Topic outline

  • General

  • Course Information

    • HP 251 | Technology-Enhanced Teaching and Learning in the Health Sciences

      Course Description

      Best evidence, iterative and technology-enhanced teaching learning strategies to achieve learning outcomes in health professions education

      Goal

      Maximize the use of information and communication technology for the improvement of all the design elements of teaching and learning, from instructional analysis, to selection of strategies, and assessment of student achievement.


      Rationale

      With the development in online technology and growing use of virtual classrooms, strategies should use appropriate information and communication technology applications to facilitate achievement of learning outcomes, motivate and engage students, develop lifelong learning. This trend is not emphasized in the current courses. if graduates of the program are expected to effectively teach their courses and achieve course outcomes (which are discussed in core courses), they should all have deep understanding of the variety of strategies, judiciously select and effectively implement the appropriate teaching-learning strategies to achieve their course outcomes. It will integrate essential topics related to delivery of instruction and cover planning, conduct and evaluation of best-evidence, technology-enhanced teaching learning strategy or a combination thereof in various instructional settings.

      Program OutcomesCompetenciesCourse Outcomes
      1. Communicate effectively in written and oral form about matters pertaining to health professions
      2. Demonstrate advance teaching skills based on best evidence.
      3. Evaluate educational programs and studies
      1. Utilize HPEd concepts and terminology appropriately in oral and written communications
      2. Demonstrate effective listening skills
      3. Conduct needs assessment or situational analysis
      4. Identify relevant outcomes for specific curricular/ instructional programs
      5. Select appropriate activities to achieve set outcomes Design appropriate assessment plans
      6. Conduct varied teaching-learning strategies effectively in a given instructional context Effectively utilize appropriate media aligned with technological pedagogical and content knowledge (TPACK) principles in the conduct of instructional activities
      7. Design sound evaluation plans Develop valid and reliable assessment tools
      8. Collect information useful in answering evaluation questions
      1. (CO1) Analyze the 21st century health professions classroom
      2. (CO 2) Align teaching-learning strategies with learning outcomes
      3. (CO 3) Create technological pedagogical and content knowledge for given learning outcomes
      4. (CO 4) Given sample instructional scenarios, select best-evidence teaching-learning strategies.
      5. (CO 5) Given sample instructional scenarios, demonstrate effective teaching skills.
      6. (CO 6) Evaluate the effectiveness of given teaching-learning strategies

    • Video Recordings of Zoom Sessions 

    • Zoom Recordings Book

      Use this block to review zoom recordings.

  • Unit 1: The Educational Challenges of the 21st Century

    • Session Outcomes:

      1. Discuss the different aspects of ISTE.
      2. Determine the technological knowledge requirement for teachers for a given instructional design.
      3. Determine preparedness of class members for technology based teaching based on result of ISTE mini survey.

    • 📝Pre-session activity📝

    • Zoom Meeting 1

      Agenda

      1. Getting to know activity
      2. General Orientation to the course and expectation check
      3. Educating in the 21st Century: Processing of Survey Responses
      4. Organizing for the first mini-research.

    • ☕End of Session☕

  • Are we there yet?

    After we have discussed the characteristics of the 21st Century educational realities, do you think your institutions are ready to face the challenges moving forward?

    Group Activity 1: Mini survey of my school's readiness for 21st Century Challenges in Teaching and Learning.

    Time Frame: Presentation will be last week of the course.

    • ✍📝✍

    • Are We There Yet?: A Mini Research 1 Assignment

      This is a class project.

      Central Question: How ready are your schools/training institutions for the teaching and learning challenges of the 21st century. 

      Tasks: as a group

      1. Organize as one mini research team.
      2. Select your team leader.
      3. Formulate a mini research proposal that can help answer the central question.
      4. Read ISTE to help you in your brainstorming phase.
      5. Timeframe will be determined by the group, but should not be more than 4 weeks.

    • | References

  • Unit 2: TPACK | Overview

    Dates: February 20 - 27, 2024

    • Unit Outcomes:

      1. (CO 2) Align teaching-learning strategies with learning outcomes
      2. (CO 3) Create technological pedagogical and content knowledge for given learning outcomes
      3. Discuss cognitive theories and their implications to designing technology based courses 
      4. Appreciate the important role of cognitive theories in selecting T-L strategies and teaching resources for a given course.

