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
Tuesday, September 30, 2008
Monday, September 29, 2008
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
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
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
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.
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
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
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