Virtual Patients in Massive Open Online Courses Design Implications - - PDF document

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Virtual Patients in Massive Open Online Courses Design Implications - - PDF document

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Virtual Patients in Massive Open Online Courses Design Implications and Integration Strategies Natalia STATHAKAROU a, Nabil ZARY a , Andrzej A. KONONOWICZ a, b a Department of Learning, Informatics, Management and Ethics, Karolinska

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02/09/14 1\ Stathakarou N. et al.

Virtual Patients in Massive Open Online Courses – Design Implications and Integration Strategies

Natalia STATHAKAROU a, Nabil ZARY a , Andrzej A. KONONOWICZ a, b a Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden b Jagiellonian University, Kraków, Poland

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  • Recent trend in

education

  • Open access to

universities’ courses

  • Karolinska Institutet:
  • EdX initiative
  • Behavioral Medicine

MOOC

  • Criticism on MOOCs’

pedagogical models

02/09/14 Stathakarou N. et al. 2

Massive Open Online courses (MOOCS)

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MOOCs for clinical reasoning skills training?

  • Extending MOOCs with Virtual Patients (VPs)
  • VPs have potential features to address some of the

MOOCs’ problems

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Research Questions

  • How can VP features leverage MOOC possibilities?
  • What are the technical requirements for implementing VPs

in MOOCs?

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Exploring scenarios for use of VP features in MOOCs

  • MOOC possibilities: Distributed nature of intelligence, Mass customization

Grover S, Franz P, Schneider E, Pea R. The MOOC as distributed intelligence: dimensions of a framework & evaluation of MOOCs, Proceedings CSCL 2013, vol. 2; Madison, USA, 2011, 42–45.

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Exploring scenarios for use of VP features in MOOCs

  • Thematic literature review of VP features
  • Scenarios for utilizing the explored VP features in MOOCs
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02/09/14 Stathakarou N. et al. 7

Scenarios for using VP features in MOOCs

  • Use Case A: Collective evaluation of decision making in the

context of uncertainty

  • Provide audience VP cases containing ill-defined clinical

problems

  • Collect responses in Script Concordance Test (SCT)

format.

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Scenarios for using VP features in MOOCs

  • A hypothesis is

generated

  • New information is

provided

  • Evaluating the impact
  • f the new information
  • n the initial

hypothesis

Lubarsky S. Acad. Med. Vol. 89, No. 7, Jul 2014

The SCT format:

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Scenarios for using VP features in MOOCs

  • Use Case B: Collective

repurposing of cases and division of discussion into subgroups focusing on local variances in healthcare

  • The discussion board

is divided in national/ regional level

  • Discussion for repurposing

VP cases

Example of VP case from eViP repository, modified http://www.virtualpatients.eu

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Scenarios for using VP features in MOOCs

  • Use Case C:

Division of content into short cases for flexible selection and adaptive learning with VPs:

  • Large collection
  • f short VP cases
  • Integrated VP

cases with computational models

Kononowicz AA et al, A framework for different levels of integration of computational models into web-based virtual patients. J Med Internet Res. 2014 Jan 23;16(1):e23. doi: 10.2196/jmir.2593.

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Investigation of technical requirements

  • Variant of Activity Theory’s framework by Wilson
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Technical requirements

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Technical requirements

Interaction Required Tool Approach

  • Learner A – Learner B
  • Identity management

mechanism

  • IMS LTI

standard

  • Learner – VP content
  • Personalized access to

content

  • Filtration and prioritization of

the VP cases

  • Healthcare

LOM standard

  • Competency

assessment tool

  • Learner – Delegated

roles

  • Self-formation of a hierarchy
  • Karma Point

mechanism

  • Learner – MOOC

community

  • Forking of the case into local

in parallel-edited adaptations

  • Wiki – like

mechanism

  • Learner – Credentials
  • Documentation of

achievement of the planned learning objectives

  • Digital

Badges

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02/09/14 14 Stathakarou N. et al.

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Summary

  • Extending MOOCs with VPs for clinical reasoning skills

training

  • Three use cases utilizing VP features to leverage MOOC

approaches

  • Technical requirements for implementing the use cases
  • Future studies: Practical usefulness of the use cases
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Thank you for your attention!

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Why Activity Theory?

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  • Already applied before in the analysis of VP activities
  • Emphasizes that all education can be to some extent

technology-mediated, rather than distinguishing e- learning interventions (such as VPs) from other forms of learning

  • Analyzing participants’ activity in context of community
  • By the use of Wilson’s framework the tools needed to

enable interactions between the elements of the information system were identified in a systematic manner