I am currently working as a full-time hourly lecturer in radiography at Savonia University of Applied Sciences. My responsibilities include lecturing, seminars, skills workshops, simulations, clinical training, and supervising thesis work for radiography students. Additionally, I teach imaging to nursing, paramedic, midwifery, and public health students. Radiography student education is primarily conducted through hybrid learning, where some students attend classes in person while others participate remotely via Zoom.
In my work, I extensively use Zoom, Moodle, the Peppi system, and M365 tools. I have also learned to utilize Canva, Prezi, Adobe Express, various video editing programs, Kahoot, Mentimeter, Miro, Mural, Flinga, Thinglink, and many other applications suitable for online education. My team communicates via Teams, email, and WhatsApp. I also use LinkedIn for networking.
I reviewed the list of applications in the task, and I was pleased to discover some that were unfamiliar to me.
ChatGPT is an AI-powered chatbot developed by OpenAI that utilizes advanced language models for conversations and various tasks. It can answer questions, assist with writing, programming, and many other activities. ChatGPT’s interactive format allows for follow-up questions, acknowledging mistakes, and rejecting inappropriate requests. During the studies, I give all radiography student groups a four-hour lecture on Artificial Intelligence in Imaging, where I introduce ChatGPT and practice its use together with students. Surprisingly, many students have not yet tried AI or do not recognize when they are using it. The lecture aims to teach the basics of safe AI usage, including how to evaluate AI-generated responses. ChatGPT is fast and easily accessible but requires logging in to retain personal queries, outputs, and records.
Open Badges is a digital credential system that recognizes skills, achievements, and competencies. It allows individuals to showcase their abilities in education, work, and hobbies. Open Badges can be created, awarded, and managed via certified platforms like Open Badge Passport and Open Badge Factory. Each badge contains metadata detailing who awarded it, the recipient, the competency it represents, and the criteria for earning it. Open Badges support lifelong learning and make skills more visible. They can be shared on social media or included in a digital portfolio. We could incorporate digital badges into radiography education—for instance, students could earn badges upon completing specific imaging modality courses or nursing studies focused on imaging techniques. Last year, I received my first digital badges while studying to become a vocational teacher at Haaga-Helia University of Applied Sciences. I earned nine badges during the program, which are available on Open Badge Passport. I shared a link to my badges on the CV page of this blog. These badges can be beneficial for job applications, as metadata makes them difficult to forge, although it is not entirely impossible.
YouTube is a vast online platform where users can upload, watch, and share videos on nearly any topic. The site relies on user-generated content, allowing anyone to create and publish videos. I use YouTube in topographical anatomy education. Students create video presentations using an application of their choice and publish them on a preferred platform. Some students choose YouTube and upload their videos on private channels, which can be shared with selected individuals or made public. We use anatomical illustration images during presentations, which cannot be redistributed freely, making YouTube a suitable option. Students in healthcare and social services create a video version of their thesis towards the end of their studies, which is then published on YouTube. The topographical anatomy course prepares them for this future assignment as well.
DALL·E 3 is an AI model developed by OpenAI that can generate images based on text descriptions. It understands significantly more details and nuances than previous versions, allowing the creation of more accurate and realistic images. DALL·E 3 is integrated with ChatGPT, meaning users can refine and modify images using simple textual prompts. In the Artificial Intelligence in Imaging lecture for radiography students, I introduce them to DALL·E 3. The tool makes it easy to practice creating realistic images and artwork using textual prompts. I appreciate how DALL·E 3 integrates with ChatGPT, enabling users to request changes with just a few words. Additionally, it has built-in safeguards, such as restrictions on generating images of public figures. However, verifying the accuracy of AI-generated images remains the user’s responsibility.
LinkedIn is a professional networking platform that connects individuals, businesses, and organizations. It serves as a digital space for career development, job searching, and industry discussions. Users can create profiles showcasing their work experience, skills, and achievements. LinkedIn provides company pages, professional groups, and learning resources to help users stay updated on industry trends and improve their expertise. The platform also supports content sharing, allowing professionals to publish articles, engage in discussions, and build their personal brands. I recommend that radiography students create LinkedIn profiles during their studies so they can follow relevant publications, participate in discussions, and network within their field. After graduation, LinkedIn can be used for job searching and continued professional development. While profiles are public and accounts can be verified, there is always the possibility of impersonation on the platform.
Self-Evaluation
I discovered new social media applications and refreshed my knowledge of their various uses. It was interesting to analyze their relevance in my current profession, and I came up with several new ideas that I plan to present to my team. I also had the opportunity to reflect on what makes a good digital application. In my opinion, it should be user-friendly, straightforward, secure, and efficient. The application should be easy to use and function equally well across all devices. Security is essential, and protecting user data must be ensured. Guidelines should be simple, and unnecessary complexity should be avoided. A good digital application should also be easy to integrate with other applications and services or allow its outputs to be seamlessly connected. Through my recent studies, I have gained extensive knowledge of applications suitable for education, but new ones are constantly emerging, so it is important for me to stay alert to innovations.
