Module Eight - Self Achievement

This morning, Nov 10th, I was at UW-Stout, bright and early, to present my preliminary oral defense for my thesis/research field study proposal. This is a 6-credit course as the last requirement for my research project for education specialist degree (a step above the masters degree).

Despite feeling less than prepared, or should I say overprepared, I passed the oral portion and was very much encouraged by the feedback from my committee members to help strengthen my study by focusing on a particular purpose.

Feeling less than prepared is part of my detail oriented style and Type A personality :-) I actually had more data than I needed and will need to work to condense my actual study, so better than needing more research! Can you image that I actually had enough data for 7 (seven)different studies and my committee members had to smile and offered great feedback to condense my focus on the graduates perceived level of preparedness with correlation to their RN predictor scores and NCLEX pass rates.

Just sharing my morning and self achievement . . . basically to relieve that feeling of anxiety . . . . . . . . . . . . now I can breathe and relax and bit . . . . . then I need to get to work on those revisions so I can finalize my research tool in which to collect my data! Jeanne

Module Eight - Final Project Discussions

As we start module eight for finalizing our projects; the wide range and wealth of ideas from the class is certainly stimulating. When I see all the ways that a variety of learning needs can met with the various tools, it is indeed exciting. I'm looking at submitting both of my online courses for the 'seal of approval' for Quality Matters. This is a testament to a quality online course that have met all the criteria that are established in the educational arena for higher end learning in the virtual world.

I am impressed with the ideas for how various assessment tools can be applied in the online classroom. As time allows, mostly likely after this course has been completed, it will allow me to evaluate at greater depth these tools and 'practice' using some of the sites such as Google Docs, Web2.0, voice thread, audacity, podcasting, Zoho, etc. Right now, it almost a little overwhelming with all the options. I will need time to assess and evaluate what types of activities will best 'fit' the tool. My plan is to start with the backward design and look my overall course competencies, the specific learning objectives and then build the activity. As I said, I'm very impressed with the use of 'jigsaw' and how we can all learn in a collaborative fashion :-) Jeanne

Addendum on 11/13/08: With all the variety of assessment tools, I'm passing along some advice to not implement too many of them all at the same time. From experience, add slowly and allow yourself to evaluate the process and effectiveness of the tool. Sometimes just 'swapping' out two tools can make a real difference. Another thing to consider is the 'design' of the activity or how the course is laid out. It may take some 'tweaking' and trial and error; as least that was my experience as I started from scratch without taking any e-learning courses. This just helps to validate what I have been doing.

I've tried to attach my word document for my final project, but it appears with blogger that I need to make a URL link in order to do this . . . . . so I refer you the class discussion forum. Thanks for listening. Jeanne

Module Seven - Final Project Update

After the live meeting today regarding our final project, I evaluated my own final project and came to a conclusion of my strengths and areas of growth yet.

Things that need improving or 'growth'

1. add the type of course management system I am using
2. add more specific data about my student population
3. tweak up how my learning objectives will be authentic -- ie apply to real life work scenario
4. add more information regarding diversity
5. add more information regarding plagiarism
6. tweak up the conclusion

Things that are looking great at this point

1. description of my course
2. final outcome objectives for the course (semester end competencies)
3. learning objectives (picked 4 different activities throughout the course and included one objective for each level of Bloom's taxonomy)
4. good introduction
5. have met the basic requirements in the rubric
5. have a solid foundation for each of the four assessment tools

Module Six - Final Project Update

Continuing from module five with final project update. . . . . . I have completed a rough draft of my four assessment tools. In my online course, nursing mental health and community concepts, I selected my four tools as: (1) Class Wiki (2) Class Blog (3) Individual Concept Map and (4) Class survey.

Class Wiki - developing a nursing care plan for a suicidal client
Class Blog - reflection on issues (ethical, legal, client rights, etc) for client with mania/anxiety
Individual Concept Map - connecting concepts with psychotropic drug administration
Class Survey - gathering data on the preparedness of the community for a disaster (ie - flooding)

I have included in my final project a description of each assessment tool, the target performance with rationale of why the particular tool would fit the activity, target competencies for each tool and learning objectives using all 6 levels for Bloom's taxonomy with a grading rubric.

