à la mémoire de ma mère... un peu en retard mais il est jamais trop tard pour te rendre hommage.... tu reste dans mon coeur et vit toujours en moi.... je taime
NOVICE VC: Virtual patients at the RVCmultiermedia
This document discusses virtual patients (VPs), which are interactive computer simulations used in healthcare education to allow learners to take on the role of healthcare professionals. VPs help develop clinical skills and allow students to practice in a safe environment. There are different types of VPs, including artificial patients, physical simulators, and case studies. Factors to consider when developing VPs include the intended users, what users should achieve, whether individuals or groups will use it, development assistance needed, and cost versus benefit. The document also describes how the Royal Veterinary College is capturing veterinary case details in PowerPoint templates for conversion to linear VPs to use in teaching.
This document discusses using LDAP as a storage backend for Archetypes content in Plone. LDAP can be used for both authentication and as a content backend. The archetypes.ldapstorage product allows mapping Archetype fields to LDAP attributes, but the storage is not fully transactional. Future work includes improving the storage implementation and testing.
Centrale beihang workshop 2012 - testing out massive open online coursesRémi Bachelet
Centrale Lille students enrolled in MOOCs on Coursera and edX to supplement their studies. They provided feedback: 27% dropped out but most were satisfied with course quality and learning systems. Students wanted recognition for MOOC achievements but could not receive credit due to licensing. The workshop discussed whether Centrale should create its own MOOCs and potential platforms, but acknowledged it requires significant effort and resources. MOOCs are impacting higher education through new models of teaching large numbers of students online.
This document provides tips and strategies for getting organized and avoiding information overload in 5 steps:
1. Identify your priorities by assessing what is most important to focus your time and energy on.
2. Set specific, measurable, attainable, realistic and time-bound goals to provide direction.
3. Manage your time and materials effectively using tools like calendars, to-do lists, and organizing your emails and files.
4. Be discerning about what information and tools you adopt, using the right tools for the right purposes and specializing in your needs.
5. Reflect on and evaluate your processes periodically to improve your methods and stay on track.
NOVICE VC: Using CASUS to create virtual patients.multiermedia
Using CASUS to create virtual patients allows students to learn through problem-based learning in a scaffolded way. CASUS supports various item formats like multiple choice, short answer, sorting, and laboratory findings to create virtual patient scenarios for self-learning, elective courses, and continuing education assessment. It utilizes a key-feature called N2E2 to generate vignettes, questions, and answers to simulate patient encounters and assessments.
This document provides an introduction to virtual patients and discusses various aspects of creating and using virtual patients for case-based learning. It describes virtual patients as a way to provide situated, experiential learning through simulation. The document then discusses specific software tools like CASUS that can be used to create linear, card-based virtual patients and provides examples of question formats and interfaces. It encourages participants to try creating their own virtual patient using CASUS and provides links to examples.
The document discusses implementing case-based learning (Casus) at the Faculty of Chemistry and Biochemistry in Lublin, Poland to improve veterinary education. [1] Casus was used to stimulate deep learning, show integration of knowledge, and develop lifelong learning skills. [2] Surveys found most students wanted new teaching tools and positively evaluated Casus, with those using Casus getting better chemistry exam grades. [3] Casus was also successfully piloted in biochemistry.
This document discusses various theoretical concepts and practical techniques related to online moderation. It covers types of communication, models of mass communication, the roles of moderators, competencies for moderators, tools for moderation, legal issues, and theories related to online communication and moderation. Key points include different asynchronous and synchronous communication methods, the importance of understanding online communication processes and technical skills for moderators, and techniques like using questions, summaries, and ensuring discussions stay on topic.
à la mémoire de ma mère... un peu en retard mais il est jamais trop tard pour te rendre hommage.... tu reste dans mon coeur et vit toujours en moi.... je taime
NOVICE VC: Virtual patients at the RVCmultiermedia
This document discusses virtual patients (VPs), which are interactive computer simulations used in healthcare education to allow learners to take on the role of healthcare professionals. VPs help develop clinical skills and allow students to practice in a safe environment. There are different types of VPs, including artificial patients, physical simulators, and case studies. Factors to consider when developing VPs include the intended users, what users should achieve, whether individuals or groups will use it, development assistance needed, and cost versus benefit. The document also describes how the Royal Veterinary College is capturing veterinary case details in PowerPoint templates for conversion to linear VPs to use in teaching.
This document discusses using LDAP as a storage backend for Archetypes content in Plone. LDAP can be used for both authentication and as a content backend. The archetypes.ldapstorage product allows mapping Archetype fields to LDAP attributes, but the storage is not fully transactional. Future work includes improving the storage implementation and testing.
Centrale beihang workshop 2012 - testing out massive open online coursesRémi Bachelet
Centrale Lille students enrolled in MOOCs on Coursera and edX to supplement their studies. They provided feedback: 27% dropped out but most were satisfied with course quality and learning systems. Students wanted recognition for MOOC achievements but could not receive credit due to licensing. The workshop discussed whether Centrale should create its own MOOCs and potential platforms, but acknowledged it requires significant effort and resources. MOOCs are impacting higher education through new models of teaching large numbers of students online.
This document provides tips and strategies for getting organized and avoiding information overload in 5 steps:
1. Identify your priorities by assessing what is most important to focus your time and energy on.
2. Set specific, measurable, attainable, realistic and time-bound goals to provide direction.
3. Manage your time and materials effectively using tools like calendars, to-do lists, and organizing your emails and files.
4. Be discerning about what information and tools you adopt, using the right tools for the right purposes and specializing in your needs.
5. Reflect on and evaluate your processes periodically to improve your methods and stay on track.
NOVICE VC: Using CASUS to create virtual patients.multiermedia
Using CASUS to create virtual patients allows students to learn through problem-based learning in a scaffolded way. CASUS supports various item formats like multiple choice, short answer, sorting, and laboratory findings to create virtual patient scenarios for self-learning, elective courses, and continuing education assessment. It utilizes a key-feature called N2E2 to generate vignettes, questions, and answers to simulate patient encounters and assessments.
This document provides an introduction to virtual patients and discusses various aspects of creating and using virtual patients for case-based learning. It describes virtual patients as a way to provide situated, experiential learning through simulation. The document then discusses specific software tools like CASUS that can be used to create linear, card-based virtual patients and provides examples of question formats and interfaces. It encourages participants to try creating their own virtual patient using CASUS and provides links to examples.
The document discusses implementing case-based learning (Casus) at the Faculty of Chemistry and Biochemistry in Lublin, Poland to improve veterinary education. [1] Casus was used to stimulate deep learning, show integration of knowledge, and develop lifelong learning skills. [2] Surveys found most students wanted new teaching tools and positively evaluated Casus, with those using Casus getting better chemistry exam grades. [3] Casus was also successfully piloted in biochemistry.
This document discusses various theoretical concepts and practical techniques related to online moderation. It covers types of communication, models of mass communication, the roles of moderators, competencies for moderators, tools for moderation, legal issues, and theories related to online communication and moderation. Key points include different asynchronous and synchronous communication methods, the importance of understanding online communication processes and technical skills for moderators, and techniques like using questions, summaries, and ensuring discussions stay on topic.