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