Slides from my contribution to the #CSM2014 pre-conference course titled "Teaching and learning in a digital age: Using technology to enhance physical therapy education."

1. Multimedia
approach
2:45 – 4:00PM
flickr n_tsuyoshi

2. Hi
Everybody!

6. Diverse media utilization in
physical therapy education
Mike Pascoe, PhD
@mpascoe
#PTedu

7. “Media is an instrument for communication,
like a newspaper or radio.”

8. Media
Information/Data
Sender
Receiver

9. Media
Course Content
Instructor
Students

10. Media
Course Content
Instructor
Students

11. Where does PT education take place?

12. Where does PT education take place?

14. What is the state of the lecture?
“…students are being
taught roughly the same
way they were taught
when the Wright brothers
were tinkering at Kitty
Hawk.”
flickr ThursdayMorning

15. Tethered to lectern
Facing the screen
Instructor talks 47/ 50 minutes
50 slides / 50 minutes
Slides bulleted with facts
Geert Roels
For Ghent
University Library

16. flickr nhsltest9

17. Will my students benefit from diverse media?
Yes!
Outcomes are better in courses that adopt new teaching
approaches compared with traditional lectures
Which diverse media?
1. Camera systems
2. Polling
3. Social media
4. Enhanced slides
Wood 2009

18. Lecture Capture
#1 classroom technology requested by students.
Students do not replay lectures they attended live (3.8%).
Instead, students make an active choice whether or not to
attend lectures ahead of time (factors?).
Usually reinvest the time they gain missing lecture into other
studies (e.g., study for other courses).
Cardall et al. 2008

20. Lecture Capture
Most students (88.5%) accelerate the playback
of recorded lectures (1.67X).
Students felt that accelerated playback
allowed them to learn more, faster, be more
focused.
However, live attendance was still the
predominant method for viewing lectures.
Cardall et al. 2008

21. Screencasts
Supplement to lectures
Allow flexibility for students to view on
their own time
Desktop: record with Camtasia, or
QuickTime > process in iMovie >
upload to YouTube/vimeo > post to
website/LMS
iPad: number of apps
Jaffar A 2012; Evans D 2011

23. http://bit.ly/60minKahn

24. Polling
Audience response system (ARS).
Stop every 10-15 minutes to assess
understanding, address problems on the spot.
Can facilitate interactivity in large classes and
promote active learning.
Anonymity is great for shy students.

25. Polling
Studies uniformly report students have positive
attitudes toward ARS.
What tech do our students have? Assume most
have a laptop or smart phone but is there an ITS
survey?.
Do not poll for facts, use real-world clinical cases
to give students practice, higher on Bloom‟s
taxonomy, stories are more “sticky”.
Deslauriers et al. 2011; Hoyt A et al. 2010

26. Polling Platforms

27. Social Media
Americans spend 23% of all internet time on social
networks (gaming second 10%, email third 8%).
50 million tweets about the Super Bowl.
3,250 tweets during #CSM2013.
Twitter is best suited for communication.
Facilitate communication with instructor.
Backchannel for lecture.
Keep conversation going after lecture.

32. Enhanced slides
Embed video, stimulate discussion.
Simple icons from TheNounProject.com.
Move out from behind the lectern (remote, iPad?).
High quality graphics from book publisher websites.
Build-in (animate) lists to reduce cognitive burden.
Do not dim the lights unless showing radiographs, use
a light background.

33. High quality graphics
Publisher resources
Thieme Atlas of
Anatomy
Figure D 5.1
2008-2010

34. Tablet Computing
iPad
Latest models released Nov 2013
170M sold since April 2010
Apple, Inc

35. App Store
1M available apps
60B downloads

36. iPad and iPhone Projecting
http://bit.ly/iPadProjecting

37. Mirrored iPad Activities
•
•
•
•
•
•
•
Lecture slides
Video / Music
Polling
Drawing
3D modeling
Camera
Facetime / Skype
•
•
•
•
•
•
Data collection/analysis
Back channel monitoring
Mapping
Find a reference
Interact with other iPads
Live Google Doc editing:
bit.ly/mptester