Example: (condensed version) - Collaboration using a class wiki
Target Competency: Develop a nursing care plan for the client who is high risk for suicide

Learning Objectives using Bloom's Taxonomy
1. Knowledge - Identify risk factors for suicide
2. Comprehension - Discuss realistic and measurable goals for the suicidal client
3. Application - Apply mental health concepts for the depressed and suicidal client
4. Analysis - Analyze ethical and legal issues related to the high risk suicidal client
5. Synthesis - Create a nursing care plan for the high risk suicidal client
6. Evaluation - Assess the effectiveness of nursing interventions and outcomes for this client

A Wiki allows for multiple users to collaborate on developing a nursing care plan and will benefit in sharing of knowledge and ideas that will be individualized and 'fit' the particular client in the case scenario. Consideration needs to be given to a holistic approach involving physical, emotional, social, legal, ethical and spiritual needs. . . . . . . other assessments and more on class wiki in my final project as I continue to 'tweak' up my final project. Jeanne

Module Six - Cybercoaching

Cybercoaching is a term that is new to me. It makes sense, but not real sure what the term really means. In reflecting on the meaning of 'coach' it makes sense that the online instructor would be focusing on developing one's strengths by giving prompts and cues on how to further enhance their work.

One thing I find as a challenge is how to always present information in a positive manner and be sure it is constructive. Perhaps a greater challenge is how I can modify my course or teaching strategies to make the activities 'fit' the course competencies and learning objectives. This also comes with the challenge of meeting the needs of a diverse group of learners with providing feedback that is meaningful and with how to effectively assist students with applying that feedback at the higher end of learning. More to come after reviewing again the information on cybercoaching/Jeanne

Module Six - Precourse Survey

In developing my course for online delivery, I had a survey that addresses online learning and readiness. I have condensed this to 10 questions to gain information about my students as it is helpful when students struggle and ask for advice on how to succeed on line.

This provides me information with how they are taking an online course, how many online courses they have already taken, what strategies they use for learning ie - how time is budgeted for the course, perception of skill with computerized assignments, when they plan to set aside time for the course and who may struggle as they prefer the audio, tactile or kinesthetic style of learning.

I included three open ended question to address concerns with online learning and the structure/formatting with cyber learning and the rest with multiple choice questions. I initially had trouble with inserting the link and got several errors messages that the 'tag line is closed' . . . ughhh! . . . . what does that mean? . . . so now 2 hours later with trial and error, the link is ready after a learning curve

. . . . . well, now 24 hours later, I realize I didn't read thoroughly enough the directions and have redone the survey creating all open ended questions :-) and I wonder sometimes why students don't follow directions or the criteria in the rubric!

The link is ready for you to take my survey. Click on the link below for my precourse survey in Nursing Mental Health that was created using surveymonkey.com. I welcome feedback for improvements/Jeanne/EC,WI

www.surveymonkey.com/s.aspx?sm=PHqSkd2bFvjs6uiAUGdLeQ_3d_3d

Module Five - Plagiarism

Plagiarism is an issue that, I feel, is often overlooked by students and instructors alike. We caught up in the expansive flow of information via the world wide web that citing sources is sitting on the 'back burner' with documentation.

Part of this, I feel, is from budget 'crunches' that limited the availability of technology for instructors to track plagiarism. The other part could be time constraints. At the college in which I teach, the college has many resources on Blackboard that provides information on APA formatting, citing sources, plagiarism, etc., yet it can be a problem.

I do feel that by having group work, it helps to keep each other 'in check' and there is a greater degree of ethical behaviors with producing a project together. The other thing that I have found helpful is to show example of how to paraphrase and rewrite an idea with examples of citation. I also include this as part of my grading rubric. Jeanne/EC,WI

Modfule Five - Taxonomy and Assessments

One of the things I learned from courses in my masters program for nursing was the use of Bloom's taxonomy. I find that with nursing students needing to be prepared for taking their NCLEX state board exams, the use of Blooms is especially important.

Students often complain when exam questions require that higher end of learning with analysis, synthesis or evaluation as it 'forces' them to critically think with application of those key concepts. I find that often times, students can narrow it down to the two most likely responses and by reflecting on how they processed the information is helpful with identifying the best response to the situation being addressed.

