This is it...

This is it...

I teach nursing and I am pursing a PhD in Curriculum and Instruction. So how did I end up in an education technology course? Simple. I've been a student in several online courses and none of them were alike.  Even if the CMS is the same and the program is the same, the course facilitator can make or break a course. I enjoy online courses when the course facilitator is interactive in the discussion and provides constructive feedback. I like learning activities that require thinking and application of learned concepts. I feel I learn more in an online course compared to the traditional classroom setting when assessments are not based solely on multiple choice testing.

My research interest is online education - specifically online learning assessments. The #1 question I receive from educators and peers when I state my research interest is: how can you teach nursing online? How can you teach a student to give a shot or take a blood pressure? Nursing is more than a set of procedural skills. Anyone can be take a blood pressure but it takes an educated nurse with good critical thinking skills to manage a client in cardiac arrest in the absence of a physician. Nurses are first line care providers in the hospital. As such, we need to teach our students to think critically. It is true that procedural hands-on nursing skills are difficult (and some impossible) to teach online. I feel students learn the best in blended learning settings. The online students assumes a greater amount of learning accountability. I cannot open the student's head and pour in the knowledge. Students must also put forth an effort and possess interest in learning.

We have learned so many excellent computer applications to assist teaching online. I used the CMS assignment to set up my critical care course for the Fall 2012. I've added YouTube videos, web links, PDFs, journal articles, a wiki assignment, blog, and discussion threading to my course. I am going to attempt the flipped classroom. I had not heard of it before this class. I feel it will be an excellent way to assist students to apply important concepts. I feel it will also give students more confidence in the clinical setting. I would like to thank all of my classmates for an excellent learning experience.

Sincerely,
Janeen

P.S. I am a HUGE Michael Jackson fan hense the blog title. ;)

10 Things I Hate About Wikis

10 Things I Hate About Wikis

1. Cumbersome navigating from page to page
2. Not easy to identify what specifically was added to Wiki pages
3. Communication with team members is difficult to follow
4. Difficult to share works in progress like a PPT
5. Limited formatting options unless you are technically gifted
6. Visual design is unattractive
7. Must be logged in to edit a page
8. Several people editing the document creates a disorganized appearance
9. Notifications fromWiki fill up my email
10. Don't really understand the point of it

Classroom Management Systems (CMS)

Classroom Management Systems (CMS) for online education in the simplest terms provide educators with a means to structure content. The intent is to create an interesting, online class with up-to-date technology that supports educational efforts. The virtual classroom is the meeting place for students and the instructor. Many new classroom management tools are available for online educators. Most schools, colleges, and universities offering online education have a course structure system in place. No matter what CMS is used, several key aspects of classroom set-up should be addressed:

• Instructions & Trouble-Shooting - Including instructions on how the course works and how to navigate the system helps students to identify expectations ease anxiety regarding use of online tools. Programs like Camtasia permit the instructor to create an audiovisual orientation to the course structure. Examples of how to use instructional tools like discussion threading can be demonstrated. In addition to course orientation, a line-list of trouble-shooting activities may help students through technical difficulties.
• Organization - Structure of the online course is important. Weekly organization of content helps students stay ontrack. A course schedule with dates and learning objectives is helpful. Learning activities and supplemental information regarding specific course content should be placed together in an online folder. Some instructors choose to make materials available to students week by week whereas others open the entire course and content.
• Appearance - Choose course colors that are not distracting to learning. Select font that is easy to read. Written directsion should be clear and simple. Avoid over-loading students with excessive text on a page. Pictures and clipart can serve to motivate students while introducing them to important ideas or concepts. The appearance should be motivating and engaging.
• Activities - Activities should be developed to support intended learning goals. Activities that require application of key concepts require higher-level thinking skills. Activites that encourage interaction with the content provides students with a broader understanding. A variety of activites should be used to create interest and keep students focused. Online games, quizzes, case studies, creation of video or voice presentations are fun and encourage creativity. Discussion threading, blogs, social network applications, and guided Internet research via webquests are beneficial activities.It is important for online students to interact with the instructor and with classmates. Activities should include individual and "small group" work.
• Support for Students - It is important for the course facilitator to be available. Preventing feelings of isolation in an online class is important. Posting contact information such as email, phone number, and creating an online office helps students feel connected. In addition, being present in the discussion and providing timely feedback on assignments offers students support and guidance. Technical support services should be visible and readily available for online students. Post the name of such services, email, and phone number for services and include hours of operation.

Flipped Classrooms

I've thought long and hard about transforming my class into a "flipped classroom." This would be an excellent learning environment for senior nursing students. Entering screencasts that include PPT presentations with voice prior to classroom experience is an excellent idea. Once students read assigned materials and review PPTs with voice, coming to class and applying learned concepts will facilitate lifelong learning. Rote learning of concepts is one thing - but application of concepts proves understanding of the materials. Adult students desire a deep understanding of concepts and practice in the classroom is an excellent precurser to clinical application. I am considering re-thinking my teaching plan for the fall to include the "flipped classroom" experience.

