Chaoyan Dong
National University of Singapore, Medical Education, Department Member
Research Interests: Emergency Medicine, Communication, Instructional Design, Leadership, Constructivism, and 61 morePatient Safety, Medical Education, Simulation in healthcare, Game/Simulation use in education, ICT in Education, Health And Clinical Research, Customer Relationship Management (CRM), Teacher Training, Competition, Social Constructivism, Virtual Worlds, Healthcare, Medical Simulation, Medical Trauma Debriefing, Psychological Safety, Simulation, Experiential Learning, Gaming, Medical student stress, Nursing Education, Extracurricular Activities, Clinical Skills, SITUATIONAL AWARENESS, JRR Tolkien, Prior Knowledge, Competition in the learning enviornment, Simulation in Medical Education, Carl Jung, Secondary Worlds, TeamSTEPPS, Publication, Teamwork and Communication, Qualititative Methodology, Special needs education, Research Methodology in Education, Transfer of Learning, Participation Mystique, Suspension of Disbelief, Stressors in the Medical Field, Debriefing, Just Culture, Incivility, Descriptive Interview Design, Psychological Safety In Healthcare, Pyschological Safety, Cognitive Inteference, Safe Learning Environment, SimWars, Mutual Support, Timothy C. Clapper, Timothy Clapper, Ficiton, Reader Immersion, Willing Suspension of Disbelief, Kim Falconer, Challenging Old Models, Teachers Training and Development, Organizational Issues In Schooling, Situational Monitoring, Training Program, and Medical Education Training
Research Interests:
Research Interests:
This theoretical chapter is a call to reconnect the underlying epistemologies of learning, teaching, and research through a deeper understanding of the synergies of layering shared perspectives and multimedia environments – in other... more
This theoretical chapter is a call to reconnect the underlying epistemologies of learning, teaching, and research through a deeper understanding of the synergies of layering shared perspectives and multimedia environments – in other words, the points of viewing theory (POVT) meets multimedia representations of teaching, learning, and research (MRTLRs). Until recently, Goldman-Segall’s points of viewing theory provided digital video ethnographers with a framework based on the sharing of perspectives for validity. We scale-up this perspective theory to explain how, in the age of social networking – learners’, teachers’, and researchers’ roles become more permeable through the collaborative process of layering viewpoints, analyses, and interpretations. Closing remarks discuss the importance of reconstituting the three parts of educating within social networking technologies spaces – the corner-store where learners hang out. Layering perspectives and the ability to create meaningful knowledge for self and others in social networks is the next frontier in the future of designing, using, and critiquing technologies for learning.