I'm just starting to read and review Casey's journalism class with assigned objectives and activities. Just from this brief review, I was not very impressed with the formatting of the document for the class as I found it a challenge to follow and 'connect' what needs to be done with the appropriate learning objective. In other words, too vague for me . . . . . . . . will reflect and process things, and then take another look at it :-)

After reading Casey's curriculum with objectives and activities, the following are some potential activities using Bloom's taxonomy.

Bloom categories . . . . . . . Learning objective verbs . . . . . . . . Activity

Knowledge
(recall, list, define, identify, collect, label)
Identify
Define
Describe
Collect
1. Identify the key points of the Patriot Act
2. Define ethics
3. Define censorship
4. Describe the significance of the first amendment
5. Collect data from class survey on freedom of speech

Comprehension
(summarize, describe interpret, predict, discuss)
Discuss
Describe
Summarize

1. Discuss how changes in news coverage has impacted on the role of the journalist
2. Describe how the Code of Ethics applies to journalists who report the news to the public
3. Summarize why the Sullivan ruling is important to journalists


Application
(apply, demonstrate, illustrate, classify, experiment, discover)
Apply
Examine

1. Apply how the first amendment protects the rights of journalists
2. Examine the ethical obligations of the journalist
3. Examine biased writings in the following articles

Analysis
(analyze, classify, connect, explain, infer)
Analyze
Explain
1. Analyze the case scenarios in regards to violation of ethical standards
2. Examine how the different forms of media have changed the ways information is disseminated to the public

Synthesis
(combine, integrate, plan, create, design, formulate)
Formulate
Design
1. Formulate a plan for resolving complaints about questionable content or language with news coverage
2. Design a timeline with key events that reflects how news coverage has changed over the years

Evaluation
(assess, recommend, convince, compare, conclude, summarize)
Convince
Explain
1. Write a three page paper convincing others why the First Amendment should be abolished
2. Explain how the Supreme Court decision impacts on news coverage today

Module Five - Progress towards final project

The final project requires taking a course and evaluating what assessment tools could be effectively applied to online learning. Here we go . . . .

After reflecting on the variety of assessment tools that could be implemented in an online course, I have selected one of my online courses, Nursing Mental Health and Community Concepts in which to develop performance assessment activities using four different tools. Using Bloom's taxonmy has been helpful with defining learning objectives. More in module six as work continues on the final project. One thing is certain, to develop activities that engage the learner and meets the competencies for the course is time consuming to create, yet fulfilling. . . . .

Module Four - Assessment and Online Learning

The article from the Australian Flexibility Learning framework discussed the validity, reliability and fairness of student assessment in online environments. I am finding many of the same challenges that were addressed here: (1) preventing or even detecting plagiarims (2) issues of security especially with online testing (3) atuthentication of student's work (4) encouraging students to take more responsibility for their own learning ie - taking on the value of learner-centered instruction.

The impression I get from students is that online courses take less time are easier. Then they are surprised that they are not doing well. One common thread seems to be that the student does not even log on and only 'checks in' once a week. For both of my online courses, I require a minimum of an initial post and the two responses to two different people on two different days to force the log on and at least browse through the postings. I get complaints that this is too restrictive and students have a hard time of seeing the value of being involved and building that collaborative community.

One assessment tool I utilize are case studies and will rotate them every 3 semesters to avert that syndrome with responses from past students being cut and pasted into a current document. I like the flexibility of online courses and am seeking additional forms of assessments. The article points out additional challenges, barriers, strenghts, etc with online course. Jeanne/EC,WI

Module Four - Group #1 Team Midterm Process

Our group has posted the rough draft of our assessment tools as we have selected our initial deadline as of today, October 13th. This will allow us to collaborate on editing, formatting, and working to finalize our document for presentation to the class for our 'toolbox' of the selected tools we researched. More to follow as the week progresses this week . . . . . . . . . . . . Jeanne

. . . . . . . . . . and the beat goes on as we moved into week four of the course . . . . thanks to Nancy for combining all of our documents into one working document for editing. Also thanks to Amy and Craig for their expertise and ideas with making a strong, practical and eye appealing document that is an excellent resource for learning about assessment tools and a document that we can add to' with additional tools. We have been offering suggestions as we move along with making revisions and 'tweaking up' our content and formatting the final project. . . . . . . . and success as a team as we have posted our document today on Thursday. I must say it is looking professional and easy to navigate through :-)

