What's Holding You Back? A Conversation about Integrating Instructional Technology into Health Sciences Courses
Sponsored by the HSC-Delphi Faculty Development Partnership
When & Where
Thursday, August 9, 2012
11:30 a.m.—1:30 p.m.
Clinical and Translational Research Building, Rooms 101 & 102
Today's learners are increasingly technologically savvy, and many health sciences faculty members struggle to keep up with the pace of change. You may be asking yourself what small steps you can take to meet students' technology expectations while maintaining academic rigor and pedagogical focus.
HSC faculty members were invited to earn continuing education credits by attending a special two-hour facilitated panel discussion considering the benefits and challenges of integrating technology into health sciences courses. Faculty colleagues from across the HSC shared their perspectives about using technology in the classroom, the implementation process, and how they decided which technology to incorporate into their courses. Learn about this session's panelists.
By the conclusion of the session, participants were able to:
- Identify trends in the technology usage patterns of today's students and faculty;
- Describe common benefits and challenges that some faculty experience when integrating technology into the health sciences classroom;
- Discover the benefits of using one or more current instructional technology tools (e.g., classroom response technology, lecture capture software); and
- Identify a cadre of interprofessional health sciences faculty members who are interested in learning more about how to use technology in the classroom.
This session was open to all HSC faculty—whether new or experienced, clinical or biomedical science—regardless of level of prior experience using technology in the classroom. The session was designed first and foremost to engage participants in meaningful conversation about teaching with technology. It was also intended as an opportunity to foster the types of cross-disciplinary conversations that are needed to strengthen an interprofessional community of health practice at the University of Louisville.
About the HSC-Delphi Faculty Development Partnership
Established in June 2011, the HSC-Delphi Faculty Development Partnership seeks to:
- Enhance teaching and learning on UofL's Health Sciences Campus by providing meaningful and relevant professional development opportunities for faculty;
- Share unit resources to promote campus-wide conversations about best practices in teaching and learning in the health sciences; and
- Address accreditation calls for continuous quality improvement to the curriculum by offering participants concrete teaching strategies and "take-aways" for immediate implementation and relevant resources to foster further exploration and learning.
The partnership steering committee is comprised of unit representatives from Medicine, Nursing, Dentistry, the School of Public Health and Information Sciences (SPHIS), and the Delphi Center for Teaching and Learning. With support from the deans of each school, the steering committee works together to deliver two significant professional development programs for HSC faculty annually.
- Welcome/Learning about Faculty Technology Usage
- Keynote: "Bridging Student and Faculty Preferences for the Use of Technology for Academic Purposes: What We Know about Student Technology Usage Patterns," Steve Dwinnells, Delphi Center for Teaching and Learning
- Panel conversation facilitated by Thomas Geoghegan, Ph.D., associate dean for Graduate and Postdoctoral Studies
- Q&A and Wrap-up
Facilitator and Panelists
P. Gay Baughman, D.M.D. (panelist) is an assistant professor in the School of Dentistry. She graduated from the University of Louisville School of Dentistry in 1981 and founded a thriving dental practice in Fairdale, Kentucky. She then sold her practice in 2007 and began working at University of Louisville. Currently, she is a senior group manager and course director for Introduction to Clinical Dentistry I.
Jennifer K. Brueckner-Collins, Ph.D. (panelist) is a professor of Anatomical Sciences and Neurobiology at University of Louisville. Her research interests include instructional technology development and evaluation. Dr. Brueckner's scholarly work focuses on developing and evaluating innovative approaches in teaching the anatomical sciences. Currently, Dr. Brueckner is developing new teaching strategies including the use of Second Life technology, Kirigami modeling, and the FISH philosophy business model. She is the coauthor of Sidman's Neuroanatomy: A Programmed Learning Tool, 2nd edition and is one of six editors for the 5th edition of Netter's Atlas of Human Anatomy.
Steve Dwinnells, Ph.D. (keynote/panelist) serves as assistant director at the Delphi Center with primary responsibilities in instructional design, multimedia support and teaching with technology. He has taught post-secondary online courses for the last decade using a number of different software learning management systems. His background includes nearly 12 years in information technology as well as a dozen years in working with adult education as an instructor and curriculum designer both in higher education and in the private sector. He is a frequent presenter at local, regional, and state conferences.
Thomas Geoghegan, Ph.D. (facilitator) is the associate dean for Graduate and Postdoctoral Studies at University of Louisville. He earned his Ph.D. from Pennsylvania University at the The Milton S. Hershey College of Medicine. His lab is studying the effects of DHEA on gene expression.
Scott LaJoie, Ph.D. (panelist) is an associate professor in the Department of Health Promotion and Behavioral Sciences. He enjoys incorporating a variety of pedagogical methods into his classes and has found that technology appeals to many students. He has completed the Certificate in Health Professions Education and was nominated this year as a faculty favorite on the basis of student feedback to one of his classes.
