Spaced repetition - 0 views
HealthEducation - jokaydia: Exploring Virtual Worlds and Games in Education - 0 views
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the Consumer Health Library which houses an extensive collection of resources and exhibitions on a range of health issues including social anxiety and agoraphobia, and Alzheimer's disease
CMEAdvocate - home - 0 views
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This Wiki site can be used by various stakeholder groups to share their advocacy efforts related to CME and CPD for healthcare professionals
Learning Communities - 0 views
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We talked about many things, but I think the common thread was that this is really not about “blogging” or even technology. It’s about what happens when students are publishing their own content, and collaborating with each other. What does that mean for assessment? How do you properly engage a class of 100 (or more?) students, having them all publish content, exploring various topics, commenting, thinking critically, and still be able to make sense of that much activity?
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Since we stepped back a bit from technology, we defined student publishing more broadly, to also include such things as discussion boards and wikis. We talked a bit about blogging as an ePortfolio activity - that it may be effective for students to publish various bits of content through their blog(s) and then to let it percolate and filter until the “best” stuff is distilled into what is essentially an ePortfolio - and maybe THAT’s the artifact that gets assessed. The activity through the blogs is important, but every student will participate in a different way. Maybe it would be a valuable thing to even make blogging itself an optional thing - but those who don’t participate will have had less feedback and refinement of their ePortfolio artifacts.
Welcome to The Medpedia Project - 0 views
MindMaps - 0 views
Dunning-Kruger effect definition - 0 views
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