Things we learned:
1. checking the discussion board or email daily helps with keeping the project moving forward
2. using .rtf which is rich text format helps for all participants to be able to open documents
3. setting deadlines to critical to allowing input from all participants
4. having a common goal sets the tone for the project
5. when editing for others highlight with color so the changes can easily be seen for review
5. when combining individual documents, need to adjust for differences in writing styles
6. focus on each participant's strength as a new learning opportunity for yourself

Click on the link below to take you to the course EDUC 762, click on the discussion link on the blue menu bar, then click on team midterm and select Group #1 Midterm Project to view our collaborative team midterm for Assessment tools

https://uwstout.courses.wisconsin.edu/d2l/orgTools/ouHome/ouHome.asp?d2l_stateGroups=grid~gridpagenum~mycoursesstategroup&d2l_stateScopes=OrgUnitSession~GridPageNum~Search~PageNum%5EOrgUnitUser~LCS~MyCoursesStateGroup%5EUser~Grid~PageSize~HtmlEditor~HPG&d2l_statePageId=273&d2l_state_grid=mcg103~0~~Asc~~0&d2l_state_gridpagenum=mcg103_pgN~0&d2l_state_mycoursesstategroup=mcg103_tree~&ou=795933

Module Four - It's not your grandfather's style of teaching

An article about the learner-centered classroom by Terry Doyle was in a National Education Association (NEA) newsletter. I found this article interesting in that students' viewed learner-centered instruction as having a lazy instructor rather than an approach that gives students more control over their learning anda variety of opportunities with determining what they learn and how they learn it.

I can see this happening with some of my students that are used to being 'spoon fed' the information with the instructor doing all the interaction and 'leading' the pack. Some students seem to want only PowerPoint and 'word-for-word handouts for remote memorization rather application of the concepts. With a change to learner-centered, it is important that students understand what this means and what their role is in the learning process and that it is really the optimal way to learn.

It requires the student to take a whole new perspective with the educational process. Thus, it requires more from the student in terms of doing research, being independent learners, reflecting and critical thinking, collaborating with peers, and doing self-assessment and self-evaluation of their own learning. I have found that students really don't like to do the self-evaluation as 'it's the teacher's job!'

I liked this approach for learner-centered teaching as I think it is more realistic to what is required in the 'working world' and what is expected of you as an employee once you entered the work market. I also feel it instills the values of taking ownership and responsibility for your work and learning in the process. A few questions.

(1) Just curious if your organization supports learner-style methods of teaching?

(2) Has anyone encountered student's feedback that the instructor is 'dumping' on them when it comes to learning and that the instructor is not doing their 'job'?

Module Three - Critical Thinking & Online Learners

Kirk, 2001

Learning online . . . . . . . who says you can't

critically think while being on the computer?

Module Three - Group #1 Team Project

For our midterm project, we were asked to use the 'jigsaw' method for a
cooperative learning experience exploring assessment tools. In group #1 are Nacy, Craig, Amy and myself. Craig got us going by making an
introduction to the group and inviting us to start the process of working
collaboratively for a common goal. Amy got us going with setting our
first deadline for our drafts with our research on our assessment tools to help focus us and build team cohesiveness. We haven't heard from Nancy so Craig volunteered to send her an email which was a nice gesture of teamwork :-) to keep our team moving in a forward direction and with enjoying the learning process over the next two weeks. Soon, we had all members making the initial contact so we could begin working on pieces of the assignment and interacting as a team.

It is always interesting to see how the group dynamics unfold. I tend to be an early 'poster' and like to get organized quickly to allow time for research. I like how we set our first deadline and I took the role of summarizing our expectations and with sending the first email to Datta for the group. We have a mix of early and frequent 'posters' to late 'posters' for the week.

By knowing our deadlines and tasks, it helps with reducing the frustration that can be experienced when working together when individual members have different needs and time availability. So what might seem like a long wait for one piece of the project, so the group can move forward, may really be very little time in the overall scheme of things; it is just taking on a different perspective with the group process.

I prefer more 'down' time on the weekends to spend with my family. My husband feels I have an 'addiction' to the computer and it is like my second husband : -) oh no! Anyway, I try to work on my class when he is at work so I don't feel guilty. Catch up with me next week with how our group worked to build our assessment toolbox. Jeanne/EC,WI

Module Three - Bonk's Perfect Storm

Bonk (2004) stated: "We argue that online learning environments are facing a 'perfect e-storm,' linking pedagogy, technology,and learner needs." Wow, this is a very stimulating and eye catching statement. As an educator, it seems that technology is fast outpacing our capabilities and how quickly we can respond to those changes.

