Rapporteur blog

Luis Meijueiro gave us an overview of the ePSI platform,  a European Commission initiative that promotes a dynamic Public Sector Information (PSI) and Open Data re-use market across the EU . It seems that responds to a need of opening up more in the areas of performance data, clinical trial data, self data. Luis indicated that there is also an overall privacy issue that is dealt with. I  was interested in the key education area of this platform and what it can do to help with the cause of OPEN DATA.

I  thought that this was an interesting hands-on session that helped the audience to dispel some prior conceptions on what open educational repositories are. Dimitris asked some useful questions, e.g. " who creates open data?", "who shares data?" and took us through the Melina repository, guiding us though the different steps of using it.

The real value of the workshop was the lively discussion that it instigated about using this type of repositories. Some glitches with technology that did not dent the enthusiasm of the workshop lead and the interest of the participants.

I only attended the MOOC slot of this session: Developing MOOCs 101 from the Karolinska Institute. It took us through the steps of creating a MOOC: learning design, the video 'factory' that needs to deliver high quality videos on time, range of activities which can go beyond the ubiquitous MCQ. I  though that some of the recommendations, especially the ones about video design and production were brilliant. Then Ronny and Carina ran an activity where we had to put together a story board, using a template and a learning outcome.

I  attended Chrissi's presentation on portfolios. Good account of the concept of portfolios as tools for development of academics. I liked the focus on formal, informal  and non-formal development.

Interesting take on work-based assessment from Luke Woodham and Fiona Howat, using portfolios in a mobile device setup. Especially in the context  of a clinical environment, where access to technologies needs to be sometimes offline rather than online.

This talk proposed wider collection of data relating to learners use of their learning environment, resources and methods, including social media, commenting and navigation of resources, queries, etc. as a basis for assessment of the learners, teachers, environment, tools and processes. Various graphical evaluation methods were presented using this richer wider data.

This talk presented the Millennium Hospital project (MHeL) which concerns developing an e-learning environment, platform and a demonstrator tool relating to minimally invasive surgery. The learning environment was then demonstrated, by first logging in, The user then has access to the environment, which is a 3D hospital around which the user can navigate. Users can interact with selected objects in this environment to explore their descriptions, roles, functions, etc, thus accessing and interacting with the learning material.

The presentations in this session explores the issue of standards for health education. The session comprised three talks, each of which went over more or less the same ground, but with differing emphasis and levels of detail.

This final talk on standards covered issues relating to standards for IT skills and competencies, including curriculum and tools. The talk covered many of the standards listed in the previous two talks, and included CAMEI, EU-US, the AHIMA's Health Information Career Map, and the Global Health Workforce Development which addresses global HI curriculum and competency standards; and the European eCompetence Framework and  the HTCOMP Tool. 

The talk addresses the use of games to enhance learning in health education. The talk was illustrated with various games which illustrate the use of surprise and humour to stimulate learning. The speaker also highlighted the craft of composing educational games with reference to the illustrative examples, which included learning related to handling Ebola cases, child obesity and communication with patients. The talk then went on to use of social media in medical education, again with illustrative dynamic videos.