www.zeppfeed.com/story/817/college-expectation-vs-reality
- The widespread use of intelligent mobile handheld devices increased the popularity of OSN and provided a newly emerging tool of multimedia learning. Educators need to accommodate the attitudes, expectations and learning style of the 21 century generation. Youth picture http://readynutrition.com/resources/our-children-are-the-next-generation-of-zombies_15042014/
- This is the opinion of one of my student’s in UAE back in 2014. Sabah: “The first thing you do when you wake up in the morning is check your phone, and the last thing you do before you go to sleep is check your phone. So basically, having something to study on your phone is very useful”. This is an unprompted justification of using mobile devices in learning. Perry in his article in the Chronicle of Higher Education “Go where the students are” stated that “Perhaps if I go where my students are, they will move closer to where I'd like them to be.”
- http://www.appappeal.com/articles/web-2-0-tag-clouds Online social networks use Web 2.0 technologies which are characterized by greater interactivity and collaboration. Many believe that OSNs can change the way students learn and communicate, as well as improve interactions between faculty and students.
- As of January 2016, Facebook is continuously the leading OSN worldwide followed by YouTube. This is ranked by the number of monthly active users. http://www.digitalinformationworld.com/2016/02/infographic-the-top-8-social-networking-sites-and-monthly-active-users.html
- Compared to population, North America has the highest percentage 59% of active accounts in the world.
- Show Facebook in the lead followed by YouTube. http://canadiansinternet.com/2016-canadian-social-media-use-online-brand-interaction-statistics/
- As far as Canadian medical students are concerned, a 2015 article from the Department of Innovation in Medical Education at the University of Ottawa has shown again that Facebook is in the lead with 100% of students having an account followed by YouTube.
- In order to adopt OSNs as a platform in education, it is important to understand the extent of their penetration among prospective users. This is a survey of medical students at UoS in UAE, note that there has been a steady increase in the use of OSNs. Facebook has almost approached the ceiling with 99% of students having an account in 2014. The interesting thing is that the percentage of students not using SNSs is now 0%. The percentage of students having more than one account on OSNs has grown to 94%. This significant presence of students on multiple OSNs can be used as integrative or collaborative with each other.
- There is no doubt that YouTube has a significant penetration in the lives of many around the globe. It is also important to note that more than half of YouTube views are on mobile devices.
- Universities use YouTube to share video content about life, learning and research that takes place on campus.
- Perhaps the first institutionalized use of YouTube as an education platform was in Khan Academy.
- Videos have long been used in anatomy education to support classroom teaching, for self-directed learning, revision and continuous medical education. Perhaps Dr. Robert Acland, Albert Rhoton, University of Michigan, and Dr. Gita Sinha videos are vivid examples and to name but a few.
- Media richness is expected by students to be a part of their learning experience in anatomy. The availability of these media on the go supplements their lifestyle. This is Sulaima: “with my iPad in my hand and I could go forward and backward whenever I wanted, especially that video, I must have watched it three times, taken notes, stopped, paused and everything. During the lecture, you were explaining on the board, I could not see exactly where it was going and I could not follow”.
- So what are the advantages of producing more videos and putting them on YouTube? Putting them there will encourage learners to reflect on the material by commenting, liking or disliking. Students can build their own playlists by using the “add to” feature so they will have their educational playlists besides the entertainment ones. Videos can be shared on other OSNs like Facebook and Twitter without losing authorship rights.
- A YouTube video offers interactivity by using spotlight annotations whereby a viewer can reveal answers by hovering on some hot spots in the video. In addition, the student can ask questions and start a discussion thread by using the comment option. YouTube videos become more flexible. They can be used in different context in other courses, besides own for which they were created. This is facilitated by using links that appear at certain time slots within the video; using cards whereby a list of recommended videos is always available by clicking the cards icon. Videos can be arranged and rearranged in multiple playlists e.g. including a knee joint video in the playlist of anatomy of the lower limb and again including it within the playlist of anatomy of musculoskeletal system. By using the YouTube video editor online you may even design another video by arranging clips from several pre-existing videos. Retain authorship rights: Should any illegal use be detected on YouTube then an immediate action can be taken through copyright infringement notification. Monitor the performance of the videos and channel using the analytic tool. It will increase the visibility of the instructor’s work and allows finding new synergies between different departments in the same or different institutes.
- The unregulated nature of the information contained within user generated wiki sites is potentially dangerous to those seeking online information. This is one reason we have to interfere. The other reason is to produce videos that match student’s level of anatomy knowledge and the objectives of the course.
- The capturing and editing tools are simple and YouTube has simplified things by establishing an online YouTube creator academy with a special session on educational channels.
- https://www.youtube.com/watch?v=Z7p9v6TWAUQ Google Hangout on Air Tutorial With Hangouts On Air, you can host and broadcast live discussions to a group of students through your YouTube channel. You can also edit and share a copy of the broadcast. As a participant, you can join Hangouts On Air from your computer.