While I would like to add new technology tools, my course management system may not have the capability or the cost is prohibited by the college with our current budget crunches and IT support.

I was surprised to read that online learners are quickly becoming bored with online courses and are desiring more interactive and engaging activities. I think this brings a challenge to online instructors with fulfilling this need and still being able to effectively manage the course. . . . I guess this is the meaning of the 'storm' as discussed with Bonk (2004).

Two emerging technologies that peaked my interest were the use of digital libraries and the use of voice activated computers. I like the idea of using images, video clips or animations to engage the learner with learning a specific concept and that a 'visual' reinforces the written or audio part of learning. Bonk mentions a site called LibraryShare.com that I would like to explore.

A second technology that I found fascinating is using voice activated computers where a voice command can further refine a search or guide the student in the right direction when exploring a concept by asking questions and getting immediate feedback. I know voice activation is used in our motor vehicles so the technology is glaring at us in other situations as well.

Bonk mentions the third storm in the area of pedagogy and that many online courses still lack sufficient resources to actively engage the learner (p. 3). I know for myself, I would like to incorporate more tools and interactive activities, but lack the knowledge where to find the tools I could use. Certainly this article has opened my eyes to the many possibilities that do exist and it seems almost overwhelming to be able to keep up with the latest developments and strides in technology for the online environment so will need time to sift through and explore the possibilities. My professional development goal is to add one new interactive activity to both of my courses in the spring 2008 semester. Jeanne/EC,WI

Module Three - Concept Maps

Well, here's an example of my first concept using Inspiration software. Not bad for my 'first baby' creation! To enlarge the concept map, click on the picture to magnify it . . . . enjoy. In exploring what the software package offered and then I just had the basic package, I enjoyed my first creation of a concept map,but not without a sense of frustration with getting started. When I first downloaded the Inspiration software on my college computer, it would not allow me to use it as the college must have filters, spyware, etc that blocked me from using this software. I was, however, able to download the software at home, but wasn't sure if I used the same information to register if I would be able to download the software twice within 24 hours, but was successful.

I searched the templates to find one that I thought would best fit the concept I wanted to create. I was surprised at the number of available templates. For my concept map, I used a module on depression and suicide from my mental health class by incorporating the nursing process with each of the concepts. I felt this was a good fit. I used measurable verbs for writing learning objectives with many of the objectives actually coming from my online course.

I was not aware that I could change symbols, colors, search for pictures that make it more appealing to the subject, etc. I feel I could make my concept map more specific by taking a specific concept from my lecture on mood disorders, pharmacological drugs, therapeutic communication, care planning, suicidal risk, etc and use it as a group activity. In a way, this reminds me of a Wiki and could be used as a collaborative approach to learning by adding to the map. Jeanne/EC,WI

Module Two - Creating my Blog

My first time creating a blog was both somewhat frustrating and also intriguing. Once I figured out some of the gadgets and layout of the website, I could more easily navigate and found I impressed myself with using this technology. In fact, I got a little 'hooked' on blogging and was working on the blog close to nine hours on the first day.

I liked how my initial blog turned out, but do not like the fact that I can't move around the gadgets on the sidebar as to the order that I would like them to be in. I was just adding to th blog as I saw things and then realized that I needed to have a sequence of how I wanted the items to be displayed (that Type A thing with organization). I also was catching up with adding module one requirements with module two and got out of sequence. Apparently with a blog, you can not change the posting order as it is by date and time of entry.

I would like to experiment with some of the other blog sites listed to see how the formatting and gadgets are displayed to see if one of these would be a better fit for a classroom setting in setting up an assessment activity. Jeanne/EC,WI

Module Two - Using Blogs

In reflecting on the study by Wang and Fang (2005) with using blogs for cooperative learning in my courses, the article sounded like using blogs was extremely positive based on some of the statistical data. However, I have some questions/doubts about their use. This is dependent on the number of user, the purpose of the blog, and the population of users that would be blogging.
Using blogs in my nursing theory courses has the potential for future application by using a case study with a few questions to stimulate critical thinking about the main concepts of the issue that is being addressed in the case study (a patient scenario).