38. What about the other learning arenas?

39. Concluding remarks
There are problems/challenges:
1. Takes time up front to develop
2. Auditorium seating might not lend itself
3. Requires letting go of „transmissionist‟ view
4. Students need to be reminded of your approach (buy-in)
Great news is that even small incremental changes lead to
significant gains in student learning.
But you should start small and assess impact.
Do not try the shotgun approach!
It‟s not what we teach, it is how we teach!
Make sure the tech you use meets a need, not b/c it‟s cool.
Junco R et al. 2010

40. Tech in the classroom
A double-edged sword
Laptops can be a distraction.
You cannot multitask!
“Multitasking is a myth” JJ Cohen.
Most can type faster than they can write by hand.
Give your students the data showing how detrimental
distractions can be during a lecture.
Freid CB 2008

41. References
Jaffar, A. A. (2012). YouTube: An emerging tool in
anatomy education. Anatomical Sciences
Education, n/a–n/a. doi:10.1002/ase.1268
effects on student learning. Computers &
Education, 50(3), 906–914.
doi:10.1016/j.compedu.2006.09.006
Cardall, S., Krupat, E., & Ulrich, M. (2008). Live
lecture versus video-recorded lecture: are students
voting with their feet? Academic medicine : journal
of the Association of American Medical Colleges,
83(12), 1174–1178.
doi:10.1097/ACM.0b013e31818c6902
Hoyt, A., Mcnulty, J. A., Gruener, G.,
Chandrasekhar, A., Espiritu, B., Ensminger, D.,
Price, R., et al. (2010). An audience response
system may influence student performance on
anatomy examination questions. Anatomical
Sciences Education. doi:10.1002/ase.184
Deslauriers, L., Schelew, E., & Wieman, C. (2011).
Improved learning in a large-enrollment physics
class. Science (New York, NY), 332(6031), 862–
864. doi:10.1126/science.1201783
Junco, R., Heiberger, G., & Loken, E. (2010). The
effect of Twitter on college student engagement and
grades. Journal of Computer Assisted Learning,
27(2), 119–132. doi:10.1111/j.13652729.2010.00387.x
Evans, D. J. R. (2011). Using embryology
screencasts: a useful addition to the student
learning experience? Anatomical Sciences
Education, 4(2), 57–63. doi:10.1002/ase.209
Fried, C. B. (2008). In-class laptop use and its
Wood, W. B. (2009). Innovations in teaching
undergraduate biology and why we need them.
Annual review of cell and developmental biology,
25, 93–112.
doi:10.1146/annurev.cellbio.24.110707.175306

42. Panel
Case Examples

43. Case Examples
Social Media

45. Diverse media utilization in
physical therapy education
Mike Pascoe, PhD
@mpascoe
#PTedu

46. Case Examples
Camera Systems

50. Case Examples
Digital Video & Imagery

51. How to add a video to PPT
Link option
1. Visit YouTube, Most Viewed, This Week, Sci & Tech:
http://www.youtube.com/charts/videos_views/science?t=w
2. Take a screenshot of the video
3. Paste screenshot on your slide
4. Copy video URL from YouTube
5. Add hyperlink to the screenshot directed to URL
6. Click on the screenshot during your lecture to open URL on
host computer browser
*Assumes you will have internet connectivity in lecture hall

53. How to add a video to PPT
Embed option
1. Download and install MPEG Stream Clip 1.9.3b8 beta
2. Visit YouTube, Most Viewed, This Week, Sci & Tech:
http://www.youtube.com/charts/videos_views/science?t=w
3. Copy video URL from YouTube
4. In MPEG Stream Clip, File > Open URL
5. Paste URL, select Open, select MP4, click Open
6. Define In and Out times
7. File > Export to M-PEG4, chose save location
8. In PPT, Insert > Movie > Movie from File
*Assumes you keep movie in same location on HD

55. Case Examples
Tablets, Smart Phones, & Apps

56. iPad Compatible with PC

57. Notability Demo

58. Mirrored iPad Activities
•
•
•
•
•
•
•
Lecture slides
Video / Music
Polling
Drawing
3D modeling
Camera
Facetime / Skype
•
•
•
•
•
•
Data collection/analysis
Back channel monitoring
Mapping
Find a reference
Interact with other iPads
Live Google Doc editing:
bit.ly/mptester

59. Online Collaboration
Tools of the trade
Facebook Groups
Wikispaces
Google Drive

60. Facebook Groups

61. Wikispaces

62. Google Drive