    • | References

    • TPACK File

      Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge by Mishra and Koehler

  • This topic

    Topic 2.1 Pedagogical Knowledge

    • INTERACTIVE PRESENTATION

    • "Pedagogical knowledge (PK) is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses, among other things, overall educational purposes, values, and aims. This is a generic form of knowledge that is involved in all issues of student learning, classroom management, lesson plan development and implementation, 1026 Teachers College Record and student evaluation. It includes knowledge about techniques or methods to be used in the classroom; the nature of the target audience; and strategies for evaluating student understanding. A teacher with deep pedagogical knowledge understands how students construct knowledge, acquire skills, and develop habits of mind and positive dispositions toward learning. As such, pedagogical knowledge requires an understanding of cognitive, social, and developmental theories of learning and how they apply to students in their classroom." (MISHRA, P., & KOEHLER, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.)

      Small Group Discussion Activity

      February 20, 2024

      Just added a really dated article on media and instruction. I would just like to use this article to trigger a discussion on 'Pedagogical Knowledge.'

      I consider all of you as content experts as far as your individual area of practice is concerned.  However, content expertise is not a guarantee for successful teaching, which is measured in terms of observable learning. Some of you may be teaching the same content knowledge to different group/set of students, and you may find out later that your students seem to have learned differently (i.e. performing poorly  or better than the other groups). What would explain the difference in achievement of outcome? 

      Read this chapter from the classic textbook 'Instructional Media and Technologies for Instruction' by Heinich, et.al. Relate the content to our topic for the week, TPACK with focus on Pedagogical Knowledge.

      Central Question: What theories of learning that you can remember from your previous courses will be useful in supporting or rationalizing the use of technology in teaching and learning. Use the article to trigger your recall.

    • | References

    • Media and Instruction File

      The source of this material is really old, but really classic, as far as instructional media and instruction in concerned.

    • Interactive Learning Objects

  • Unit 2.2. Technological Knowledge

    Dates: TBA

    • Technological content knowledge (TCK) is knowledge about the manner in which technology and content are reciprocally related. Although technology constrains the kinds of representations possible, newer technologies often afford newer and more varied representations and greater flexibility in navigating across these representations. Teachers need to know not just the subject matter they teach but also the manner in which the subject matter can be changed by the application of technology. (MISHRA, P., & KOEHLER, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.)

    • The Covid 19 pandemic accelerated the use of technology in all levels of education. Accelerated because we all know that use of ICT in education is already substantial even before the most devastating pandemic in this first quarter of the 21st century.

      New Technology same Outcomes

      While technology available for education continue to expand, the goal of education pretty much stayed the same. Our basic question then for this unit is this: Did the enhanced use of technology resulted to better achievement of outcomes? 

    • Use of Technology in Education: A Review of Evidence

    • Use of Technology in Teaching: Show me the evidence! Assignment

      Assignment Overview:

      The COVID 19 pandemic accelerated the use of technology in education (both hardware and software). Accelerated because most of these EdTech have been with us for several decades. I used wordstar and Lotus 123 in the late 80's in preparing my lectures and presentations. Well, of course I shifted to more user friendly MS applications when they became available in the early 90's which also by the way resulted in the demise of our wordstar, lotus, and even wordperfect. For those with higher budget, MAC systems were preferred as they come as all in one set (Monitor plus PC, no need to setup) and marked the beginning of what was then called WYSIWYG (What You See Is What You Get) monitor outputs. Microsoft eventually followed with its MS Windows and the entry of MS word, MS PPT, and MS Excel. In the area of online access, emails were then dominated by Yahoo Mail and AOL. Facebook is not yet the social networking application of choice but Friendster and MySpace. 
       
      Indeed, we have come  a long way since the 80's Ed Tech. One important thing to highlight is that during the early years of EdTech, they were used mostly to deliver content as internet speed in the 80's is through the use of dial ups at speed of just about 112kbps (compared to current basic speed of about 20mpbs). While 112 kbps is enough to use VOIP (voice over internet protocol), it was not enough for real time image and video sharing. While writing this message, I did a speed test of my mobile phone's 5G connection and it clocked 152Mbps for downloads and 42Mbps for upload, the speed is fast enough to be able to stream full HD videos online. Appropriate hardware, software, and fast connectivity made it possible to do additional things beside sharing of resources. The additional 'thing' of course is the possibility of real time interaction between learners and facilitators of learning which eventually led to the development of EdTech educational approaches and strategies.
       
      I have identified some of them. You have been assigned a group mate to do a review of these approaches and strategies and then to share your review findings to the bigger group.