Advantages: (1) small group with a common goal (2) interactive activity (3) potential with stimulating critical thinking (4) ability to process the concepts as a group with sharing reflections(4) accessible 24/7

Disadvantages: (1) technology issues; home computers with dial up access or no home computers(2) evaluation of learning; lots of reading on the part of the instructor, depending on length and number of students in the course, wonder if this is feasible(3) how to address inaccurate information or vague, limited data. I bring this up with the FERPA rights of students and confidentiality with feedback. I have seen students go right to the president of the college to complain about public feedback within the classroom or clinical site. They bypass the instructor, the nursing program director, the campus administrator, etc. Students have even complained to the Governor of the state and have filed lawsuits. (4) Wang & Fang cited that blogs promote an increase in autonomous learning. I'm not sure I buy into this as some students 'carry' other students by being the first to post and other students just summarize the same points. I tend to agree it could be used as building a sense of community among the students.I need more research on this aspect with using it as an assessment tool as I'm not experienced with blogs (5) Website being shut down (6) inappropriate use of the site for personal agenda; ie - how to monitor the site to maintain the integrity of its use. Jeanne/EC, WI

Module One - McLoughlin Article

In evaluating the use of surveys, interviews and Wikis as assessment tools, I feel there is 'room' for all of these tools if presented in the right context for learning and they are correctly designed to capture the essence of what it is the students are expected to learn for a particular course.

As McLoughlin & Luca (2001) points out that assessments are based on constructivism so that the learner is in 'charge' so to speak of their learning and take on the responsibility of building that knowledge base, I find though that some students do not like to take that responsibility and want to be 'spoon fed' and to just tell me what I need to know for the exam and then forget the rest of it. In other words, 'can't I only memorize the important stuff and forget it?' However, in nursing, the content of one unit or semester builds upon the next so application of the content is essential and this causes problems for some students. . . . . So . . . . looking at the pros/cons and possible applications and preferences are . . . .

Interviews: This is good as an ice breaker. I think with the different learning styles and personality styles this is less intimidating and can help get the learner engaged in the course. However, with f2f, this may be more intimidating for some. But if kept simple, it is a good tool. I use this like the pair-share concept in that I pair up students and they ask each other 3 basic questions (ie - one thing in common, one unique thing, and favorite place to travel if no limitations or something fun) and then have them introduce each other --- like we did here.

Wikis: I've tried a Wiki in a class last year, but it wasn't that successful. The issue was technology and with the log on. I experienced the same thing here. I think frustration takes away from the learning. With the tool itself, I see great potential with the interactive style of providing input and learning from the ideas of others. I like this way of learning. With the mission of the technical college to produce graduates that are ready for the real life workforce, there needs to be a push to not only empower the student, but to be sure they have achieved the designated level of competency and skills that are expected for an entry-level job in their speciality. If designed for the right activity, this would be an alternate assessment tool that has the potential to build that sense of community among students and force some responsibility for one's own learning. My preference would be to try a Wiki again in an activity for developing a nursing care plan. I think this would work well with a clinical group of eight students. This would give me the advantage of monitoring progress, engagement, how well the content is applied, etc. I feel this is an example of backward design as described in the article by Wiggines and McTighe from our readings for module one where you first identify the desired results then end with planning the experience or learning activity.

Surveys: I feel are good way to gather feedback. I may get more information with an open-ended question but not always. If statements are developed that prevent bias, surveys can gather useful data. I feel that surveys need to be anonymous or confidential as I feel most people won't really share their true feelings/thoughts knowing it may impact on them later (ie - grades, work performance evals, friendships, etc). Just like research, one would need to have some type of question or objective behind the survey in which to utilize the results. Jeanne/Eau Claire, WI

Module Two - Learner Centered

In completing the informal inventory to compare teacher-centered and learner-centered approaches to teaching. I generally agreed with learner-centered instruction. This was an interactive learning object; however, it would not allow me to send via email my results to myself or the instructor's email address. It kept processing 'sending' but didn't actually send it. I liked the engagement with getting immediate feedback of the correct answer or to try again. I do use a few of the learning objects from Wis Online that I found useful with learning a few concepts I was explaining in my online courses.

My goal for professional development this year is to add interactive activities using Soft chalk. I took a mini class this summer at the college and was impressed with this software and how interactive it made learning.