- There are ethical considerations surrounding the use of human cadaveric material and its subsequent online display. In the United Kingdom, the General Medical Council (GMC) guidance obliges consent for recordings of the body, organs, or tissues for secondary purposes including teaching and research. If these further purposes could not be foreseen, the making and subsequent display of such images is permissible without consent if the subject remains non-identifiable. The use of online dissection resources in many other places is currently fraught with uncertainty and care must be taken to ensure we do not compromise on our moral or legal obligations. It should me mentioned that online anatomy videos should not only be restricted to cadaveric dissection but they also include anatomy drawing screen casts, plastic models, and presentations. Anatomy education for the YouTube generation: Technical, ethical, and educational considerations (pages 496–497) George W. Miller and Thomas L. Lewis, Version of Record online: 27 MAY 2016 | DOI: 10.1002/ase.1622
- Here are some examples of using YouTube to publically broadcast dissection videos in the United States and Canada.
- Of all social media, most medical students use Facebook and spend a considerable time on it every day. Therefore, Facebook is the logical place to integrate SNSs into teaching and learning.
- Establish relationships with students through university Facebook Pages. Students’ collaboration not only for social reasons but for informal learning purposes.
- Through faculty guidance it can be used to support classroom teaching and this is what I am going to illustrate. Timeline (personal profile) Group Page e.g. the Human Anatomy Education Page
- The Facebook platform, as such, can support classroom-based teaching with comments, links, questions, pictures, videos and interactions. In the provided model of the anatomy Page, post categories included self-assessment questions, links to online resources (videos, websites, and books), explanatory comments, arts and history in relation to anatomical sciences, documentation of in-class anatomy-related activities, and subject-related humor. The page was integrated with a Twitter account and the YouTube channel.
- According to in-class surveys, the three most wanted post categories were self-assessment, explanatory comments and video links. On the other hand, in an ongoing study on the engagement of UoS students, the highest percentage of likes was for humor and activities posts while the highest percentage of comments and discussions was for the question posts. This pattern of engagement reflects the concern about formal aspects of learning without giving up the social aspects.
- Launched in late 2015. It is comparable to what you get from Twitter’s Periscope. However, it is understood that Facebook’s real advantage is its massive audience: at over 1.5bn monthly active users, it is far larger than Snapchat or Periscope. Facebook noticed a higher engagement on live videos than pre-recorded ones, with 10 times more people commenting on livestreams. It might have potentials to engage more students on an educational page.
- Running a faculty-administered Group or Page entails recognizing your goals and understanding the capabilities and limitations of the options offered by each. In an educational context, a Group would be more suitable for serving the objectives of a single course throughout a specific time interval. On the other hand, a Page can serve a wider audience in terms of time and place. Thus, a Page can continue serving audience and become a resource of continuing education for basic medical sciences during the clinical years and afterward. In a Page, students can engage with peers apart from the in-class students; thus, enhancing the educational experience to much beyond the four walls of the classroom.
- Students perceived the anatomy Page to be effective in contributing to their learning experience. This effect was achieved mainly by making anatomy learning more interesting and challenging and improving exam self-confidence. Most of the students also reported that the Page increased understanding, widened knowledge in general issues in relation to anatomy, allowed them to communicate with the tutor on academic matters, increased discussions with colleagues on issues posted on the Page
- Other studies have shown that Facebook in an educational setting motivates students’ interaction and collaboration. Facebook may prepare medical students to go on to use more professionally oriented social networking sites for lifelong learning and communication. Facebook supports innovative learning approaches and can deliver more media richness which students expect to be a part of their learning experience in anatomy.
- To some students, Facebook is considered as more of a distraction than a learning tool. Studies are conflicting; some reported that Facebook use among university students does not seem to have a negative impact. Others who reported a negative impact on students cited procrastination behavior on their part. In a study including the Human Anatomy Education Page, there was a profound engagement of the high performers which supported the notion that Facebook could be a suitable platform to engage students in an educational context. http://www.sugarspunmarketing.com/blog/how-to-avoid-distractions-at-work/#.VRGfcvnF-So
- Since some students might not be comfortable with any privacy trespassing, the integration of Facebook into the teaching and learning process can still impose the privacy issue as an obstacle. Most of UoS students were open towards the instructional use of Facebook in anatomy. They were aware of Facebook privacy settings, which indicated that they were relatively safe from potential pitfalls of social networking. Furthermore, measures should be taken to educate students about the main principles of ethics and etiquette on SNSs. This will guide the students to deal with these sites in a more professional way during their future career. Some studies have shown that instructors being digital immigrants have also expressed concerns about own privacy issues.
- With a good control of privacy options you may accept friend requests from students. Faculty self-disclosure through Facebook has a positive impact on student motivation, affective learning, classroom climate, and course outcomes. Provide an opportunity to guide students in their responsible use of Facebook technology
- Use of social media contributes to blended learning and student centered education and culminates in flipping classrooms. Can release instructors from being drained by covering much of the theory that would otherwise create a huge lecturing load. Teaching can be transformed into being interpretive, rather than merely descriptive
- Social media are no more a site merely for social activities. Instructors are encouraged to make the “smart” move to boost learning of the Net generation. Technological tools cannot completely replace but they support practical sessions and classroom interactive teaching. Production tools are simple and low cost but the creation of videos and continuity of posts require extra time and effort by the faculty.
- Source of image: http://www.edweek.org/dd/articles/2010/06/16/03networking.h03.html