Screencast versus Podcast

Audio or audiovisual...what makes the best presentation? I don't feel there is a "best" presentation technique. Many factors come into play regarding choice. Who is the audience? What are the learning objectives? Benefits of audio include easy downloading to mobile devices for students however; many handheld devices accept audiovisual recordings. Capturing the student's attention and movitating learning are the key initiatives of creating a successful learning environment. The  bottom line is we have become a society dependent on our mobile devices. Creating learning experiences that include those devices are likely to attract student attention. Creating an audiovisual learning experience meets the needs of auditory and visual learners.

PowerPoint had become the "norm" in classroom lectures. As such, PPT presentations with voice can be easily configured to transmit to mobile devices. Audacity is a free program that permits audio transmission. Screencast.com permits broadcasting of audiovisual presentations. As an educator, I prefer the audiovisual transmission as learners have the option of listening or watching and listening. Camtasia is a popular choice for educators to create audiovisual transmissions. The drawback to Camtasia is that there is a learning curve associated with use. Techsmith.com is an excellent source of information for Camtasia users.

In my opinion, audiovisual presentations rule. Educators are able to meet the needs of both auditory and visual learners. The power of words combined with the power of pictures cannot be underestimated. The educational world is undergoing great transformations. Technology can make learning fun and interesting. It can also make it difficult. As educators, we cannot forget to make learning accessible to all - those "technologically advantaged" and those "technologically-disadvantaged." Creating audiovisual presentations may reach both audiences. It is of dire importance for the educator to survey the audience of student learners when making decisions regarding the best technology to use in education.

Using Podcasts In Education

The use of podcasts in higher education in gaining popularity. Current research indicates students perceive podcasts as useful and meaningful tools to learn information (Evans, 2007). As the author points out, many students already own some form of audio/digital player and enjoy learning in the manner. As educators in the 21st century, it is important to use current technology that encourages students to participate in learning. Podcasts have many uses and can be effective tools is used correctly in the educational setting. Lee (2008) points out advantages of podcasting in the classroom:

• Simple to produce
• Immediate
• Educationally focused
• Reusable
• Engaging

Creating learning activities that are fun and technologically up-to-date encourage learning in a fun and meaningful way. When students enjoy learning, they are more likely to take an active role in the process thus establishing lifelong learning. Incorporating podcasts into instruction has numerous possibilities that are only restricted by our imagination.

References

Evans, C. (2007). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computer & Education. 50, 491 - 498.

Lee, M. J., McLoughlin, C., & Chan, A. (2008). Talk the talk: Learner-generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology. 39(3), 501 - 521.

Facilitating Meaningful Online Discussions: How is it done?

What is the best way to facilitate online discussions? It is agreed that discussion is the heart of online learning however; the best way to promote discussion varies among educators. Some are very prescriptive, identifying required number of postings and word count per post whereas others are vague. Directions that are very descriptive may result in poor quality work from students as they are trying to meet grading requirmens rather than offering meaningful contributions ot the discussion. Vague directions may leave students unsure of expectations. Preparation of discussion should occur in three phases to best meet intended learning outcomes:

Phase One: Directions to Learners 
Students are at risk for feeling abondoned or alone in an online classroom. Be sure to inlcude ways students can contact you. In the syllabus, post your contact information. Include more than an one way students may contact you. In addition to an email address, include a phone number, fax number, mailing address, or alternate email. Set up a "virtual office" where students can ask questions related to the classroom content or structure.

Clearly state expectations of discussion in the syllabus. Include the frequency of participation (ex. Post response to weekly discussion question and reply to at least two classmates' postings). In addition, include a schedule with due dates and timeframe for submissions.  Develop a grading rubric for discussion postings. This will help students know how you will evaluate their participation in the discussion. Encourage students to "link" postings to the assigned reading. You want students to make connections between assigned readings and discussion.

Be sure to have information regarding technical support if students run into problems. This information should be included in the syllabus. Explain "what to do" if technical problems occur. It is helpful to include commonly occuring problems with resolutions in the syllabus or on the course home page. Post the phone number of technical support services for unresolved conflicts.

Phase Two: Facilitator Assumes and Active Role
Include an opening remark that is welcoming and motivating. Perhaps a non-graded "ice-breaker" activity can be used as the opening discussion. An example would be posting a personal biography discussion to help learners get to know one another. 


Create postings that are driven by reading assignments and learning activities. Consider requiring students to reference assigned readings or learning activities in postings.

Provide constant feedback to discussion postings. This lets students know you are following the discussion. Indicate when students are doing a good job. Clarify points that seem "foggy." Always spell-check your work and "set the tone" for postings. Students will look to the facilitator as an example of how discussions should be conducted. Create an environment that includes all students and they feel part of the learning group.

Phase Three: The Wrap-Up
Consider using a "wrap-up" activity following the week's discussions. for example:

• Write a summary of the week's discussion points
• Write a paragraph about the most important concept learned this week and how you will apply it in the future
• If you were leading this week's discussion, explain how you would do it.
• Write a summary of the themes or patterns you notice that developed during this week's discussion.