I find it helpful to evaluate how I'm teaching and what potential changes could be made to 'below the line' curriculum activities in the nursing program. I'm currently doing my field study for my Ed.S degree through UW-Stout and my research study addresses these types of curriculum activities with evaluating student learning with what types of adjustments could be made to the nursing curriculum at the technical college. There seems to be some differences with teaching approaches among new and/or adjunct faculty and among the experienced faculty with understanding how to assess the student's performance and with the choice of learning activities.

Learning-centered instruction helps to provide a foundation for learning using a 360 degree approach with input from both the student and the instructor with how a concept or skill was mastered based on the course competency. This process, hopefully, will more fully engage the learner and stimulate further reflections, critical thinking or perhaps an opposing viewpoint for discussion. It is a way to learn from our own misperceptions and errors to make the learning experience more meaningful as we apply the content to real life situations.

This inventory reflected how teaching and learning are woven together to be the most successful format and that building a sense of community in the classroom is much stronger when students take on that ownership with learning and that it is not just the teacher 'dishing' out material, but a two-way process that takes on a collaborative method. Jeanne/EC,WI

Module One - Wiki Experience

I found working on the class Wiki to be frustrating and would often find 'error page' or was unable to log in after creating my account. However, I was able to get into the class Wiki and provide my input and could view other's postings. The pages seemed to overlap making it look unorganized and difficult to follow along with reading the postings. I realize that I shouldn't let this experience taint my perspective about using a Wiki in the classroom as the technology aspect can always be conquered and to use this experience as a learning opportunity. With being said, I have tried a Wiki once with a group of nursing students, but it wasn't the most effective. I equate this to my lack of knowledge and experience with being the facilitator for my students.

My plan for using a Wiki for future use would be to use it with a small group of eight students. I think this would work well as it would be a more controlled environment in which to monitor the progress and postings. I would think that a large group would be very time intensive for the instructor. I would hope that students in the nursing program would engage in professional behaviors with their entries into the Wikis.

For my assessment activity, my revised plan would have students create a nursing care plan together. For a better understanding of what a nursing care plan is; here is some further information. A nursing care plan is based on the nursing process which includes: A-P-I-E which is an acronyn for A - assessment, P - planning, I - interventions and E - evaluation. In other words, it helps nurses decide what needs to be done, how to do it, why they are doing it and determining whether or not the work being done was effective or if revisions need to be made to meet the desired outcome for the patient. To help you understand better, perhaps this table will help

Patient problem: Alteration in Comfort: Pain
Desired Goal: No pain or controlled pain at maximum funtional level of activity
Intervention: Assess pain level q 4 hours and prn with 0-10 pain scale
Rationale: Want pain to be managed so patient can participate in the recovery process
Outcome: Pain controlled, pain ratings past 48 hours were 0-1

Students can add additional interventions, revised the goal based on patient's individual data so it 'fits' the patient; make revisions so the outcome is accomplished, etc.

Module One - Interview

A learning activity in week one included interviewing a classmate, then posting an introduction. This format of learning is a nice breaker and also enables the learning to become familiar with the online discussion format.

Hi, I'm Jeanne and will introduce Deb. We are both registered nurses teaching in an associate degree nursing program. Deb currently teaches a blended/hybrid section of Medical-Surgical nursing at Rhodes State College in Lima, Ohio. She has taken online courses from both UCLA and UW-Stout and is pursuing the E-learning certificate to stay on the 'cutting edge' of online teaching in hopes to be promoted to full professor within the next two years . . . . Go Deb Go!!

Deb has been teaching for 20 years and has worked as a nurse in the Med/Surg and Critical Care areas and loves the diversity that exists with nursing as many opportunities exists for us. She loves both teaching and the art and science of bedside nursing. (I know there is at least one other nursing instructor in this class) :-)

She is also talented as she learned how to develop a Wiki this summer from a course she took and sounds like will be able to use those skills in this course also.

A secret is her hair color . . . . but I'm not gonna tell that secret and will keep you guessing!

She is POA for her mother whom she cherishes and is very special and dear to her. I guess I could say that her 'mom' was Deb's mentor in life.

A few things we have in common: We both have three grown children and love chocolate of any kind. Please welcome Deb to our class and we look forward to learning together. Jeanne G/Wisconsin