       

      Reporting by Group

      Date: TBA

      Tasks:

      1. Reporting Teams.
        •  |MOOCs (Ellen and Anna and Carlo Mendoza)
        •  |Video Conferencing platforms (e.g. zoom, google meet, etc) (Girelle and Jessamae, Patchie)
        •  |Web based learning (Moodle, Google Classroom) (Christine and Blanche and Diana Rose)
        • | Social Networking platform (Facebook, Viber, Tiktok, etc.) (Carlos, KC, Sherry)
        •  |Simulation, Games, AI (e.g. Chatgpt) (Jojo and Pepe and Melai)
      2. Search for recent journal articles (at least two per technology) on the use of technology in teaching. Concentrate on articles related to your assigned topics. (Note: MHPEd Theses during the last two years mostly covered use of technology in teaching during COVID. You may want to request our librarian for copies of theses)
      3. Review available articles related to the topics.
      4. Present result of your review.

    • | References | Faculty Developed Interactive Learning Objects |

    • Reading Materials

    • Interactive Learning Objects

    • AI: Friend or Foe SCORM package

      An interactive presentation delivered during the 6th CHD Central Visayas Regional Congress held in Cebu City. While it is about AI (mostly), I also covered some aspects of Media and Instruction, useful for enriching your PK (Pedagogical Knowledge).

    • Teaching Anatomy SCORM package

      Maximizing Technology in Teaching Using Gagne's Nine (9) General Steps of Instruction for Learning

      Example: Teaching Anatomy

  • Topic 2.3. | Content Knowledge

    Dates: TBA

    • Content Knowledge is perhaps the easiest to identify. Since most of your are already teaching the topic(s) you have chosen for your final project, all you need to just focus on will on how contents will be selected, organized, or prioritized.

    • Content knowledge (CK) is knowledge about the actual subject matter that is to be learned or taught. The content to be covered in high school social studies or algebra is very different from the content to be covered in a graduate course on computer science or art history. Clearly, teachers must know and understand the subjects that they teach, including knowledge of central facts, concepts, theories, and procedures within a given field; knowledge of explanatory frameworks that organize and connect ideas; and knowledge of the rules of evidence and proof (Shulman, 1986). Teachers must also understand the nature of knowledge and inquiry in different fields. For example, how is a proof in mathematics different from a historical explanation or a literary interpretation? Teachers who do not have these understandings can misrepresent those subjects to their students (Ball & McDiarmid, 1990) (as cited in MISHRA, P., & KOEHLER, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.)<

      Since you have all taken either HP 211 (Curriculum Design) and HP 221 (Instructional Design), you are expected to be able to apply what you have learned in mentioned courses in making content decision for your TPACK final project.

  • Unit 3: Your TPACK Project | Putting Them All Together

    In this final project, you will develop a technology enhanced instructional design. You can either start from scratch or convert an existing design into a TPACK based design. Your final paper need not be a big educational educational program. It could just be a one-day training or if organized by unit or topic, could just cover one to two topics. What is important is the integration of technology in the design.

    • Your TPACK (micro tips) SCORM package

      Please use the instructional Design Matric below to guide the development of your final paper. 

      The IDM is very familiar to all of you, this is the same IDM that we are using as guide in HP 211 and HP 221. This time, however, the context of your IDM is the use of TPACK framework in identifying the key elements of the design. 

    •   Oral Presentation of Final Projects 

      Date: TBA

    • Final Paper Submission Portal Assignment

      Please use this block to submit your TPACK Paper.

      Important elements of your TET paper (TPACK inspired ID) are the following:

      1. Title of the Course (focus of TET)
      2. Description of the course
      3. Intended Learning Outcomes
      4. Course Outline 
      5. The TPACK project
        • Section 1: Identify one session of the course that you plan to develop for TET.
          • Note: The session can be as short as one hour to a couple of days.
        • Section 2: Develop a detailed IDM for the session (remember to highlight the use of technology both in teaching and assessment). Please be guided by the matrix provided.
        • Section 3: Discuss the following:
          • Overall Session Description
          • Session Outcome
          • The interface between the Pedagogical and Technological knowledge in your proposed course:
            • What pedagogical knowledge is required to successfully implement the session above?
            • What technological knowledge is require to successfully implement the session above?
          • Summarize your TPACK using the TPACK framework. In this context, I prepared an editable PPT for you. You just add the text for the three boxes. You can then save using another file name or export as pdf or jpeg and attach to your report. (File is attached below)

  • Unit 4: Technology Insights

    This unit is dedicated for some technical sharing. Weeks before this unit, your faculty will do a survey on the list of technology related topics that you want to discuss with your faculty in charge.  

    Using OBS (as shown below) is one example.

  • Course Evaluation

    • Post Course Evaluation Survey
      Restricted Available from 25 June 2024

      Please answer the survey,