Pradip D. Patel, M.D. (panelist) is a professor of pediatrics, Associate Vice Chairman for Medical Education, and Lead Clinician for the Academic Technology Committee at University of Louisville's School of Medicine. He earned his B.S. at University of Illinois, attended medical school at Southern Illinois University School of Medicine, and completed his residency at University of Louisville's School of Medicine. His hospital affiliations include Kosair Children's Hospital.
Judith A. Schreiber, RN, Ph.D, (panelist) received her PhD and Nurse Practitioner Certificate from the University of Kentucky, MSN from Duke University, and BSN from Baylor University. Dr. Schreiber is an assistant professor at the University of Louisville School of Nursing. Her program of research is focused on the psychological well-being of adult cancer survivors and its interactions with pain, sexuality, and religion/spirituality. Dr. Schreiber has a strong interest in the use of instructional technology in face-to-face classes as well as hybrid and online courses.
Searchable help manual for Blackboard
Downloadable faculty guide for Tegrity Campus 2.0 [PDF]
Collaborative Learning Resources
Getting started with Google Docs
Resource index for Google Docs from Google Apps
YouTube video: setting up peer review using Google Docs
Teaching with Google Docs
Google for Educators: Google Docs
Wikis through Blackboard (search wikis)
Vanderbilt Center for Teaching¹s guide to using blogs and wikis
50 ways to use wikis for a collaborative and interactive classroom
Ideas for using wikis as a teaching tool [PDF]
Classroom Response Systems
PollEverywhere.com for polling students (can be used as a substitute for iClicker). Poll students in real-time using mobile devices. PollEverywhere has a range of pricing depending on usage needs.
Classroom Response Systems information and resource List
Student Response System (SRS): UW-System Clicker Project
Social Media Resources
Guidebook to getting started with Twitter
Using Twitter in university research, teaching and impact activities: A guide for academics and researchers excellent resource for both getting started and how to use Twitter for academic purposes [PDF]
Twitter best practices with resource list
Thorough list of how to use Twitter in and out of the classroom
50 ways to teach with Twitter in the classroom
TweetDeck - Twitter client for organizing Tweets
Using Cases in Teaching (Penn State). For instructors interested in starting to use cases in teaching. Provides strategies for writing an effective case and teaching with it, additional resources for specific disciplines, and links to case examples.
³Teaching with Case Studies," Speaking of Teaching, Stanford University Newsletter on Teaching, Vol. 5, No. 2, Winter 1994. Discussion of designing a case study experience from writing or finding the case through wrapping up the discussion. [PDF]
"Case Based Learning in Your Classes," Margaret A. Waterman and Ethel D. Stanley. Describes various types of cases, teaching methods for them, and other issues in case-based teaching, including assessment.
MedU is the place where medical education knows no boundaries crossing core disciplines, time, and distance, empowering medical educators to collaborate and educate tomorrow¹s physicians in today¹s health care environment. Our virtual patient cases have been widely accepted by medical educators, with use in more than 150 medical schools around the world. More than 1,500,000 MedU virtual patient case sessions have been completed since 2004. These are currently being used by the Departments of Pediatrics, Family & Geriatric Medicine, Internal Medicine and Surgery.
Lecture and Screencasting Resources
EDUCAUSE Learning Initiative: 7 things you should know about lecture capture [PDF]
Screenr's web-based screen recorder makes it a breeze to create and share your screencasts around the web. Just click the record button, capture your screen & voice, and share the link.
See Tegrity resources above in the Blackboard section.
³7 Things You Should Know about Lecture Capture² (2008) Educause Learning Initiative [PDF]
³Lecture Capture: No Longer Optional² (2008) Available
³Lecture Capture: Student Opinion and Implementation Strategies²
Getting started with Skype in the classroom
A wiki space dedicated to helping educators in higher education effectively use Skype
Other ways to use Skype in a course
Flipping the Classroom
Video explanation and resources about flipping the classroom
A Google Doc from Den Spenser with an extensive list of resources about how to flip the classroom
Good and bad reasons to flip your classroom
Paul-Elder Critical Thinking framework
UofL's Digital Media Suite offers access to equipment and support for the creation and editing of images, sound and video
Virtual storage space that sync real-time to all devices. Can share documents via link or shared folder.
Ideas for using iPad in educational settings
iPad APP: Explain Everything is an easy-to-use design tool that lets you annotate, animate, and narrate explanations and presentations. You can create dynamic interactive lessons, activities, assessments, and tutorials using Explain Everything's flexible and integrated design. Use Explain Everything as an interactive whiteboard using the iPad2 video display.